670 West Boylston Street Worcester, MA 01606-2092 Tel ...

TO: The College Community

FROM: Patricia Toney

Vice President of Academic Affairs

SUBJECT: ACADEMIC MATTERS

DATE: December 10, 2015

Final approval has been given to the academic matters acted upon at the December 8, 2015 meeting of the

Learning Council.

School of Business, Engineering & Technology - Kathy Rentsch

1) Course Revision Proposal - BUS 105 Introduction to Business Logistics

a) Change course designation from BUS 105 to LOG 105.

b) Effective Date: Fall 2016

2) New Course Proposal - CIS 230 Mobile Apps Development

a) Effective Date: Fall 2016

b) Course Description (as it will appear in catalog)

CIS 230 Mobile Apps Development 3 credits

This course introduces application development for mobile devices such as Android, Windows, and web.

Students program professional apps, using standard IDE (Integrated Development Environment) platforms

commonly used professionally, through lectures, hands-on programming assignments, and individual and

group projects.

Prerequisite: CIS 226. S

3) Course Revision Proposal - CIS 299 Computer Information Systems Cooperative Education

a) Change the prerequisite from Approval of Program Coordinator or Corequisite: CIS 241 to:

Approval of Program Coordinator and Corequisite: CIS 241


c) Course Description (as it will appear in catalog)

CIS 299 Computer Information Systems Cooperative Education 3-6 credits

This course provides students with an opportunity to apply classroom theory to practical work experience. Students exchange feedback about their work experience in a seminar environment. The number of credits earned is based upon the number of weeks and hours per week involved in the cooperative work experience as well as established learning objectives.

Prerequisite: Approval of Program Coordinator; Corequisite CIS 241. S

670 West Boylston Street

Worcester, MA 01606-2092

Tel: (508) 854-4425

Fax: (508) 854-7504

www.QCC.edu

Academic Matters - December 8, 2015 of 231

4) Program Revision Proposal - Computer Information Systems - Health Information Option – Associate in

Science – CIHI

a) Change the technical writing course from MSS 211 – Technical Writing for the Medical Environment (no

longer being offered) to ENG 205 – Technical and Workplace Writing.


c) See grid – Page _____

5) Course Revision Proposal - ELT 121 Digital Computer Circuits

a) Change the course description of ELT 121 Digital Computer Circuits.

b) Change the name of “ELT 121 Digital Computer Circuits” to “ELT 121 Digital Circuits”.

c) Effective Date: Fall 2016

d) Course Description (as it will appear in catalog)

ELT 121 Digital Circuits 4 credits

This course explores digital fundamentals including number systems, digital code, logic gates, Boolean

algebra, combinational logic, and flip-flops. Students learn the functions of the basic digital circuits used in

all areas of Electronics. Students learn the operation of a digital electronic circuit, troubleshooting

components of digital electronic circuits, binary and hexadecimal number systems, and Boolean rules and

laws used to describe and construct gate networks.

Prerequisite: ENG 091 with a grade of "C" or higher, ENG 096 with a grade of “C” or higher; or approp

place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score

6) Program Revision Proposal - Electronics Engineering Technology – Biomedical Instrumentation Option

a) Remove “ENG 102 Composition II” and add “ENG 105 Technical Writing OR ENG 102 Composition II”



7) Program Revision Proposal - Electronics Engineering Technology – Mechatronics Option

a) Remove “ENG 102 Composition II” and add “ENG 105 Technical Writing OR ENG 102 Composition II”



8) Program Revision Proposal - Electronics Engineering Technology – Photonics Option

a) Change program code from ELPH to EEPH.

b) In Semester 3 Remove “ENG 102 Composition II”

c) In Semester 3 Add “ENG 105 Technical Writing OR ENG 102 Composition II”

d) Effective Date: Fall 2016

e) See grid – Page _____

9) Program Revision Proposal - Electronics Technology Certificate - CE

a) Remove “ENG 102 Composition II”

b) Add “ENG 105 Technical Writing”


d) See grid – Page _____

10) Course Revision Proposal - HRM 299 Hotel/ Restaurant Management Cooperative Education Experience

a) Change the number of course credits



HRM 299 Hotel/Restaurant Management Cooperative Education Experience 2-6 credits

This course provides a blend of classroom theory and practical job experience through periods of on-campus

instruction and supervised off-campus employment. Cooperative Education helps students decide if they have

selected a profession to which they are willing to commit themselves. Bringing field experience into the

classroom discussion takes a new relevancy, and learning is enhanced. Individualized outcomes are developed

among the student, a faculty supervisor, and the employer.

Prerequisite: Approval of Program Coordinator. F/S/SU


44

53

61

69

76

11) New Certificate Proposal - Dietary Management Certificate


b) See grid – Page _____

School of Health Care - Jane June

1) Course Revision Proposal - MSS 299 Fieldwork Experience

a) Remove co-requisites MSS 251 Clinical Procedures II and PSY 101 Introduction to Psychology from MSS

299 Fieldwork Experience.

b) Add prerequisites MSS 251 Clinical Procedures II and PSY 101 Introduction to Psychology to MSS 299

Fieldwork Experience.



MSS 299 Fieldwork Experience 4 credits

This is a 12-week, 180-hour unpaid externship at an appropriate, approved clinical site. Students participate in

an integrated experience in which they apply the skills and knowledge learned in the medical assisting

program.

Prerequisite: BIO 100 or BIO 140, ENG 101, MSS 151, MSS 251, PSY 101. F/S

2) Program Revision Proposal - Medical Support Specialist – Medical Assisting Option Associate in Science

a) In Semester 4 remove MSS 211 Technical Writing for the Medical Environment.

b) In Semester 5 remove CHC 150 Health and Healing (or) CHC 151 Fundamentals of Complementary Health

and replace with SOC 101 Introductory Sociology (Principles)


d) See grid – Page _____

3) Course Revision Proposal - RDT 232 Medical Radiography Clinic IV

a) Decrease course credit from 5 to 4.



Medical Radiography Clinic IV 4 credits

This course concentrates on refining students’ skills in performing all mandatory and elective procedures

required for graduation and eventual employment as an entry-level radiographer. Upon completion of this

course, students are eligible for examination for certification by the American Registry of Radiologic

Technologists. Students work independently, with indirect supervision, on all exams for which they have been

evaluated as competent. Advanced imaging procedures are presented and include specialized cranio-facial

imaging, basic special procedures, trauma, pediatric, and surgical exams. Students are encouraged to

experience advanced modalities such as CT, MR, angiography, nuclear medicine, and sonography.

Prerequisite: RDT 231. S

4) Course Revision Proposal - RDT 254 Radiologic Pharmacology and Pathology

a) Revise course description.



Radiologic Pharmacology & Pathology 3 credits

This course covers the basic concepts of health, illness and disease processes affecting various bodily systems

with special emphasis on nature of pathologic processes and the radiographic appearance commonly

presented experienced during medical imaging procedures. The fundamental pharmacology of medications

and contrast agents routinely administered as part of imaging procedures is discussed.

Prerequisites: BIO 112, RDT 231, RDT 240. S

5) Course Revision Proposal - RDT 260 CT & Cross-Section Anatomy

a) Increase course credit from 1 to 2

b) Revise course description.


83

97



CT & Cross-Section Anatomy 2 credits

This course expands students’ knowledge on imaging principles and equipment relative to Computed

Tomography (CT) and provides instruction on anatomy in cross section format. Students learn to differentiate

between the transverse, sagittal and coronal appearance of anatomy of the head, chest, abdomen and pelvis.

The fundamentals of venipuncture technique and related patient care skills are reviewed and practiced.

Prerequisite: BIO 112, RDT 231, RDT 240. S

School of Humanities and Education - Clarence Ates

1. Course Revision Proposal - EDU 102: Integrating Theory and Practice: The Elementary School Learner

a) Change the title of the course from Integrating Theory and Practice: The Elementary School Learner to

Theory to Practice: The Elementary School Learner

b) Change the course description.



EDU 102 - Theory to Practice: The Elementary School Learner 3 credits

This course examines prominent theories of teaching and learning in elementary education. Students review

social, emotional and cognitive developmental processes involved in learning for typical and atypical learners.

The course also covers insights into motivational theories, the affective aspects of learning and classroom

management. Students are required to participate in a field experience (pre-practicum) of fifteen hours beyond

classroom time in an elementary school setting. Please note: Students must have a recent CORI/SORI on file

to participate in the fieldwork which is required for successful completion of the course.

Prerequisite: ENG 096 with a grade of C or higher or appropriate placement score. F/S

2. New Course Proposal - ECE 105 Understanding Applied Behavior Analysis

a) ECE 105 Understanding Applied Behavior Analysis be adopted as a new course.



ECE 105 Understanding Applied Behavior Analysis 3 credits

This course examines the definition, characteristics, basic frameworks, and theory of applied behavior

analysis (ABA). Students review the history and foundations of applied behavioral analysis. Students also

explore targeted areas of clinical intervention and educational intervention. Students learn to identify the

differences in behaviorism, the experimental analysis of behavior, and applied behavioral analysis within the

context of an educational environment. Students focus on information that emphasizes the relationship

between the field of applied behavior analysis and the education of children.

Prerequisites: ENG 096 with a grade of C or higher or appropriate placement score.

3. New Course Proposal - ECE 205 Applied Behavior Analysis Supervised Practicum



ECE 205 Applied Behavior Analysis Supervised Practicum 3 credits

This course emphasizes practical classroom experience (150 hours) working with young children in the BCI

ABA Center (Behavioral Concepts Inc. & Center for Applied Behavioral Instruction) and other approved

private school settings under faculty supervision. Students examine competencies that include working as a

team member; developing, implementing and evaluating appropriate applied behavioral strategies for young

children. Students focus on demonstrating positive strategies and including strategies identified in the

Registered Behavior Technician (RBT) task list; keeping children safe and healthy; and creating and

maintaining a developmentally appropriate educational environment while maintaining a commitment to the

profession of Applied Behavior Analysis and Early Care and Education.

Prerequisites: ECE 105 with grade C or higher. Restricted to students accepted and enrolled in

Technician in Applied Behavior Analysis Certificate.


4. New Certificate Proposal - Technician in Applied Behavior Analysis Certificate


b) See grid – Page _____

School of Public Service and Social Sciences - James Brown

1) Course Revision Proposal -PSY 181

a) Retire the course PSY 181

b) Effective Date: Spring 2016

2) New Course Proposal - PSY 250 Psychological Statistics

a) PSY 250: Psychological Statistics be adopted as a new course



PSY 250 Psychological Statistics 3 credits

This course covers how quantitative methods are used to answer questions in psychology. Students examine

psychological applications of measures of central tendency, measures of variability, and standardization of

scores (z-scores). Students learn to conduct, interpret, and report effect sizes and significance testing for

comparing means (t-tests and ANOVAs with one and two factors), assessing relationships (bivariate

correlation and regression), and comparing frequencies based on nominal data (chi-squared) within research

scenarios commonly encountered in psychology. Additionally, students are introduced to advanced statistical

techniques used in psychology such as reliability analysis, factor analysis and path analysis. Special attention

is given to identifying the appropriate statistics to use for a given research question and data set, to ethical

issues in data analysis, and to the use of statistical software.

Prerequisite: ENG 101, PSY 101, MAT 122

3) New Course Proposal - PSY 251: Research Methods in Psychology

a) PSY 251: Research Methods in Psychology be adopted as a new course



PSY 251 Research Methods in Psychology 3 credits

Through instruction in research design and the application of the scientific method to psychology students

learn to evaluate the validity of claims about behavior and mental processes as they appear in both popular

media and the professional scientific literature, to design and conduct psychological research, and to report on

the results of psychological investigations using APA style. Topics covered include measurement and

validity, ethics, survey research, correlational research, experiments with one and with multiple independent

variables, identification and control of confounds, and quasi-experiments. Students conduct hands-on

psychological studies involving appropriate statistical analyses that will be written up as APA style reports.

Prerequisite: PSY 250

4) New Course Proposal - PSY 252: Introduction to Cognitiona) PSY 252: Introduction to Cognition be adopted as a new course.



PSY 252 Introduction to Cognition 3 credits

This course serves as an introduction to the field of cognitive psychology, familiarizing students with theories

and research regarding learning, memory, and thinking. Topics include: the history and foundations of

cognitive psychology; neural bases; learning, memory and knowledge; language; reasoning and problem-

solving; social and emotional influences, and changes in cognition across the lifespan.

Prerequisite: PSY 101, ENG 101

3) New Course Proposal - PSY 253 Social Psychology



158


PSY 253 Social Psychology 3 credits

This course introduces students to the scientific study of how humans influence, relate to, and think about

each other as practiced in social psychology. Major topics covered include social cognition, attributions, the

self, attitudes and persuasion, conformity, group dynamics, interpersonal relationships, helping behavior,

aggression, and prejudice. Themes emphasized throughout the course include the role of culture in

influencing social psychological phenomena, the application of the scientific method to the study of social

behavior, and the use of social psychological theories to better understand behavior encountered in daily life

and in the world around us.


4) New Degree Program Option - Liberal Arts - Psychology Option (Associate in Arts)

a. Effective Date: Fall 2016b. See grid – Page _____


231

2015- 2016 QUINSIGAMOND COMMUNITY COLLEGE

COURSE REVISION PROPOSAL

1. Course Number and Name (current) : BUS 105: Introduction to Business Logistics

2. Originator: Jean McLean Date: 10.22.15

3. School Dean: Kathy Rentsch Date: 10.22.15

4. The requested change (motion) for governance consideration is as follows:

1) Change course designation from BUS 105 to LOG 105

The following programs are affected by this change and the grids will be revised (list program names

and program codes as they appear in the college catalog):

5. Effective Date: Fall 2016

6. Date: _________________ Recommended by the _________________________ SchoolComments:

7. AA Leadership Team: _______________________________ Date: _________________

Recommended: __________ Not Recommended: __________ Comments:

8. VP/Academic Affairs: _________________________________ Date: _________________

Recommended: __________ Not Recommended: __________Comments:

9. Learning Council: _____________________________________ Date: _________________



Approved: _________ Not Approved: __________Comments:

The November 19, 2015 meeting of the Business, Engineering, and Technology School was adjourned due to Work to Rule.


Signatures on File

QUINSIGAMOND COMMUNITY COLLEGE


Type of Revision: ___ Description ___ Prerequisite ___Corequisite _X__ Number ___ Name ___ #credits

___ Elective Type ___ other (explain)

Course Discipline or Department: Business Administration

School: Business, Engineering & Technology

Current Course Number: BUS 105 Current Course Name: Introduction to Business Logistics Current Course Description (as it appears in the college catalog): BUS 105 Introduction to Business Logistics This course provides students with an understanding of the key functional areas of logistics, including transportation, distribution, warehousing and inventory management. The course explores how these functions interact, their importance to the overall organization, and the major cost components within each area. The course introduces many potential career opportunities available in this field. Credits: 3 Prerequisite: ENG 096 with a grade of "C" or higher; or appropriate placement score and MAT 090 with a “C” or higher on the MAT 090 departmental final exam or appropriate placement score Proposed Description (include all proposed changes): LOG 105 Introduction to Business Logistics This course provides students with an understanding of the key functional areas of logistics, including transportation, distribution, warehousing and inventory management. The course explores how these functions interact, their importance to the overall organization, and the major cost components within each area. The course introduces many potential career opportunities available in this field. Credits: 3 Prerequisite: ENG 096 with a grade of "C" or higher; or appropriate placement score and MAT 090 with a “C” or higher on the MAT 090 departmental final exam or appropriate placement score

Rationale for the change: The department is developing a Logistics Certificate and several more logistics courses including LOG xxx Distribution Center and Warehouse Management, LOG xxx Purchasing Management and LOG xxx Transportation Management. At the time BUS 105 was developed, there were no plans for expansion into a certificate.

Provide a description of any change in course content. None

Does the course revision affect another department? Please confer with the coordinator of the affected department. N/A Affected department(s) ___________________________

Attach current and proposed grids for all affected programs (listed on page 1 of this proposal). N/A

Please submit a generic syllabus to your dean with all of the revisions included.

2015 - 2016


2015-2016 QUINSIGAMOND COMMUNITY COLLEGE

NEW COURSE PROPOSAL

1. Course Number and Name: CIS 230 Mobile Apps Development

2. Originator: Robert Desilets Date: October 15, 2015

3. School Dean: Kathy Rentsch Date: October 22, 2015


Accept new course CIS 230 Mobile Apps Development


6. Recommended by the __________________________ School Date: _________________ Comments:





9. Learning Council: ____________________________________ Date: _________________






Signatures on File


NEW COURSE PROPOSAL

Course Discipline/Department: Computer Information Systems

School: Business, Engineering and Technology

Course Number: CIS 230 Course Name: Mobile Apps Development Prerequisites and/or corequisites (confer with affected department coordinator): CIS 226 CIP code (check with IRaP Office): 11.0202 Effective Term/year: Fall 2016 Give a rationale for the new course. Be sure to indicate whether this course replaces another course. This course falls into any of the CIS Option an elective. It fits best into the CIWP Option as an elective within the programming career path. Is the course content similar to other courses now offered? Yes ___ No __X_ If yes, attach a statement for the coordinator of the department offering the similar course. Please indicate if this course will serve as any of the following types of electives ___ Elective (any college level course can serve as an elective) ___ Specific Type (indicate Business, Liberal Arts, Humanities, Foreign Language, Social Science, Behavioral Science, Mathematics, Science, Lab Science) _X_ Program specific (name the program) CIWP ___ Multiple perspective (confer with the Liberal Arts Coordinator) Is this course required for a program? If yes, submit a separate DEGREE PROGRAM OR CERTIFICATE REVISION PROPOSAL. If the course is required for a new program, submit a separate NEW DEGREE PROGRAM, OPTION OR CERTIFICATE PROPOSAL. Please list all affected programs here. Expected enrollment per term: 20 Expected enrollment per year: 20

Will any of the following be required: Additional staff ___ Additional space ___ Additional equipment ____ Provide a rationale for any needs indicated above and include approximate cost of equipment.

Library print and non-print resources in support of this course: $500


Course Materials

Course number: CIS 230

Course name: Mobile Apps Development

Credits: 3 Lecture Hours: 45 Lab hours: 0 Clinic Hours: 0 General course description and prerequisites (as it will appear in the catalog):

CIS 230 Mobile Apps Development

This course introduces application development for mobile devices such as Android, Windows, and web. Students program professional apps, using standard IDE (Integrated Development Environment) platforms commonly used professionally, through lectures, hands-on programming assignments, and individual and group projects. Prerequisite: CIS 226. S

All required texts and paperbacks, including information on publisher and edition used (provide a suggested text): Murach’s Android Programming ISBN: 978-1-890774-71-4

Instructional Objectives (list): 1. Develop an understanding about the basic mobile development platforms.2. Use a current mobile app IDE (Integrated Development Environment) to develop, code and test

on an emulator or actual device.3. Develop the skills required to work with layouts and widgets4. Develop the skills required to work with threads, files adapters, and intents.5. Develop the skills required to work with SQLite databases.6. Develop the skills required to deploy an app.

Teaching procedures: (provide suggested teaching methodology): Welcome to a skill standards classroom. Education as we have known it is primarily lecture, demonstration and exam-based assessment. In this class, along with lectures you will also learn on your own and from others as you perform activities and solve problems. This semester we will use a three-phase approach to develop programming competencies. In the process, you will

1. Practice computer application skills using an end of chapters exercise.2. Apply computer application skills to a mobile app task.3. Use technology to problem-solve and complete a mobile app project.

In addition to mobile apps development competencies, you will be engaged in semester activities that develop employability competencies. You will:

1. Acquire and evaluate data2. Organize and maintain files, interpret and communicate information,3. Apply technology to specific tasks4. Apply critical thinking and problem solving5. Work with members of a team


Course topics and/or assignments and/or required and/or supplemental reading (provide a list of suggested course topics):

WEEK TOPIC(S) ASSIGNMENTS DUE 01 Course Introduction

[Section 01: Get started fast with Android] Chapter 01: An introduction to Android Chapter 02: How to use Eclipse for Android

development Chapter 03: How to develop your first Android

app Chapter 04: How to test and debug an Android

app 02 03 [Section 02: Essential Android skills]

Chapter 05: How to work with layouts and widgets

Chapter 06: How to handle events Chapter 07: How to work with themes and

styles Chapter 08: How to work with menus and

preferences Chapter 09: How to work with fragments

Think-er-ciser 01 Project 4-1

04 05 Project 6-1 06 [Section 03: The News Reader app]

Chapter 10: How to work with threads, files, adapters, and intents

Chapter 11: How to work with services and notifications

Chapter 12: How to work with broadcast receivers

Think-er-ciser 02 Project 6-2

07 08 09 [Section 04: The Task List app]

Chapter 13: How to work with SQLite databases Chapter 14: How to work with tabs and custom

adapters Chapter 15: How to work with content providers Chapter 16: How to work with app widgets

Think-er-ciser 03

10 Course Case Study Requirements Continue Section 04

11 Project 14-1 p. 1 Project 14-1 p. 2

12 Project 14-2 p. 1 13 [Section 05: Advanced Android skills]

Chapter 17: How to deploy an app Chapter 18: How to work with locations and

maps

Think-er-ciser 04 Project 14-2 p. 2 Project 14-2 p. 3

14 15 Final exam period Think-er-sicer 05

Course Case Study


Other information:

• Suggested basis for student grading and criteria for evaluating student performance

Final grades for this course will be based on the following: Class participation/class labs: 39 [13 @ 3] Module Think-Er-Cise: 15 [5 @ 3] Programming Projects 80[8 @ 10] Case Studies/Project Programming 80[1 @ 80]

============== TOTAL POINTS: 214 points… The course total point value may vary if assignments are added or deleted.

• college attendance policy (see current Student Handbook)

• college plagiarism statement (see current Student Handbook)

• Suggested assessment methodologies

Please attach a generic syllabus for this new course.

List the Student Learning Outcomes for this course in the table below. Recommendations for writing SLOs can be found in the General Education Outcomes Assessment Handbook that is available on the QCC’s Intranet under Frequently Used Forms (Academic Governance Forms).

COURSE STUDENT LEARNING OUTCOMES FOR CIS 230 Mobile Apps Development Upon completion of the course, students will be able to: 1 Understand how applications interact with databases to create and retrieve data.

2 Execute the major components of mobile Application Development/Programming.

3 Demonstrate awareness of common audio, video, graphic, mapping, and animation software.

4 Code professional mobile apps using an industry standard IDE (Integrated Development Environment) platform.

5 Deploy a mobile app.

How does the course support general education? Using the chart below, indicate the degree or level of connection between the course and outcome as indicated here.

I – Introductory/Background – There is an indirect relationship between the course and the outcome. The outcome itself is not the focus of the course but at least one element of the course serves as a building block to the achievement of the final outcome. For example, course elements may provide the knowledge, skills or attitudes necessary for the ultimate achievement of the outcome.

M – Intermediate/Transitional - There is more of a direct relationship between the course and the outcome than Introductory. A mixture of course elements supports the final achievement of the outcome, but the final integration


of knowledge, skills and attitudes necessary for its achievement is not accomplished in this course. For example, knowledge, skills and/or attitudes (at least 2 of the 3) required for achievement of the outcome may be the focus of the course or course element, but the integration of all three is not.

E – Emphasized – There is a direct relationship between the course and the outcome. At least one element of the course focuses specifically on the complex integration of knowledge, skills and attitudes necessary to perform the outcome.

CONNECTION OF (insert course number and name) TO GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E

Communication Skills: Students will write and speak effectively. M

Information Literacy: Students will locate, evaluate and apply reliable and appropriate information. E

Quantitative Reasoning: Students will apply the concepts and methods of mathematics to solve problems.

M

Scientific Reasoning: Students will relate scientific methods of inquiry to the acquisition of knowledge.

E

Technical Literacy: Students will utilize computer an emerging technologies effectively. E

Aesthetics: Students will appreciate the variety of human experiences as expressed through the arts.

Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures.

Ethics: Students will develop an awareness of personal obligations and responsibilities in one’s community of influence.

Impact of Technology: Students will reflect on the impact of scientific and technological advances on the individual, society and the environment.

E

Civic Literacy: Students will demonstrate awareness of the responsibilities of local, national and international citizenship.

CIS 230 Mobile Apps Development -- Bob Desilets


QUINSIGAMOND COMMUNITY COLLEGE 670 West Boylston Street

Worcester, Massachusetts 01606

Spring 2017

Course: CIS230-01 Mobile Apps Development Room: 366A M 1:00 PM – 3:50 PM Instructor: Robert R. Desilets

Office: 428A

Telephone: 508.854.4403 E-Mail: [email protected]

Course Web site: Blackboard: http://www.mycourses.qcc.edu

Office Hours MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9:45 – 11:45 AM

By appt. 10:45 – 11:45

AM By appt.

10:45 – 11:45 AM

COURSE DESCRIPTION:

This course introduces application development for mobile devices such as Android, Windows, and web. Students program professional apps, using standard IDE (Integrated Development Environment) platforms commonly used professionally, through lectures, hands-on programming assignments, and individual and group projects.

Prerequisite: CIS 226. S

INSTRUCTIONAL METHOD: Welcome to a skill standards classroom. Education as we have known it is primarily lecture, demonstration and exam-based assessment. In this class, you will also learn on your own and from others as you perform activities and solve problems. This semester we will use a three-phase approach to develop programming competencies. In the process, you will

4. Practice computer application skills using an end of chapters exercise.5. Apply computer application skills to a business task.6. Use technology to problem-solve and complete a business project.


mailto:[email protected]

http://www.mycourses.qcc.edu/

In addition to Visual Basic Programming competencies, you will be engaged in semester activities that develop employability competencies. You will:

6. Acquire and evaluate data 7. Organize and maintain files, interpret and communicate information, 8. Apply technology to specific tasks 9. Apply critical thinking and problem solving 10. Work with members of a team

This is a web enhanced class, meaning that most (if not all) the assignments and assessments will be posted on Blackboard. Supplementary learning content materials will also be posted here. Blackboard is the E-Learning tool/platform that QCC has adopted. This class will use this tool to help support the typical classroom experience. However, it is not intended to replace the classroom experience. Please note that the use of Blackboard does not relieve you of your in-class attendance and participation requirement!

COURSE GOALS:

To teach the fundamentals of the Mobile Apps Programming To understand and apply graphical user interface design principles To emphasize the development cycle when creating applications, which mirrors the same approach that

professional developers use To illustrate well-written and readable programs using a disciplined coding style, including

documentation and indentation standards To demonstrate how to implement logic involving sequence, selection, and repetition using a current

mobile app platform To write useful, well-designed programs that solve practical business problems

STUDENT LEARNER OUTCOMES/OBJECTIVES:

Upon successful completion of each module the student will be able to:

[01] An Introduction to Android

Knowledge • Name two types of Android devices.

• Name and describe three types of Android apps.

• Briefly describe the history of Android.

• Name some of the versions of Android and describe how the version number compares with the API level.

• Name the four layers of the Android stack.

• Describe how Android compiles and interprets code.


• Describe how you can test an app on a physical device or an emulator.

• Describe how XML defines the layout of the user interface for an app.

• Describe how the strings.xml file defines the display text for an app.

• Describe how Java code handles the events that occur on the user interface.

• Describe some of the essential information that’s provided by the AndroidManifest.xml file.

[02] How to use Eclipse for Android development

Applied • Use Eclipse to switch the workspace to a specified directory.

• Given an Eclipse project that contains the source code for an Android app, use Eclipse to open the project,view the source code, and run the app on an emulator or physical device.

• Given the source code for an Android app, use Eclipse to create a project, enter the source code, and run theapp on an emulator or physical device.

• Use the code completion feature to help you enter code.

Knowledge • Describe where Eclipse’s Package Explorer stores the XML and Java files for a project.

• Describe the purpose of a run configuration in Eclipse.

• Describe how Eclipse detects and displays errors and warnings.

[03] How to develop your first Android app

Applied • Given a user interface for an Android app that uses the widgets described in this chapter, use Eclipse to

develop the layout for the user interface.

• Given the specifications for an app that requires only the XML and Java skills presented in this chapter, writethe app.

• Given the source code for an app that uses any of the XML and Java skills presented in this chapter, explainwhat each XML element and Java statement does.

• Given the package and name of a class within the Android API, look it up in the official documentation.

Knowledge • List and describe the three types of widgets presented in this chapter.

• Describe why the display text for a user interface is typically stored in a separate file (the strings.xml file)instead of being stored directly in the layout file.

• List and describe three common properties of a widget.

• List the two most common units of measurement for Android widgets and describe at least one typical use foreach unit of measurement.

• Explain how to use a listener to handle an event that can occur when a user interacts with a widget.


• List three common used lifecycle methods of an activity and describe when they are called.

• List three common states of an activity and describe when an app might be in any of these states.

• Describe two common situations where Android might not save the data of an activity.

• Describe a common way of saving and restoring the data for an Android app.

[04] How to test and debug an Android app

Applied • Test and debug your Android apps.

• Trace the code execution of an Android app with logging or toasts.

• Use Eclipse to set breakpoints, step through code, inspect variables, and inspect the stack trace.

• Add emulators for devices that use old versions of Android or that have large screens.

Knowledge • Distinguish between testing and debugging.

• Distinguish between syntax, runtime, and logic errors.

• List two ways to trace code execution without using a debugger and describe the difference between the two.

• Describe how method chaining works and describe two of its advantages.

• Explain what a stack trace is and how to use one when you are debugging.

• Explain why emulators are often necessary to test and debug an app.

[05]How to work with layouts and widgets

Applied • Use one or more linear layouts to align widgets in one or more rows or columns.

• Use a table layout to align widgets in a table.

• Use a frame layout to stack one widget on top of another.

• Provide a custom layout for landscape orientation.

• Use an editable text view to allow the user to use a soft keyboard to enter text and numbers.

• Use a check box to allow the user to check or uncheck an option.

• Use radio buttons to allow the user to select a single option from a group of options.

• Use a spinner to allow the user to select one item from a list.

• Use a seek bar to allow the user to specify a value by dragging a thumb to the right or left.

• Use an image view to display an image.

• Show or hide any widget.

• Whenever necessary, display a vertical or horizontal scroll bar to allow the user to scroll through any widgets that can’t be displayed on the screen.


Knowledge • List and describe the four layouts presented in this chapter.

• List and describe at least three of the widgets presented in this chapter.

• Describe how the View hierarchy works.

• List and describe some types of input that you can get with an editable text view.

• List the four qualifiers for the drawable folder of a project, describe what the qualifiers stand for, and describehow they work in general terms.

• Name the type of image that the Android API documentation recommends for Android development.

[06]How to handle events

Applied • Handle events by using the current class as the listener.

• Handle events using an anonymous class or inner anonymous class as the listener.

• Handle events that can occur on check boxes, radio buttons, radio groups, spinners, and seek bars.

• Handle Key events.

Knowledge • Distinguish between high-level and low-level events.

• Name the four types of classes that can be used to listen for events and distinguish between each technique.

[07] How to work with themes and styles

Applied • Define a style and apply it to a widget.

• Create a style sheet.

• Modify an existing theme.

• Apply a built-in or custom theme to the entire app or to a specific activity.

• Define colors and apply them to widgets, styles, or themes.

Knowledge • Distinguish between a style and a theme.

• Distinguish between a title bar and an action bar.

• Name and describe at least two built-in themes.

[08] How to work with menus and preferences

Applied • Given the specifications for a menu that contains one or more items, define the menu and its items and handle

the events that occur when users select those items.


• Given the specifications for the preferences for an app, use an activity or fragment to allow the user to set those preferences.

Knowledge • Name and describe the most common type of menu.

• Distinguish between an action item and the action overflow item.

• Describe how Android decides whether to display an item as an action item or a menu item.

• Explain how to use an intent to start an activity.

• In general, explain how the Preferences API works and list one of its benefits.

• Describe one advantage and one disadvantage of displaying preferences in a fragment instead of an activity.

[09] How to work with fragments

Applied • Install the Android support library.

• Create a fragment and display it in an activity.

• Create a preference fragment and display it in an activity.

• Use two or more fragments in a single-pane layout for devices that have small screens.

• Use two or more fragments in a multi-pane layout for devices that have large screens.

• Detect the screen size and display an appropriate single-pane or multi-pane layout.

• Control when the soft keyboard is displayed and the action button that’s displayed.

• Use Java code to replace one fragment with another.

Knowledge • Describe how you can use fragments in a single-pane or a multi-pane layout.

• Describe the purpose of support libraries.

• Compare the lifecycle methods of a fragment to the lifecycle methods of an activity.

• Describe when the onCreateView and onDestroyView methods of a fragment are called.

• List the modifiers that you can use to detect large screens with Android versions 3.0 and later.

• Describe how an alias for a layout can help you create multi-pane layouts.

• Describe how the smallest-width qualifier allows you to detect the screen size for Android 3.2 and later.

[10] How to work with threads, files, adapters, and intents


Applied • Given a task that takes more than a few seconds to execute, create a new thread to begin executing that task

right away.

• Given a task that takes more than a few seconds to execute, create a new thread that executes that that taskafter a specified delay or at a specified interval.

• After a thread finishes executing, update the UI thread.

• Given the URL for a file that’s available from the Internet, write the code that downloads the file from theInternet and saves it to the file system of the Android device.

• Given data that’s stored an array, use an adapter to display the data in a ListView widget and to handle theevents that occur on this data.

• Use an intent to pass data from one activity to another.

• Use an intent to start a web browser or to dial or call a phone number.

Knowledge • Explain why you should use a separate thread for any task that might slow or stop the responsiveness of the

UI thread for an Android app.

• In general terms, describe how an asynchronous task works.

• Describe the difference between an explicit intent and an implicit intent.

[11] How to work with services and notifications

Applied • Use an Application object to execute code when an app starts and to store data and methods that should be

available to all activities within an app.

• Given the code for a task that should execute in the background even when the app isn’t running, use a serviceto execute that task.

• Display and remove a notification.

• Check if a network connection is available to the device.

Knowledge • Name and describe two benefits to using an Application object.

• Describe what a service does and when you should use one.

• Describe the difference between an unbound service and a bound service.

• Describe what a notification does and when you should use one.

• Describe the difference between the notification area and the notification drawer.

• Explain why it’s necessary to use a pending intent to allow a notification to start an activity.

• Describe how the back stack works.

• Name two system services and describe what they’re used for.


[12] How to work with broadcast receivers

Applied • Create and send a custom broadcast.

• Code a receiver for a system broadcast or a custom broadcast.

Knowledge • Describe some of the actions that are broadcast by the Android system.

• Describe how an action string uniquely identifies a broadcast.

[13] How to work with SQLite databases

Applied • Create a database class that works with a SQLite database.

• Write code that creates or upgrades the database.

• Write code that opens or closes a connection to the database.

• Write code that retrieves one or more rows from a table in the database and works with that data.

• Write code that inserts, updates, or deletes rows from a table in the database.

• Test the database class to make sure it’s working correctly.

Knowledge • Describe the characteristics of a SQLite database.

• Explain what is meant by an embedded database. • Name and describe the three data types supported by SQLite.

• Describe how you can use Eclipse’s DDMS perspective to copy a file from a device to your computer.

• Describe how you can use a third-party tool like the SQLite Database Browser to work with a database files.

[14] How to work with tabs and custom adapters

Applied • Divide an activity into one or more tabs.

• Use a custom adapter to display data from an array in a ListView widget.

Knowledge • Describe one advantage that a custom adapter provides over a built-in adapter like the one shown described in

chapter 10.

[15] How to work with content providers

Applied • Given a SQLite database, create and register a content provider for the database.

• Given adequate documentation, use a custom or built-in content provider to read from or write to a content provider.


• Build and show a dialog box.

Knowledge • Give an example of a content provider that’s typically included with Android.

• Describe the purpose of a content provider.

• Describe how a URI for a content provider can specify an entire table or a row within a table.

[16] How to work with app widgets

Applied • Given an app that includes an app widget, add the app widget to your Home screen.

• Create, configure, register, and test an app widget.

Knowledge • Describe what an app widget looks like and what it can do.

• Describe the difference between an app icon and an app widget.

• Name at least one app widget that’s typically included on an Android device.

[17] How to deploy an app

Applied • Create a signed APK file for the release build of an app.

• Distribute an app directly to the user via a web site or an email.

• Publish an app on Google Play.

Knowledge • Name and describe two ways to distribute an app.

• Describe what an application marketplace is and name at least one example.

• Name and describe three ways to monetize an app.

• Describe the difference between a debug key and a release key.

• Describe what a keystore file is and why it’s important to store this file in a secure location where it won’t get lost or stolen.

• Describe why emailing an app directly to a user is sometimes referred to as sideloading.

• List three types of information that you must provide about an app before you can publish it on Google Play.

[18] How to work with locations and maps


Applied • Configure the Google Maps Android API v2 so it works on your system.

• Define the permissions and features necessary for an Android app that uses version 2 of the Google Maps Android API.

• Use Google Play services to get and track the current location.

• Use Location services to make sure GPS is enabled.

• Display a Google Map, control its appearance, and zoom in on a location.

• Add markers and lines to a Google Map.

Knowledge • List three ways that an Android app can get location updates and describe some of the pros and cons of each.

• List the three components of Google Maps for Android.

• List at least two mapping systems that include an Android API and describe the pros and cons of each.

• List and describe some of the features of the Google Maps Android API starting with geocoding and routing.

• Describe some of the differences between versions 1 and 2 of the Google Maps Android API.

• List and describe the four types of Google Maps.

1. APPLY EMPLOYABILITY SKILLS*

1. Resources—An ability to identify, organize, and allocate time, money, materials, space, and people. 2. Interpersonal—Skills to participate as a member of a team, teach others, serve customers, exercise

leadership, negotiate, and work with others possessing diverse backgrounds. 3. Information—An ability to acquire, organize, evaluate, interpret, and communicate information along

with using computers to process information. 4. Systems—An understanding of social, organizational, and technological systems; an ability to monitor

and correct performance; a competence in the design and improvement of systems. 5. Technology—The knowledge and skill to select equipment and tools, apply technology to specific tasks,

and maintain and troubleshoot software and hardware. 6. The three SCANS foundation skills identified by the Commission are the following: 7. Basic Skills—Reading, writing, mathematics, listening, and speaking. 8. Thinking Skills—Creative thinking, decision making, problem solving, knowing how to learn, and

reasoning. 9. Personal Qualities—Responsibility, sociability, self-management, and integrity.

Required Textbooks:

Murach’s Android Programming Joel Murach (ISBN 13: 978-1-890774-71-4)

Software Requirements:

You can download all of the software that you need for this course for free from the Internet. This software includes the source code for this course, the Java SDK (Software Development Kit), and the ADT (Android Developer Tools) bundle, which includes the Android SDK, Eclipse, and the ADT plugin for Eclipse.

Hardware Requirements:


You are required to bring your laptop with the above software to class.

HARRINGTON COMPUTING CENTER

You may use the Harrington Computing Center located in room 379A in the

Administration Building on the QCC campus.

Method of Evaluation

Final grades for this course will be based on the following: Class participation/class labs: 39 [13 @ 3] Module Think-Er-Cise: 15 [5 @ 3] Section Projects 80[8 @ 10] Case Studies/Project Programming 80[1 @ 80]

============== TOTAL POINTS: 214 points…

The course total point value may vary if assignments are added or deleted.

All class work assignments must be handed in at the beginning of class. Any homework handed in after the end of class time will have 3% per day late taken from the final grade. The drop dead date for all assignments and assessments is 2 weeks after their original due date (unless otherwise noted).

Participation includes coming to class on time, being prepared, participating in class discussions and class lab work.

o If you are considerably late and/or forget your text, USB drive and/or any other required materials necessary to perform the classroom activity you will be marked absent!

Learning-Projects/Laboratory Activities and Homework:

There will be 3% deducted for each day an assignment/assessment is late.

The evaluation of all homework and class work will be based on accuracy, neatness and format. Remember that MOST assignments require you to upload your assignments to the Blackboard Assignment Drop Box! (Remember: after you upload ALL the required files to Blackboard to click the submit and/or the final button. Your assignments do not get sent to the instructor until you click the submit and/or the final button! It is YOUR responsibility to make sure that all required deliverables have been uploaded. Your assignment will not be graded until I have both the hardcopy and the electronic deliverables.

Attendance Policy:

Attendance is mandatory. In case of an un-avoidable absence, the student is responsible for ALL material covered in the lecture/lab portions of the class. See “Examination” Policy below.


All students are expected to be on time and prepared to participate in discussions and labs. Student folders will be place in a convenient place in the classroom before each class. The student is expected to pick up their (and only their) folder. The student before leaving class needs to place their folder in the designated location. (Do not take these folders HOME. This is how I take attendance and collect homework). If you know you are going to be absent ahead of time, please make arrangements with the instructor to complete assignments.

Attendance plays an indirect role in the calculation in your final grade. Ten percent of your grade in based on your class room participation. (See participation description under the evaluation section.)

Examination Policy

Preparing for Examinations: Attend lecture and read the chapters. At least 90% of the questions are taken directly from the reading material. Review the Summary section at the end of each chapter and step through the Review Questions exercises at the end of each chapter.

In Case You Are Late or Absent: It is your responsibility to get the course notes, handouts, and laboratory assignments should you miss class or be late. In nearly every case, lecture material will be available on Blackboard.

Plagiarism: (from the College Policies section of the Student Handbook)

Plagiarism means taking someone else’s idea or words and presenting them as one’s own. The offense can take many forms including cheating on a test, passing in a paper taken from the Internet or from another student, or failing to properly use and credit sources in an essay. Sometimes the issue is subtle, involving getting too much help on an assignment from someone else. [Please note that unless otherwise noted all assessments, labs, projects, case studies, and homework assignments need to be your own individual work.1] In every instance, plagiarism means cheating both oneself and the owner of the source. Since the cheating sabotages a student’s learning experience, consequences range from no credit for the assignment to failure for the course and possible expulsion from the college. Any student considering plagiarism should recognize the consequences and should consider alternatives. Students uncertain about what constitutes plagiarism may request help from faculty or from appropriate college services.

Make-up of Tests: Assignments can be “made-up” after the drop dead date only under dire circumstances . Please be aware that the make-up of a test will be held to one week after the classroom test date when prior

1 Amendment inserted by Bob Desilets


arrangements have been made. Please note that all work is due by the last regular class date (Last day of normal classes). No work will be accepted after this date.

Students with Special Needs:

Every effort will be made to meet the individual needs and various learning styles of students in this course. It is of the utmost importance that you inform me at the beginning of the semester of your particular needs. If you have concerns about this course, please make an appointment with me. If your concerns are about a learning disability or other specific need, please make an appointment with me and with a learning specialist at the Disabilities Service Office, room 246A. All information is strictly confidential.

Electronic Devices In Class Policy Cellular phones, pagers, CD players, radios, and similar devices are prohibited in the classroom and laboratory facilities. Calculators and computers are prohibited during examinations and quizzes, unless specified. Reasonable laptop-size computers may be used in lecture for the purpose of taking notes.

Incomplete Policy

Students will not be given an incomplete grade in the course without sound reason and documented evidence as described in the Student Handbook. In any case, for a student to receive an incomplete, he or she must be passing and must have completed a significant portion of the course.

Laboratory Policy

Although the laboratory assignments comprise approximately 45% of a grade, a student can receive a final grade no greater than a D if more than three laboratory assignments are not handed in. Laboratory assignments receiving less than a 50% score are considered not turned in.

Note Lab = The Labs include all in-class work along with the Think-Er-Cise and any other work assigned for that chapter.

Final course grade will be calculated as:

95 and above A 80-82: B- 67-69: D+

90-94: A- 77-79: C+ 63-66: D

87-89 : B+ 73-76: C 60-62: D-

83-86: B 70-72: C- Below 60: F

GRADE RANGE ASSESSMENT FACTORS OF PROJECT WORK

A range (90 – 100) Excellent understanding of assignment. Outstanding detail and explanations. Excellent organization of work.


Excellent presentation of work. Incorporates lessons from text, lectures, outside readings, and/or cognitive

reasoning. Factual evidence easily demonstrated with accuracy, proper grammar,

creativity, and clarity of thesis. B range (80 – 89) Good to Very Good understanding of assignment.

Good to Very Good detail and explanations. Good to Very Good organization of work. Good to Very Good presentation of work. Incorporates some material from text, lectures, outside readings, and/or

cognitive reasoning. Factual evidence partly inaccurate or missing; grammatical or mechanical

writing errors are more evident; and clarity of thesis is not as sharp as “A” range work.

C range (70 – 79) Satisfactory/Basic understanding of assignment. Satisfactory/Basic level of detail and explanation. Satisfactory/Basic organization of work. Satisfactory/Basic presentation of work. Incorporates little material from text, lectures, outside readings, and/or

cognitive reasoning. Factual evidence is partly incomplete, inaccurate, missing, and/or not

specific to thesis; errors in language, usage, or grammar are more common. D range (60 – 69) Below Average understanding of the assignment.

Below Average level of detail and explanation. Below Average organization of work. Below Average presentation of work.

Incorporates virtually no material from text, lectures, outside readings, and/or cognitive reasoning.

Factual evidence is erroneous, missing and/or replaced with personal beliefs or views without supporting data; no attempt to frame an argument or thesis; numerous errors in language, usage, and grammar.

F range (0 – 59) Incomplete work, work ignored, and/ or not addressed. Project may be dishonest and/or plagiarized. Project completed beyond assigned deadline or due date.


COURSE GRID/SUMMARY

WEEK TOPIC(S) ASSIGNMENTS DUE

01 Course Introduction

[Section 01: Get started fast with Android]

Chapter 01: An introduction to Android Chapter 02: How to use Eclipse for Android development Chapter 03: How to develop your first Android app Chapter 04: How to test and debug an Android app

02

03 [Section 02: Essential Android skills]

Chapter 05: How to work with layouts and widgets Chapter 06: How to handle events Chapter 07: How to work with themes and styles Chapter 08: How to work with menus and preferences Chapter 09: How to work with fragments

Think-er-ciser 01

Project 4-1

04

05 Project 6-1

06 [Section 03: The News Reader app]

Chapter 10: How to work with threads, files, adapters, andintents

Chapter 11: How to work with services and notifications Chapter 12: How to work with broadcast receivers

Think-er-ciser 02

Project 6-2

07

08

09 [Section 04: The Task List app]

Chapter 13: How to work with SQLite databases Chapter 14: How to work with tabs and custom adapters Chapter 15: How to work with content providers Chapter 16: How to work with app widgets

Think-er-ciser 03

10 Course Case Study Requirements

Continue Section 04

11 Project 14-1 p. 1

Project 14-1 p. 2

12 Project 14-2 p. 1


13 [Section 05: Advanced Android skills]

Chapter 17: How to deploy an app Chapter 18: How to work with locations and maps

Think-er-ciser 04

Project 14-2 p. 2

Project 14-2 p. 3

14

15 Final exam period Think-er-sicer 05

Course Case Study




1. Course Number and Name (current) : CIS 299 Computer Information Systems Cooperative Education

2. Originator: Robert Desilets Date: 10/15/2015

3. School Dean: Kathy Rentsch Date: 10/22/2015


Change the prerequisite from Approval of Program Coordinator or Corequisite: CIS 241 to:Approval of Program Coordinator and Corequisite: CIS 241

The following programs are affected by this change and the grids will be revised (list program names andprogram codes as they appear in the college catalog):

• (CIAS) CIS – Applications Specialist Option• (CIDB) CIS – Database Option• (CIHI) CIS – Health Information Option (See CIHI Program Revision)• (CIWP) CIS – Web Development & Programming.













Signatures on File

2015 - 2016 QUINSIGAMOND COMMUNITY COLLEGE


Type of Revision: ___ Description _X_ Prerequisite ___Corequisite ___ Number ___ Name ___ #credits


Course Discipline or Department: CIS School: Business, Engineering and Technology Current Course Number: CIS 299 Current Course Name: Computer Information Systems Cooperative Education Current Course Description (as it appears in the college catalog):

CIS 299 Computer Information Systems Cooperative Education 3-6 Credits - This course provides students with an opportunity to apply classroom theory to practical work experience. Students exchange feedback about their work experience in a seminar environment. The number of credits earned is based upon the number of weeks and hours per week involved in the cooperative work experience as well as established learning objectives. Prerequisite: Approval of Program Coordinator or Corequisite CIS 241. S

Proposed Description (include all proposed changes):

CIS 299 Computer Information Systems Cooperative Education 3-6 Credits - This course provides students with an opportunity to apply classroom theory to practical work experience. Students exchange feedback about their work experience in a seminar environment. The number of credits earned is based upon the number of weeks and hours per week involved in the cooperative work experience as well as established learning objectives. Prerequisite: Approval of Program Coordinator and Corequisite CIS 241. S

Rationale for the change: The current corequisite may not be a true indicator that the student has all the required entry skills for CIS 299.Changing the current prerequisite to providing a final check by the Program Coordinator will help to ensure that the student is ready for this demanding course.

Provide a description of any change in course content. N/A

Does the course revision affect another department? Please confer with the coordinator of the affected department. No Affected department(s) ___________________________ Attach current and proposed grids for all affected programs (listed on page 1 of this proposal).



COMPUTER INFORMATION SYSTEMS - APPLICATIONS SPECIALIST OPTION - Associate in Science (Program Code: CIAS) - CURRENT

Course Title Course # Offered Plan to Take Grade Credits Prerequisites Semester 1

Financial Accounting I ACC 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 090 with a "C" or higher on the MAT 090 departmental final exam or approp place score

E-Business Law & Ethics BSL 103 F/S 3 Coreq: CIS 111 Introduction to Information Technology CIS 105 F/S/SU 3 Introduction to Microcomputer Applications CIS 111 F/S/SU 3

Composition I ENG 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Semester 2 Advanced Microcomputer Applications CIS 112 F/S/SU 3 CIS 111 Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115 Introduction to Data Communication & Networks CIS 141 F/S 3 CIS 111 Composition II ENG 102 F/S/SU 3 ENG 101 College Mathematics I: Pre-Calculus MAT 123 F/S/SU 3 MAT 100 or approp place score

Semester 3 Web Page Development I CIS 134 F/S 3 Coreq: CIS 111 or CIS 115 Database Management Application Development CIS 243 F/S 3 CIS 105 or CIS 111 Career Elective* --- F/S/SU 3 Technical and Workplace Writing ENG 205 F/S/SU 3 ENG 102, Computer Literacy Psychology of Interpersonal Relations or PSY 118 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or

approp place score Human Relations in Organizations PSY 158 Semester 4

Network Management CIS 237 S 3 CIS 141 Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240 Computer Information Systems Cooperative Education CIS 299 S 3-6 Approval of Program Coordinator or Coreq: CIS 241

Statistics MAT 122 F/S/SU 3 MAT 099 with a "C" or higher on the MAT 099 departmental final exam or approp place score

Speech Communication Skills SPH 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Total Credits Required 60-63 Program Notes: *Any CIS 200-level course and not already required as part of the degree program.


COMPUTER INFORMATION SYSTEMS - APPLICATIONS SPECIALIST OPTION - Associate in Science (Program Code: CIAS) - PROPOSED



E-Business Law & Ethics BSL 103 F/S 3 Coreq: CIS 111 Introduction to Information Technology CIS 105 F/S/SU 3 Introduction to Microcomputer Applications CIS 111 F/S/SU 3


Semester 2 Advanced Microcomputer Applications CIS 112 F/S/SU 3 CIS 111 Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115 Introduction to Data Communication & Networks CIS 141 F/S 3 CIS 111 Composition II ENG 102 F/S/SU 3 ENG 101 College Mathematics I: Pre-Calculus MAT 123 F/S/SU 3 MAT 100 or approp place score

Semester 3 Web Page Development I CIS 134 F/S 3 Coreq: CIS 111 or CIS 115 Database Management Application Development CIS 243 F/S 3 CIS 105 or CIS 111 Career Elective* --- F/S/SU 3 Technical and Workplace Writing ENG 205 F/S/SU 3 ENG 102, Computer Literacy Psychology of Interpersonal Relations or PSY 118 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or

approp place score Human Relations in Organizations PSY 158 Semester 4

Network Management CIS 237 S 3 CIS 141 Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240 Computer Information Systems Cooperative Education CIS 299 S 3-6 Approval of Program Coordinator, Coreq: CIS 241



Total Credits Required 60-63 Program Notes: *Any CIS 200-level course and not already required as part of the degree program.


COMPUTER INFORMATION SYSTEMS - DATABASE OPTION - Associate in Science (Program Code: CIDB) - CURRENT


Introduction to Information Technology CIS 105 F/S/SU 3 Introduction to Microcomputer Applications CIS 111 F/S/SU 3 Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115


College Mathematics I: Pre-Calculus MAT 123 F/S/SU 3 MAT 100 or approp place score Semester 2

.NET Programming I CIS 223 S 3 CIS 111 or CIS 115, CIS 121 Database Management Concepts CIS 244 S 3 CIS 105 or CIS 111 or CIS 115 Database Management Application Development CIS 243 F/S 3 CIS 105 or CIS 111 Composition II ENG 102 F/S/SU 3 ENG 101

Semester 3

Internet Communications HUM 142 S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, Computer Literacy

Introduction to Data Communication & Networks CIS 141 F/S 3 CIS 111 Semester 4

.NET Programming II CIS 232 F/S 3 CIS 223 SQL Programming CIS 228 F/S 3 CIS 105 or CIS 111 or CIS 115 Technical and Workplace Writing ENG 205 F/S/SU 3 ENG 102, Computer Literacy

Statistics MAT 122 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or approp place score


Semester 5 PL/SQL Programming CIS 229 F/S 3 CIS 228 Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240 Database Administration CIS 247 S 3 CIS 228, CIS 244 Computer Information Systems Cooperative Education CIS 299 S 3-6 Approval of Program Coordinator or Coreq: CIS 241 Program Specific Elective* --- F/S/SU 3 Total Credits Required 63-66 Program Notes: *Program Specific Elective: Students may choose ACC 101, CSC 210, or BUS 205.


COMPUTER INFORMATION SYSTEMS - DATABASE OPTION - Associate in Science (Program Code: CIDB) - PROPOSED


Introduction to Information Technology CIS 105 F/S/SU 3 Introduction to Microcomputer Applications CIS 111 F/S/SU 3 Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115



.NET Programming I CIS 223 S 3 CIS 111 or CIS 115, CIS 121 Database Management Concepts CIS 244 S 3 CIS 105 or CIS 111 or CIS 115 Database Management Application Development CIS 243 F/S 3 CIS 105 or CIS 111 Composition II ENG 102 F/S/SU 3 ENG 101

Semester 3

Internet Communications HUM 142 S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, Computer Literacy

Introduction to Data Communication & Networks CIS 141 F/S 3 CIS 111 Semester 4

.NET Programming II CIS 232 F/S 3 CIS 223 SQL Programming CIS 228 F/S 3 CIS 105 or CIS 111 or CIS 115 Technical and Workplace Writing ENG 205 F/S/SU 3 ENG 102, Computer Literacy



Semester 5 PL/SQL Programming CIS 229 F/S 3 CIS 228 Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240 Database Administration CIS 247 S 3 CIS 228, CIS 244 Computer Information Systems Cooperative Education CIS 299 S 3-6 Approval of Program Coordinator, Coreq: CIS 241 Program Specific Elective* --- F/S/SU 3 Total Credits Required 63-66 Program Notes: *Program Specific Elective: Students may choose ACC 101, CSC 210, or BUS 205.


COMPUTER INFORMATION SYSTEMS - WEB DEVELOPMENT & PROGRAMMING OPTION - Associate in Science (Program Code: CIWP) -CURRENT


Introduction to Information Technology CIS 105 F/S/SU 3 Introduction to Microcomputer Applications CIS 111 F/S/SU 3 Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115 Web Page Development I CIS 134 F/S 3 Coreq: CIS 111 or CIS 115


Semester 2 .NET Programming I CIS 223 S 3 CIS 111 or CIS 115, CIS 121 SQL Programming CIS 228 F/S 3 CIS 105 or CIS 111 or CIS 115 Composition II ENG 102 F/S/SU 3 ENG 101


CIS Elective* --- F/S/SU 3 Semester 3 (Summer)

Introduction to Data Communication & Networks CIS 141 F/S 3 CIS 111 Liberal Arts Elective --- F/S/SU 3

Semester 4 .NET Programming II CIS 232 F/S 3 CIS 223 Introduction to Java CIS 226 F 3 CIS 121


CIS Elective* --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3

Semester 5

Integrated Communications for Business BUS 201 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, CIS 111

Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240 Computer Information Systems Cooperative Education CIS 299 S 3-6 Approval of Program Coordinator or Coreq: CIS 241 CIS Elective* --- F/S/SU 3 Liberal Arts Elective* --- F/S/SU 3 Total Credits Required 66-69 Program Notes: • The Computer Information Systems Application Development program utilizes a virtual laboratory. Students enrolled in CIS 229, CIS 245, CIS 246, and CIS 247 will be required to bring their own laptop to class.

Please contact the Program Coordinator for minimum hardware and software requirements. *Any CIS 200-level course and not already required as part of the degree program. Below is a sample of possible Elective sequences based on career focus. The Elective sequence is not limited to this list. Please note prerequisites and semester offerings.


COMPUTER INFORMATION SYSTEMS - WEB DEVELOPMENT & PROGRAMMING OPTION - Associate in Science (Program Code: CIWP) - PROPOSED


Introduction to Information Technology CIS 105 F/S/SU 3 Introduction to Microcomputer Applications CIS 111 F/S/SU 3 Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115 Web Page Development I CIS 134 F/S 3 Coreq: CIS 111 or CIS 115


Semester 2 .NET Programming I CIS 223 S 3 CIS 111 or CIS 115, CIS 121 SQL Programming CIS 228 F/S 3 CIS 105 or CIS 111 or CIS 115 Composition II ENG 102 F/S/SU 3 ENG 101


CIS Elective* --- F/S/SU 3 Semester 3 (Summer)

Introduction to Data Communication & Networks CIS 141 F/S 3 CIS 111 Liberal Arts Elective --- F/S/SU 3

Semester 4 .NET Programming II CIS 232 F/S 3 CIS 223 Introduction to Java CIS 226 F 3 CIS 121


CIS Elective* --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3

Semester 5

Integrated Communications for Business BUS 201 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, CIS 111

Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240 Computer Information Systems Cooperative Education CIS 299 S 3-6 Approval of Program Coordinator, Coreq: CIS 241 CIS Elective* --- F/S/SU 3 Liberal Arts Elective* --- F/S/SU 3 Total Credits Required 66-69 Program Notes: • The Computer Information Systems Application Development program utilizes a virtual laboratory. Students enrolled in CIS 229, CIS 245, CIS 246, and CIS 247 will be required to bring their own laptop to class.

Please contact the Program Coordinator for minimum hardware and software requirements. *Any CIS 200-level course and not already required as part of the degree program. Below is a sample of possible Elective sequences based on career focus. The Elective sequence is not limited to this list. Please note prerequisites and semester offerings.



DEGREE PROGRAM OR CERTIFICATE REVISION PROPOSAL

1. Program Name: Computer Information Systems - Health Information Option – Associate in Science -CIHI

2. Originator: Robert Desilets Date: 10/30/2015

3. School Dean: Kathy Rentsch Date: 10/30/2015

4. The requested change (motion) for governance consideration is as follows:Change the technical writing course from MSS 211 – Technical Writing for the Medical Environment(no longer being offered) to ENG 205 – Technical and Workplace Writing.


6. Recommended by the __________________________ School Date: _________________

Comments:











Signatures on File



11. Program: Computer Information Systems - Health Information Option – Associate in

Science - CIHI School: Business, Engineering &Technology Degree type: Associate in Science Provide a detailed list of the proposed changes to the program. 1. Replace MSS 211 with ENG 205 Attachments: Current program grid Proposed program grid Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. Provide a rationale for the proposed changes. MSS 211 will no longer be offered.

Do any of the proposed changes affect the program goals and/or the program student learning outcomes? Please indicate any revisions to the program goals and/or program student learning outcomes. N/A Do any of the proposed changes affect another department? Examples include the deletion or addition of program courses that are offered by other departments. Please confer with the coordinators of affected departments. Department(s) Affected: N/A Do any of the proposed changes affect articulation agreements? Consult with the Transfer Coordinator. N/A For an associate degree program, are there any changes in the number of general education credits that could affect MassTransfer? No If yes please provide a rationale. Will any of the following be required: Additional staff ___ Additional space ____ Additional equipment ___ Provide a rationale for any needs indicated and include approximate cost of equipment.


Please complete the following tables for your program.

List the PROGRAM STUDENT LEARNING OUTCOMES in the table below. Indicate the course or courses that will fulfill each outcome and indicate the degree or level of connection between the course and outcome as indicated here.

I – Introductory/Background – There is an indirect relationship between the course and the outcome. The outcome itself is not the focus of the course but at least one element of the course serves as a building block to the achievement of the final outcome. For example, course elements may provide the knowledge, skills or attitudes necessary for the ultimate achievement of the outcome. M – Intermediate/Transitional - There is more of a direct relationship between the course and the outcome than Introductory. A mixture of course elements supports the final achievement of the outcome, but the final integration of knowledge, skills and attitudes necessary for its achievement is not accomplished in this course. For example, knowledge, skills and/or attitudes (at least 2 of the 3) required for achievement of the outcome may be the focus of the course or course element, but the integration of all three is not. E – Emphasized – There is a direct relationship between the course and the outcome. At least one element of the course focuses specifically on the complex integration of knowledge, skills and attitudes necessary to perform the outcome.

For a DEGREE PROGRAM, indicate the courses that fulfill the General Education Student Learning Outcomes.

PROGRAM STUDENT LEARNING OUTCOMES Health Information Systems Option

Supporting course(s)

I, M, E

1. Understand the components of the Health Industry and servicesprovided by each

BSS 112 M

2. Maintain the security and confidentiality of patient records, perHIPAA & other related regulations

ALH 106 BSS 112

MM

3. Protect confidentiality of client/patient records by being able toDifferentiate between ethical and legal issues impacting health care

ALH 106 E

4. Comply with applicable federal and state laws, policies, regulationsand legislated rights of clients

ALH 106 E

5. Communicate health/medical information using standard definitions,vocabularies, terminologies and/or relevant data sets as used theorganization’s health information systems

ALH 102 E

6. Create and update documents within the electronic health record(EHR) and the personal health record (PHR) using electronic toolsand applications (including portable computing devices, wordprocessing, spreadsheet, database, and desktop presentationapplications).

Met by CIS course sequence

E

7. Identify and apply legal and regulatory requirements related to theuse, access, and disclosure of protected health information

ALH 106 E

8. Understand and apply fundamental documentation requirements inthe electronic creation and recordkeeping environment

BSS 112 CIS 212

EE


For a degree program, indicate the courses that fulfill the General Education Student Learning Outcomes.

GENERAL EDUCATION STUDENT LEARNING OUTCOMES FOR Health Information Option


I,M,E

Communication Skills: Students will write and speak effectively. ENG 100 ENG 101 ENG 205

E

Information Literacy: Students will locate, evaluate and apply reliable and appropriate information.

Liberal Arts Elective

M


MAT 122 MAT 100

E


BIO 100 E

Technical Literacy: Students will utilize computer an emerging technologies effectively.

Met by CIS course sequence

E



E



E


ALH 106 E


n/a E


Liberal Arts Electives

M


COMPUTER INFORMATION SYSTEMS - HEALTH INFORMATION OPTION - Associate in Science (Program Code: CIHI) - CURRENT

Course Title Course # Offered

Plan to

Take Grade Credits Prerequisites

Semester 1

Introduction to Medical Terminology ALH 102 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with

a grade of “C” or higher; or approp place score Liberal Arts Elective --- F/S/SU 3

Introduction to Microcomputer Applications CIS 111 F/S/SU 3

Composition I ENG 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with

a grade of “C” or higher; or approp place score

College Algebra MAT 100 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099

departmental final exam or approp place score Semester 2

Medical Law and Ethics ALH 106 F/S 3 ENG 096 with a grade of “C” or higher; or approp

place score

Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115

Web Page Development I CIS 134 F/S 3 Coreq: CIS 111 or CIS 115

Introduction to Data Communication & Networks

CIS 141 F/S 3 CIS 111

Composition II ENG 102 F/S/SU 3 ENG 101

Semester 3

Principles of Human Biology BIO 100 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with


Semester 4

Medical/Dental Billing and Insurance BSS 112 F/S 3 ALH 102

Advanced Microcomputer Applications CIS 112 F/S/SU 3 CIS 111

Database Management Application Development

CIS 243 F/S 3 CIS 105 or CIS 111

Electronic Health Records CIS 212 F/S 3 CIS 111, ALH 102

Statistics MAT 122 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099


Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240

SQL Programming CIS 228 F/S 3 CIS 105 or CIS 111 or CIS 115

Database Management Concepts CIS 244 S 3 CIS 105 or CIS 111 or CIS 115

Computer Information Systems Cooperative Education

CIS 299 S 3-6 Approval of Program Coordinator or Coreq: CIS 241

Technical Writing for the Medical Environment

MSS 211 S 3 ENG 101

Total Credits Required 67-70


COMPUTER INFORMATION SYSTEMS - HEALTH INFORMATION OPTION - Associate in Science (Program Code: CIHI) - PROPOSED

Course Title Course # Offered

Plan to

Take Grade Credits Prerequisites

Semester 1

Introduction to Medical Terminology ALH 102 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with


Introduction to Microcomputer Applications CIS 111 F/S/SU 3

Composition I ENG 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with

a grade of “C” or higher; or approp place score

College Algebra MAT 100 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099


Medical Law and Ethics ALH 106 F/S 3 ENG 096 with a grade of “C” or higher; or approp

place score

Introduction to Programming with C++ CIS 121 F/S 3 Coreq: CIS 111 or CIS 115

Web Page Development I CIS 134 F/S 3 Coreq: CIS 111 or CIS 115

Introduction to Data Communication & Networks

CIS 141 F/S 3 CIS 111


Semester 3

Principles of Human Biology BIO 100 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with


Semester 4

Medical/Dental Billing and Insurance BSS 112 F/S 3 ALH 102

Advanced Microcomputer Applications CIS 112 F/S/SU 3 CIS 111

Database Management Application Development

CIS 243 F/S 3 CIS 105 or CIS 111

Electronic Health Records CIS 212 F/S 3 CIS 111, ALH 102

Statistics MAT 122 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099


Systems Analysis & Design CIS 241 F/S 3 CIS 121 or CIS 223 or CIS 226 or CIS 240

SQL Programming CIS 228 F/S 3 CIS 105 or CIS 111 or CIS 115

Database Management Concepts CIS 244 S 3 CIS 105 or CIS 111 or CIS 115

Computer Information Systems Cooperative Education

CIS 299 S 3-6 Approval of Program Coordinator, Coreq: CIS 241

Technical and Workplace Writing ENG 205 S 3 Prerequisite: ENG 102, Computer Literacy

Total Credits Required 67-70



COURSE REVISION PROPOSAL 1. Course Number and Name (current) : ELT 121 Digital Computer Circuits

2. Originator: James Heffernan Date: October 23, 2015

3. School Dean: Kathleen Rentsch Date: October 23, 2015

4. The requested change (motion) for governance consideration is as follows:Change the course description of ELT 121 Digital Computer Circuits.Change the name of “ELT 121 Digital Computer Circuits” to “ELT 121 Digital Circuits”.

The following programs are affected by this change and the grids will be revised (list program namesand program codes as they appear in the college catalog):

• Electronics Engineering Technology – Biomedical Instrumentation Option (See EEBI Program Revision)• Electronics Engineering Technology – Mechatronics Option (See EEMO Program Revision)• Electronics Engineering Technology – Photonics Option (ELPH [should be EEPH] – See Program Revision)• Electronics Engineering Technology – Electronics Technology Certificate (See CE Program Revision)











2



Signatures on File



Type of Revision: _X__ Description ___ Prerequisite ___Corequisite ___ Number __X_ Name ___ #credits

___ Elective Type ___ other (explain) Course Discipline or Department: Electronics Eng Tech. School: Business, Engineering &

Technology Current Course Number: ELT 121 Current Course Name: Digital Computer Circuits Current Course Description (as it appears in the college catalog): ELT 121 Digital Computer Circuits 4 Credits - This course explores digital computer fundamentals including number systems, digital code, logic gates, Boolean algebra, combinational logic, and flip-flops. Students learn the functions of the basic computer circuits used in the operation of all computer systems and troubleshooting techniques. Students learn the operation of a digital electronic circuit, troubleshooting components of digital electronic circuits, binary and hexadecimal number systems, and Boolean rules and laws used to describe and construct gate networks. Prerequisite: ENG 091 with a grade of "C" or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score Proposed Description (include all proposed changes): ELT 121 Digital Circuits 4 Credits - This course explores digital fundamentals including number systems, digital code, logic gates, Boolean algebra, combinational logic, and flip-flops. Students learn the functions of the basic digital circuits used in all areas of Electronics. Students learn the operation of a digital electronic circuit, troubleshooting components of digital electronic circuits, binary and hexadecimal number systems, and Boolean rules and laws used to describe and construct gate networks. Prerequisite: ENG 091 with a grade of "C" or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score Rationale for the change: The course name for ELT 121 Digital Computer Circuits was created when the QCC Electronics curriculum was heavily focused on computers and computer repair. Digital circuits are the basis of all computer systems, but they also apply more broadly to other areas of technology such as Automation and Control, Embedded Microcontroller Systems, Robotics, Mechatronics, and Photonics. The name “Digital Computer Circuits” is misleading because it implies a narrower technical focus than what the course actually entails. Therefore the name should be simplified to “Digital Circuits”. Provide a description of any change in course content. None Does the course revision affect another department? Please confer with the coordinator of the affected department. Affected department(s) ____N/A_______________________ Attach current and proposed grids for all affected programs (listed on page 1 of this proposal). Refer to Degree Program Revision Proposals for:

• Electronics Engineering Technology – Biomedical Instrumentation Option (EEBI) • Electronics Engineering Technology – Mechatronics Option (EEMO) • Electronics Engineering Technology – Photonics Option (ELPH [should be EEPH]) • Electronics Technology Certificate (CE)

Please submit a generic syllabus to your dean with all of the revisions included. See separate attachment.




1. Program Name: Electronics Engineering Technology – Biomedical Instrumentation Option




In Semester 3:• Remove “ENG 102 Composition II”• Add “ENG 105 Technical Writing OR ENG 102 Composition II”



Comments:











Signatures on File

2015 - 2016



Program: Electronics Engineering Technology – Biomedical Instrumentation Option School: Business and Technology Degree type: Associate in Science Provide a detailed list of the proposed changes to the program. In Semester 3:

1. Remove ENG 102 Composition II 2. Add ENG 105 Technical Writing OR ENG 102 Composition II

Attachments: Current program grid Proposed program grid Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. ELT 121 Digital Computer Circuits (Change of course name and description) Provide a rationale for the proposed changes. ENG 105 Technical Writing is a new course developed by the English Department that will be available starting in Fall 2016. This course requires students to develop competencies in written technical communication, an essential job skill in today’s workplace. Students whose primary goal is employment after graduation will be advised to take this course. Do any of the proposed changes affect the program goals and/or the program student learning outcomes? Please indicate any revisions to the program goals and/or program student learning outcomes. Program Student Learning Outcomes remain unchanged, however ENG 105 will serve to better support the following two outcomes:

• Produce professional-quality technical reports, including text, graphics and data, using a word processor (and spreadsheet if necessary).

• Communicate effectively verbally and in writing. Do any of the proposed changes affect another department? Examples include the deletion or addition of program courses that are offered by other departments. Please confer with the coordinators of affected departments. Department(s) Affected: N/A Do any of the proposed changes affect articulation agreements? Consult with the Transfer Coordinator. N/A


For an associate degree program, are there any changes in the number of general education credits that could affect MassTransfer? N/A If yes please provide a rationale. Will any of the following be required: Additional staff _N/A__ Additional space _N/A___ Additional equipment _N/A__ Provide a rationale for any needs indicated and include approximate cost of equipment.

Please complete the following tables for your program. List the PROGRAM STUDENT LEARNING OUTCOMES in the table below. Indicate the course or courses that will fulfill each outcome and indicate the degree or level of connection between the course and outcome as indicated here.


PROGRAM STUDENT LEARNING OUTCOMES FOR Electronics Engineering Technology – Biomedical Instrumentation Option


I, M, E

1 Given documentation (schematics, wiring diagrams, and/or mechanical drawings), troubleshoot electronic and electronically-controlled systems.

ELM 251 ELM 258

E E

2 Given documentation (schematics, wiring diagrams, mechanical drawings, and/or instructions), build and test electronic and electronically-controlled systems.

ELT 130 ELM 251 ELM 258

M E E

3 Use the following electronic test equipment to analyze and troubleshoot circuits: multimeter, oscilloscope, power supply, function generator.

ELT 103 ELT 104 ELT 121

E E M

4 Assemble electronic systems using proper soldering and wiring techniques.

ELT 130

M

5 Demonstrate a basic understanding of human anatomy, especially as it relates to biomedical instrumentation.

BIO 100

E

6 Produce professional-quality technical reports, including text, ELT 103 I


graphics and data, using a word processor (and spreadsheet if necessary).

ELT 104 ELT 121 ENG 105

IIE

7 Communicate effectively verbally and in writing. ENG 101 ENG 105 ENG 102

EEE

8 Work effectively as a member of a team toward the solution of problems.

ELM 251 ELM 258 ELT 299

MME

9 Given a technical problem of medium complexity, develop a solution using Math and knowledge of basic physical principles.

ELM 251 PHY 101 MAT 123 MAT 124

ME E E

10 Troubleshoot technical problems involving computer operating systems, software, and networking

CSC 141 CSC 234

EE


GENERAL EDUCATION STUDENT LEARNING OUTCOMES FOR Electronics Engineering Technology – Biomedical Instrumentation Option

Supporting course(s) I,M,E

Communication Skills: Students will write and speak effectively. ENG 101 Composition I ENG 105 Technical Writing ENG 101 Composition II

EEE


ELT 103 Electronics I ELT 104 Electronics II ELT 121 Digital Circuits ELM 258 Mechatronic Systems

MMM E


ELT 103 Electronics I ELT 104 Electronics II MAT 123 College Math I MAT 124 College Math II

EEE E


PHY 101 Physics I E

Technical Literacy: Students will utilize computer and emerging technologies effectively.

CSC 141 Windows Client Operating Systems ELT 103 Electronics I ELT 130 Embedded Microcontrollers

M

E E


ENG 101 Composition I M


Social Science Elective E



ELT 103 Electronics I ELT 104 Electronics II

MM


ELT 130 Embedded Microcontrollers

I


Social Science Elective M


ELECTRONICS ENGINEERING TECHNOLOGY - BIOMEDICAL INSTRUMENTATION OPTION - Associate in Science (Program Code: EEBI) Current


Windows Client Operating Systems CSC 141 F/S/SU 4

Electronics I ELT 103 F/S 4 ENG 091 with a grade of "C" or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score

Digital Computer Circuits ELT 121 F/S 4 ENG 091 with a grade of "C" or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score



Networking Technologies CSC 234 F/S/SU 4 Coreq: CSC 141 Electronics II ELT 104 F/S 4 ELT 103 Embedded Microcontrollers ELT 130 S 4 ELT 103, ELT 121 College Mathematics II: Trigonometry MAT 124 F/S/SU 3 MAT 123 or approp place score

Semester 3 Instrumentation and Control Technology ELM 251 F/S 4 ELT 104, ELT 130 ELT or ELM Program Elective* --- F/S/SU 4 Physics I PHY 101 F 4 Coreq: MAT 124 Composition II ENG 102 F/S/SU 3 ENG 101

Semester 4 Mechatronic Systems ELM 258 F/S 4 ELT 130 ELT or ELM Program Elective* --- F/S/SU 4 Cooperative Work Experience & Seminar ELT 299 F/S/SU 3-6 ELT 104, ELT 130

Principles of Human Biology BIO 100 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Social Science Elective --- F/S/SU 3 Total Credits Required 66-69 Program Notes: • Students should note that many required courses have ENG and/or MAT prerequisites.*ELT or ELM Program Elective must be a 200-level course.


ELECTRONICS ENGINEERING TECHNOLOGY - BIOMEDICAL INSTRUMENTATION OPTION - Associate in Science (Program Code: EEBI) Proposed




Digital Circuits ELT 121 F/S 4 ENG 091 with a grade of "C" or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score




Semester 3 Instrumentation and Control Technology ELM 251 F/S 4 ELT 104, ELT 130 ELT or ELM Program Elective** --- F/S/SU 4 Physics I PHY 101 F 4 Coreq: MAT 124 Technical Writing* OR ENG 105 F/S/SU 3 ENG 101 Composition II ENG 102

Semester 4 Mechatronic Systems ELM 258 F/S 4 ELT 130 ELT or ELM Program Elective** --- F/S/SU 4 Cooperative Work Experience & Seminar ELT 299 F/S/SU 3-6 ELT 104, ELT 130

Principles of Human Biology BIO 100 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Social Science Elective --- F/S/SU 3 Total Credits Required 66-69 Program Notes: *ENG 105 is recommended for students whose primary goal is employment after graduation.**ELT or ELM Program Elective must be a 200-level course.


Blank Page Inserted for Double Sided Copying




1. Program Name: Electronics Engineering Technology – Mechatronics Option




In Semester 2:• Remove “ENG 102 Composition II”• Add “ENG 105 Technical Writing OR ENG 102 Composition II”



Comments:











Signatures on File



Program: Electronics Engineering Technology – Mechatronics Option School: Business and Technology Degree type: Associate in Science Provide a detailed list of the proposed changes to the program. In Semester 2:

1. Remove ENG 102 Composition II2. Add ENG 105 Technical Writing OR ENG 102 Composition II

Attachments: Current program grid Proposed program grid

Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. ELT 121 Digital Computer Circuits (Change of course name and description)

Provide a rationale for the proposed changes.

ENG 105 Technical Writing is a new course developed by the English Department that will be available starting in Fall 2016. This course requires students to develop competencies in written technical communication, an essential job skill in today’s workplace. Students whose primary goal is employment after graduation will be advised to take this course.

Do any of the proposed changes affect the program goals and/or the program student learning outcomes? Please indicate any revisions to the program goals and/or program student learning outcomes.

Program Student Learning Outcomes remain unchanged, however ENG 105 will serve to better support the following two outcomes:

• Produce professional-quality technical reports, including text, graphics and data, using aword processor (and spreadsheet if necessary).

• Communicate effectively verbally and in writing.

Do any of the proposed changes affect another department? Examples include the deletion or addition of program courses that are offered by other departments. Please confer with the coordinators of affected departments. Department(s) Affected: N/A

Do any of the proposed changes affect articulation agreements? Consult with the Transfer Coordinator. N/A


For an associate degree program, are there any changes in the number of general education credits that could affect MassTransfer? N/A If yes please provide a rationale. Will any of the following be required: Additional staff _N/A__ Additional space _N/A___ Additional equipment _N/A__ Provide a rationale for any needs indicated and include approximate cost of equipment.



PROGRAM STUDENT LEARNING OUTCOMES FOR Electronics Engineering Technology – Mechatronics Option


I, M, E

1 Given documentation (schematics, wiring diagrams, and/or mechanical drawings), troubleshoot electronic and electromechanical systems.

ELM 251 ELM 258 ELM 257

E E E

2 Given documentation (schematics, wiring diagrams, mechanical drawings, and/or instructions), build and test electronic and electromechanical systems.

ELT 130 ELM 251 ELM 257 ELT 258

M E E E


ELT 103 ELT 104 ELT 121

E E M


ELT 130

M

5 Program, test and troubleshoot robotic and automated systems ELM 260

E

6 Produce professional-quality technical reports, including text, graphics and data, using a word processor (and spreadsheet if

ELT 103 ELT 104

I I


necessary).

ELT 121 ENG 105 ELM 251

I E M

7 Communicate effectively verbally and in writing.

ENG 101 ENG 105 ENG 102

E E E


ELM 251 ELM 258 ELM 299

M M E


ELM 251 Lab Science Elective

M E


CSC 141 CSC 234

E E


GENERAL EDUCATION STUDENT LEARNING OUTCOMES FOR Electronics Engineering Technology – Mechatronics Option


Communication Skills: Students will write and speak effectively. ENG 101 Composition I ENG 105 Technical Writing ENG 101 Composition II

E E E


ELT 103 Electronics I ELT 104 Electronics II ELT 121 Digital Circuits ELM 258 Mechatronic Systems

M M M E


ELT 103 Electronics I ELT 104 Electronics II Mathematics Elective

E E E


PHY 101 Physics I E


CSC 141 Windows Client Operating Systems ELT 103 Electronics I ELT 130 Embedded Microcontrollers

M E E


ENG 101 Composition I M


Social Science Elective

E


ELT 103 Electronics I M


ELT 104 Electronics II M Impact of Technology: Students will reflect on the impact of scientific and technological advances on the individual, society and the environment.

ELT 130 Embedded Microcontrollers

I


Social Science Elective M


ELECTRONICS ENGINEERING TECHNOLOGY - MECHATRONICS OPTION - Associate in Science (Program Code: EEMO) Current





Mathematics Elective* --- F/S/SU 3 Semester 2

Electronics II ELT 104 F/S 4 ELT 103 Embedded Microcontrollers ELT 130 S 4 ELT 103, ELT 121 Windows Client Operating Systems CSC 141 F/S/SU 4 Composition II ENG 102 F/S/SU 3 ENG 101 Mathematics Elective* --- F/S/SU 3

Semester 3 Instrumentation and Control Technology ELM 251 F/S 4 ELT 104, ELT 130 Introduction to Programmable Logic Controllers ELM 257 F/S 4 ELT 121 Networking Technologies CSC 234 F/S/SU 4 Coreq: CSC 141 Lab Science Elective** --- F/S/SU 4

Semester 4 Mechatronic Systems ELM 258 F/S 4 ELT 130 Industrial Robotics ELM 260 F/S 4 ELT 130 Cooperative Work Experience & Seminar ELM 299 F/S/SU 3-6 ELT 104, ELT 130 Liberal Arts Elective*** --- F/S/SU 3-4 Social Science Elective**** --- F/S/SU 3 Total Credits Required 65-69 Program Notes: • Students should note that many required courses have ENG and/or MAT prerequisites.*Recommended Mathematics Electives: For students whose primary goal is employment after graduation, MAT 100 and MAT 122 are recommended; for students intending to transfer to a four-year college, MAT 123 andMAT 124 are recommended.**Recommended Lab Science Elective for students intending to transfer to a four-year college: PHY 101.***Recommended Liberal Arts Elective: SPH 101.****Recommended Social Science Elective: PSY 118.


ELECTRONICS ENGINEERING TECHNOLOGY - MECHATRONICS OPTION - Associate in Science (Program Code: EEMO) Proposed





Mathematics Elective* --- F/S/SU 3 Semester 2

Electronics II ELT 104 F/S 4 ELT 103 Embedded Microcontrollers ELT 130 S 4 ELT 103, ELT 121 Windows Client Operating Systems CSC 141 F/S/SU 4 Technical Writing* OR ENG 105 F/S/SU 3 ENG 101 Composition II ENG 102 Mathematics Elective* --- F/S/SU 3

Semester 3 Instrumentation and Control Technology ELM 251 F/S 4 ELT 104, ELT 130 Introduction to Programmable Logic Controllers ELM 257 F/S 4 ELT 121 Networking Technologies CSC 234 F/S/SU 4 Coreq: CSC 141 Lab Science Elective** --- F/S/SU 4

Semester 4 Mechatronic Systems ELM 258 F/S 4 ELT 130 Industrial Robotics ELM 260 F/S 4 ELT 130 Cooperative Work Experience & Seminar ELM 299 F/S/SU 3-6 ELT 104, ELT 130 Liberal Arts Elective*** --- F/S/SU 3-4 Social Science Elective**** --- F/S/SU 3 Total Credits Required 65-69 Program Notes: *Recommended Mathematics Electives: For students whose primary goal is employment after graduation, MAT 100 and MAT 122 are recommended; for students intending to transfer to a four-year college, MAT 123 andMAT 124 are recommended.†ENG 105 is recommended for students whose primary goal is employment after graduation.**Recommended Lab Science Elective for students intending to transfer to a four-year college: PHY 101.***Recommended Liberal Arts Elective: SPH 101.****Recommended Social Science Elective: PSY 118.




1. Program Name: Electronics Engineering Technology – Photonics Option




• Change program code from ELPH to EEPH.In Semester 3:

• Remove “ENG 102 Composition II”• Add “ENG 105 Technical Writing OR ENG 102 Composition II”



Comments:











Signatures on File



Program: Electronics Engineering Technology – Photonics Option School: Business and Technology Degree type: Associate in Science Provide a detailed list of the proposed changes to the program. 1. Change program code from ELPH to EEPH. 2. Remove ENG 102 Composition II 2. Add ENG 105 Technical Writing OR ENG 102 Composition II Attachments: Current program grid Proposed program grid Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. ELT 121 Digital Computer Circuits (Change of course name and description) Provide a rationale for the proposed changes. The two other Electronics Engineering Technology program options – Mechatronics and Biomedical Instrumentation – have program codes EEMO and EEBI, respectively. The code for the Photonics Option should be EEPH for consistency and to avoid confusion when students are using program codes to identify programs. The use of ELPH for the Photonics program code was an oversight during the 2014-2015 governance process that needs to be corrected before too many students are registered under that code. ENG 105 Technical Writing is a new course developed by the English Department that will be available starting in Fall 2016. This course requires students to develop competencies in written technical communication, an essential job skill in today’s workplace. Students whose primary goal is employment after graduation will be advised to take this course. Do any of the proposed changes affect the program goals and/or the program student learning outcomes? Please indicate any revisions to the program goals and/or program student learning outcomes. Program Student Learning Outcomes remain unchanged, however ENG 105 will serve to better support the following two outcomes:


• Communicate effectively verbally and in writing. Do any of the proposed changes affect another department? Examples include the deletion or addition of program courses that are offered by other departments. Please confer with the coordinators of affected departments. Department(s) Affected: N/A


Do any of the proposed changes affect articulation agreements? Consult with the Transfer Coordinator. N/A For an associate degree program, are there any changes in the number of general education credits that could affect MassTransfer? N/A If yes please provide a rationale. Will any of the following be required: Additional staff _N/A__ Additional space _N/A___ Additional equipment _N/A__ Provide a rationale for any needs indicated and include approximate cost of equipment.



PROGRAM STUDENT LEARNING OUTCOMES FOR Electronics Engineering Technology – Photonics Option


I, M, E

1 Given documentation (schematics, wiring diagrams, and/or mechanical drawings), troubleshoot systems involving photonics and electronics.

ELM 251 ELT 120 ELT 222

M E E

2 Analyze problems involving photonics applications, propose and evaluate solutions.

ELT 120 ELT 222

E E

3 Given documentation (schematics, wiring diagrams, mechanical drawings, and/or instructions), build and test electronic, electromechanical, and photonic systems.

ELT 130 ELM 251 ELT 257 ELT 222

M E E E


ELT 103 ELT 104 ELT 121

E E M


5 Program, test and troubleshoot robotic and automated systems ELM 260 E

6 Produce professional-quality technical reports, including text, graphics and data, using a word processor (and spreadsheet if necessary).

ELT 103 ELT 104 ELT 121

ME M

7 Communicate effectively verbally and in writing. ENG 101 ENG 105 ENG 102

EE


ELM 258 ELT 260 ELT 120 ELT 222 ELM 299

E M M E E


ELM 251 PHY 101 ELT 120 ELT 222 MAT 123 MAT 124

E M E E E E


CSC 141 CSC 234

EE


General Education Student Learning Outcomes for Electronics Engineering Technology – Photonics Option

Supporting cours(es) I,M,E

Communication Skills: Students will write and speak effectively.

ENG 101 Composition I ENG 105 Technical Writing

E E


ELT 103 Electronics I ELT 104 Electronics II ELT 121 Digital Circuits ELT 120 ELT 222

MMM M E


ELT 103 Electronics I ELT 104 Electronics II MAT 123 MAT 124 ELT 120 ELT 222

EEE E E E


PHY 101 Physics I ELT 120 ELT 222

EEE

Technical Literacy: Students will utilize computers and emerging

CSC 141 Windows Client Operating Systems

E


technologies effectively. ELT 103 Electronics I ELT 130 Embedded Microcontrollers ELT 222

E E E


ENG 101 English Composition and Literature I ELT 120

MMI


Social Science Elective E


ELT 120 ELT 222

MM


ELT 130 Embedded Microcontrollers ELT 222

ME


Social Science Elective I


ELECTRONICS ENGINEERING TECHNOLOGY - PHOTONICS OPTION - Associate in Science (Program Code: ELPH) Current








Semester 3

Introduction to Photonics ELT 120 F/S 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 099 with a "C" or higher on the MAT 099 departmental final exam or approp place score

Instrumentation and Control Technology ELM 251 F/S 4 ELT 104, ELT 130 Lab Science Elective --- F/S/SU 4 Composition II ENG 102 F/S/SU 3 ENG 101

Semester 4 Photonics Technology ELT 222 F/S 4 ELT 120 ELT or ELM Program Elective* --- F/S/SU 4 Cooperative Work Experience & Seminar ELM 299 F/S/SU 3 ELT 104, ELT 130 Social Science Elective --- F/S/SU 3 Total Credits Required 62 Program Notes: • Students should note that many required courses have ENG and/or MAT prerequisites.

*ELT or ELM Program Elective must be a 200-level course.


ELECTRONICS ENGINEERING TECHNOLOGY - PHOTONICS OPTION - Associate in Science (Program Code: EEPH) Proposed








Semester 3

Introduction to Photonics ELT 120 F/S 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 099 with a "C" or higher on the MAT 099 departmental final exam or approp place score

Instrumentation and Control Technology ELM 251 F/S 4 ELT 104, ELT 130 Lab Science Elective --- F/S/SU 4 Technical Writing* OR ENG 105 F/S/SU 3 ENG 101 Composition II ENG 102

Semester 4 Photonics Technology ELT 222 F/S 4 ELT 120 ELT or ELM Program Elective** --- F/S/SU 4 Cooperative Work Experience & Seminar ELM 299 F/S/SU 3 ELT 104, ELT 130 Social Science Elective --- F/S/SU 3 Total Credits Required 62 Program Notes: *ENG 105 is recommended for students whose primary goal is employment after graduation.**ELT or ELM Program Elective must be a 200-level course.




1. Program Name: Electronics Technology Certificate - CE




In Semester 2:• Remove “ENG 102 Composition II”• Add “ENG 105 Technical Writing”



Comments:











Signatures on File

2015 - 2016



Program: Electronics Technology Certificate School: Business and Technology Degree type: Associate in Science Provide a detailed list of the proposed changes to the program. In Semester 3:

1. Remove ENG 102 Composition II 2. Add ENG 105 Technical Writing

Attachments: Current program grid Proposed program grid Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. ELT 121 Digital Computer Circuits (Change of course name and description) Provide a rationale for the proposed changes. ENG 105 Technical Writing is a new course developed by the English Department that will be available starting in Fall 2016. This course requires students to develop competencies in written technical communication, an essential job skill in today’s workplace. Do any of the proposed changes affect the program goals and/or the program student learning outcomes? Please indicate any revisions to the program goals and/or program student learning outcomes. Program Student Learning Outcomes remain unchanged, however ENG 105 will serve to better support the following two outcomes:


• Communicate effectively verbally and in writing. Do any of the proposed changes affect another department? Examples include the deletion or addition of program courses that are offered by other departments. Please confer with the coordinators of affected departments. Department(s) Affected: N/A Do any of the proposed changes affect articulation agreements? Consult with the Transfer Coordinator. N/A For an associate degree program, are there any changes in the number of general education credits that could affect MassTransfer? N/A


If yes please provide a rationale. Will any of the following be required: Additional staff _N/A__ Additional space _N/A___ Additional equipment _N/A__ Provide a rationale for any needs indicated and include approximate cost of equipment.



PROGRAM STUDENT LEARNING OUTCOMES FOR Electronics Technology Certificate


I, M, E

1 Given documentation (schematics, wiring diagrams, mechanical drawings, and/or instructions), build and test electronic and electronically-controlled systems.

ELT 130

E


ELT 103 ELT 104 ELT 121

M E E

3 Use Algebra to analyze and solve problems involving electrical and electronic circuits

ELT 103 ELT 104 MAT 100

M M E


ELT 103 ELT 130

M E

5 Communicate effectively verbally and in writing.

ENG 101 ENG 105

E E

6 Produce professional-quality technical reports, including text, graphics and data, using a word processor (and spreadsheet if necessary).

ELT 103 ELT 104 ELT 121 ENG 105

I I I E



CSC 141

E

For a DEGREE PROGRAM, indicate the courses that fulfill the General Education Student Learning Outcomes. N/A

GENERAL EDUCATION STUDENT LEARNING OUTCOMES FOR


Communication Skills: Students will write and speak effectively.











ELECTRONICS TECHNOLOGY CERTIFICATE (Program Code: CE) Current





College Algebra MAT 100 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or approp place score

Semester 2 Electronics II ELT 104 F/S 4 ELT 103 Embedded Microcontrollers ELT 130 S 4 ELT 103, ELT 121 Windows Client Operating Systems CSC 141 F/S/SU 4 Composition II ENG 102 F/S/SU 3 ENG 101 Total Credits Required 29 Program Notes: • Students should note that many required courses have ENG and/or MAT prerequisites.


ELECTRONICS TECHNOLOGY CERTIFICATE (Program Code: CE) Proposed





College Algebra MAT 100 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or approp place score

Semester 2 Electronics II ELT 104 F/S 4 ELT 103 Embedded Microcontrollers ELT 130 S 4 ELT 103, ELT 121 Windows Client Operating Systems CSC 141 F/S/SU 4 Technical Writing ENG 105 F/S/SU 3 ENG 101 Total Credits Required 29




1. Course Number and Name (current) : HRM 299 Hotel/Restaurant Management CooperativeEducation Experience

2. Originator: Pat Hutchinson Date: 11.6.15



1. Change the number of course credits

The following programs are affected by this change and the grids will be revised (list program names and program codes as they appear in the college catalog):

1. HRM Foodservice Management Option- Associate in Science – HRFO2. HRM Hospitality Management Option – Associate in Science – HRHO3. HRM Dietary Management Certificate (New. See Program Proposal for Grid)

5. Effective Date: FA 2016












Signatures on File



Type of Revision: ___ Description ___ Prerequisite ___Corequisite ___ Number ___ Name __X_ #credits


Course Discipline or Department: HRM School: Business, Engineering & Technology Current Course Number: HRM 299 Current Course Name: Hotel/Restaurant Management Cooperative Education Experience

Current Course Description (as it appears in the college catalog): HRM 299 Hotel/Restaurant Management Cooperative Education Experience 3-6 Credits

This course provides a blend of classroom theory and practical job experience through periods of on-campus instruction and supervised off-campus employment. Cooperative Education helps students decide if they have selected a profession to which they are willing to commit themselves. Bringing field experience into the classroom discussion takes a new relevancy, and learning is enhanced. Individualized outcomes are developed among the student, a faculty supervisor, and the employer. Prerequisite: Approval of Program Coordinator. F/S/SU

Proposed Description (include all proposed changes): HRM 299 Hotel/Restaurant Management Cooperative Education Experience 2-6 Credits

This course provides a blend of classroom theory and practical job experience through periods of on-campus instruction and supervised off-campus employment. Cooperative Education helps students decide if they have selected a profession to which they are willing to commit themselves. Bringing field experience into the classroom discussion takes a new relevancy, and learning is enhanced. Individualized outcomes are developed among the student, a faculty supervisor, and the employer. Prerequisite: Approval of Program Coordinator. F/S/SU

Rationale for the change: To accommodate a variety of potential co-op experiences and award most suitable number of credits for each particular co-op experience.

Provide a description of any change in course content. - None

Does the course revision affect another department? Please confer with the coordinator of the affected department. N/A Affected department(s) ___________________________

Attach current and proposed grids for all affected programs (listed on page 1 of this proposal). Attached




NEW DEGREE PROGRAM, OPTION OR CERTIFICATE PROPOSAL

1. Program Name: Dietary Management Certificate

2. Originator: Pat Hutchinson Date: 10.22.2015



a. Approve Dietary Management Certificate in the Hospitality and Recreation Program



Comment:








Approved: _________ Not Approved:__________Comments:



Signatures on File

FOR NEW PROGRAM/OPTION/CERTIFICATE

President: __________________________________ Date: _______________

Approved: __________ Not Approved: __________

Board of Trustees: __________________________ Date: _______________





Program: Hospitality and Recreation Management Dietary Management Certificate

School: Business, Engineering & Technology

Degree type: Certificate

CIP code for the degree program or certificate (check with IRaP Office): 19.0599 food nutrition and related services Attachments: Proposed program grid Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. Provide a rationale for the proposed new program including a narrative for each of the following: Initially proposed as a result of the 2005 IPR the dietary management certificate is now well positioned to meet the requirements of certification (through the certifying board for dietary managers as required by the Association of Nutrition and Foodservice Professionals ANFP). The current occupational outlook predicts a growth rate of 20% for foodservice managers with dietary/nutrition certification. Several area employers (Sodexho, Aramark and compass) are posting jobs in central Massachusetts with an average salary of $43,000 dollars. Additionally, dietary management positions are typically in contract foodservice operations whose hours are daytime both full and part time in schools, hospitals residential settings. The curriculum is comprised of courses already offered within the HRM program whose learning outcomes match the certification outcomes of the ANFP. Housed at the Marlboro Senior center lab site, the curriculum contains 150 hours of field work (HRM 111, HRM 112, and HRM 299) as recommended for certification eligibility.

List the program goals. To provide a one year educational program whose graduates will be eligible for certification, immediate employment and/or continuing education in the fast growing field of dietary management. The Certificate in Dietary Foodservice Management is a participant in the ANFP. Students can earn simultaneous credentialing with the ANFP (Association of Nutrition and Foodservice Professionals).

Does any aspect of the proposed program affect another department? Please confer with the coordinators of affected departments. Affected department(s): None

For an associate degree program, does the proposed program meet the general education credit requirement for MassTransfer? N/A If no, please provide a rationale. Does the program or certificate qualify for financial aid? Check with the Director of Financial Aid and fill out the Gainful Employment Form as needed. Will any of the following be required: Additional staff ___ Additional space ____ Additional equipment ___ Provide a rationale for any needs indicated and include approximate cost of equipment. Additional staff, additional space and additional equipment are anticipated as a result of the program geographic expansion to Marlborough Massachusetts.

Start-up collection of library resources in support of this program: N/A current content is sufficient




PROGRAM STUDENT LEARNING OUTCOMES FOR Dietary Management Certificate


I, M, E

1 Manage and evaluate functional systems in dietary foodservice operations. Hrm 215 HRM 131 HRM 115

EE

2 Integrate human, financial and equipment resources into foodservice operations.

HRM 235 HRM 131

ME

3 Demonstrate professional ethics and work effectiveness within a team. HRM 121 HRM 888

E E

4 Manage and evaluate interpersonal relationships. HRM 235 E

5 Students completing the pathways (education plus experience) will take the CDM (certified Dietary Manager) credentialing exam (Association of Nutrition and Foodservice professionals.

HRM 215 HRM 299 HRM 216

EEE

6 To plan and prepare a menu that is nutritionally sound HRM 111 HRM 112 HRM 216

EEE


Program Name – Dietary Management Certificate (Program Code: _________ ) Proposed

Course Title Course # Offered Plan to Take Grade Credits Prerequisites

Semester 1 Basic Foods: Garde-Manager & Saucier HRM 112 F 4 Coreq: HRM 115 Sanitation Certification HRM 115 F 1 Hospitality Law and Ethics HRM 121 F 3 Food and Beverage Cost Control HRM 131 F 3 Contract Foodservice Management HRM 215 F 3 Coreq: HRM 115

Semester 2 Basic Foods: Basic Boucher & Patissier HRM 111 S 4 Coreq: HRM 115 Nutrition for Foodservice Management HRM 216 S 3 Coreq: HRM 111 or HRM 112 Management in the Hospitality Industry HRM 235 S 3 Hotel/Restaurant Management Cooperative Education Experience

HRM 299 S 2 Approval of Program

Coordinator HRM Elective --- SU 3 Total credits required 29

Program Notes: • CORI/SORI checks are required of all students accepted into the program.


http://www.qcc.edu/courses/basic-foods-garde-manager-saucier

http://www.qcc.edu/courses/sanitation-certification

http://www.qcc.edu/courses/hospitality-law-and-ethics

http://www.qcc.edu/courses/food-and-beverage-cost-control

http://www.qcc.edu/courses/basic-foods-basic-boucher-patissier

http://www.qcc.edu/courses/nutrition-foodservice-management

http://www.qcc.edu/courses/management-hospitality-industry

http://www.qcc.edu/courses/hotelrestaurant-management-cooperative-education-experience

http://www.qcc.edu/courses/hotelrestaurant-management-cooperative-education-experience

HOSPITALITY AND RECREATION MANAGEMENT - FOODSERVICE MANAGEMENT OPTION - Associate in Science (Program Code: HRFO) - Current



Introduction to Hotel/Restaurant Management HRM 101 F/S 3 Basic Foods: Basic Boucher & Patissier HRM 111 F 4 Coreq: HRM 115 Sanitation Certification HRM 115 F 1 Hospitality Law and Ethics HRM 121 F/S 3 Introduction to Microcomputer Applications or CIS 111 F/S/SU 3 Business Elective ---

Semester 2 Composition II ENG 102 F/S/SU 3 ENG 101 Basic Foods: Garde-Manager & Saucier HRM 112 S 4 Coreq: HRM 115 Food and Beverage Cost Control HRM 131 S 3 Dining Room and Banquet Management HRM 218 S 3 Hotel/Restaurant Management Elective --- F/S/SU 3

Semester 3 Nutrition for Foodservice Management HRM 216 F 3 Coreq: HRM 111 or HRM 112 Psychology of Interpersonal Relations or PSY 118 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher;

or approp place score Human Relations in Organizations PSY 158 Liberal Arts Elective --- F/S/SU 3 Mathematics Elective or Science Elective* --- F/S/SU 3-4 Multiple Perspectives Elective --- F/S/SU 3

Semester 4


Hotel/Restaurant Management Cooperative Education Experience HRM 299 F/S/SU 3-6 Approval of Program Coordinator

Business Elective --- F/S/SU 3 Hotel/Restaurant Management Elective --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3 Total Credits Required 63-67 Program Notes: • Students not meeting admissions requirements are encouraged to enroll in the Foodservice Management Certificate program. All courses in the certificate program apply to the Associate Degree. CIS 111 may be

used as a Business Elective.• CORI/SORI checks are required of all students accepted into the program.*100-level or higher.


HOSPITALITY AND RECREATION MANAGEMENT - FOODSERVICE MANAGEMENT OPTION - Associate in Science (Program Code: HRFO) – Proposed



Introduction to Hotel/Restaurant Management HRM 101 F/S 3 Basic Foods: Basic Boucher & Patissier HRM 111 F 4 Coreq: HRM 115 Sanitation Certification HRM 115 F 1 Hospitality Law and Ethics HRM 121 F/S 3 Introduction to Microcomputer Applications or CIS 111 F/S/SU 3 Business Elective ---

Semester 2 Composition II ENG 102 F/S/SU 3 ENG 101 Basic Foods: Garde-Manager & Saucier HRM 112 S 4 Coreq: HRM 115 Food and Beverage Cost Control HRM 131 S 3 Dining Room and Banquet Management HRM 218 S 3 Hotel/Restaurant Management Elective --- F/S/SU 3

Semester 3 Nutrition for Foodservice Management HRM 216 F 3 Coreq: HRM 111 or HRM 112 Psychology of Interpersonal Relations or PSY 118 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher;

or approp place score Human Relations in Organizations PSY 158 Liberal Arts Elective --- F/S/SU 3 Mathematics Elective or Science Elective* --- F/S/SU 3-4 Multiple Perspectives Elective --- F/S/SU 3

Semester 4



Business Elective --- F/S/SU 3 Hotel/Restaurant Management Elective --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3 Total Credits Required 62-67 Program Notes: • Students not meeting admissions requirements are encouraged to enroll in the Foodservice Management Certificate program. All courses in the certificate program apply to the Associate Degree. CIS 111 may be

used as a Business Elective.• CORI/SORI checks are required of all students accepted into the program.*100-level or higher.


HOSPITALITY AND RECREATION MANAGEMENT - HOSPITALITY MANAGEMENT OPTION - Associate in Science (Program Code: HRHO) - Current



Introduction to Hotel/Restaurant Management HRM 101 F/S 3 Hospitality Law and Ethics HRM 121 F/S 3 Front Office Operations HRM 135 F 3 Introduction to Microcomputer Applications or CIS 111 F/S/SU 3 Business Elective ---

Semester 2 Composition II ENG 102 F/S/SU 3 ENG 101 Front Office Management HRM 136 S 3 Bar and Beverage Management HRM 139 S 3 Management in the Hospitality Industry HRM 235 S 3 Hotel/Restaurant Management Elective --- F/S/SU 3

Semester 3 Hotel Meetings: Sales and Operations HRM 232 F 3 Destination Marketing and Management HRM 236 F 3 Psychology of Interpersonal Relations or PSY 118 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher;

or approp place score Human Relations in Organizations PSY 158 Mathematics Elective or Science Elective --- F/S/SU 3-4 Multiple Perspectives Elective --- F/S/SU 3

Semester 4



Business Elective --- F/S/SU 3 Hotel/Restaurant Management Elective --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3 Total Credits Required 63-67 Program Notes: • Students not meeting admissions requirements are encouraged to enroll in the Hospitality Management Certificate program. All courses in the certificate program apply to the Associate Degree. CIS 111 may be

used as a Business Elective.• CORI/SORI checks are required of all students accepted into the program.


HOSPITALITY AND RECREATION MANAGEMENT - HOSPITALITY MANAGEMENT OPTION - Associate in Science (Program Code: HRHO) – Proposed



Introduction to Hotel/Restaurant Management HRM 101 F/S 3 Hospitality Law and Ethics HRM 121 F/S 3 Front Office Operations HRM 135 F 3 Introduction to Microcomputer Applications or CIS 111 F/S/SU 3 Business Elective ---

Semester 2 Composition II ENG 102 F/S/SU 3 ENG 101 Front Office Management HRM 136 S 3 Bar and Beverage Management HRM 139 S 3 Management in the Hospitality Industry HRM 235 S 3 Hotel/Restaurant Management Elective --- F/S/SU 3

Semester 3 Hotel Meetings: Sales and Operations HRM 232 F 3 Destination Marketing and Management HRM 236 F 3 Psychology of Interpersonal Relations or PSY 118 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher;

or approp place score Human Relations in Organizations PSY 158 Mathematics Elective or Science Elective --- F/S/SU 3-4 Multiple Perspectives Elective --- F/S/SU 3

Semester 4



Business Elective --- F/S/SU 3 Hotel/Restaurant Management Elective --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3 Liberal Arts Elective --- F/S/SU 3 Total Credits Required 62-67 Program Notes: • Students not meeting admissions requirements are encouraged to enroll in the Hospitality Management Certificate program. All courses in the certificate program apply to the Associate Degree. CIS 111 may be

used as a Business Elective.• CORI/SORI checks are required of all students accepted into the program.




1. Course Number and Name (current): MSS 299 Fieldwork Experience

2. Originator: Pamela Fleming Date: October 23, 2015

3. School Dean: Jane E. June Date: October 23, 2015


Remove co-requisites MSS 251 Clinical Procedures II and PSY 101 Introduction to Psychology from MSS 299 Fieldwork Experience. Add pre-requisites MSS 251 Clinical Procedures II and PSY 101 Introduction to Psychology to MSS 299 Fieldwork Experience.

The following programs are affected by this change and the grids will be revised (list program names and program codes as they appear in the college catalog): Medical Support Specialist- Medical Assisting Option Associate in Science – see program revision proposal Medical Assisting Certificate – see attached grid


6. Recommended by the ________________________ School Date: _________________

Comments:









The November 19, 2015 meeting of the School of Healthcare was adjourned due to Work to Rule.


Signatures on File



Type of Revision: ___ Description _X__ Prerequisite _X__Corequisite ___ Number ___ Name ___ #credits

___ Elective Type ___ other (explain) Course Discipline or Department: Medical Support Specialist

School: Healthcare

Current Course Number: MSS 299 Current Course Name: Fieldwork Experience Current Course Description (as it appears in the college catalog): MSS 299 Fieldwork Experience 4 Credits This is a 12-week, 180-hour unpaid externship at an appropriate, approved clinical site. Students participate in an integrated experience in which they apply the skills and knowledge learned in the medical assisting program. Prerequisite: BIO 100 or BIO 140, ENG 101, MSS 151, Corequisite: MSS 251, PSY 101. F/S Proposed Description (include all proposed changes): MSS 299 Fieldwork Experience 4 Credits This is a 12-week, 180-hour unpaid externship at an appropriate, approved clinical site. Students participate in an integrated experience in which they apply the skills and knowledge learned in the medical assisting program. Prerequisite: BIO 100 or BIO 140, ENG 101, MSS 151, MSS 251, PSY 101. F/S Rationale for the change: Required Recommendation From Accreditation Site Visit 2015 , All Program Content and Course Schedule Must Be Completed Prior To MSS 299 Field Work Experience

Provide a description of any change in course content. N/A

Does the course revision affect another department? Please confer with the coordinator of the affected department. Affected department(s) __NONE________________________ Attach current and proposed grids for all affected programs (listed on page 1 of this proposal). Please submit a generic syllabus to your dean with all of the revisions included.




1. Program Name: Medical Support Specialist – Medical Assisting Option Associate in Science

2. Originator: Pamela Fleming Date: 10/16/15

3. School Dean: Jane June Date: 10/16/15


In Semester 4 remove MSS 211 Technical Writing for the Medical Environment.

In Semester 5 remove CHC 150 Health and Healing (or) CHC 151 Fundamentals of Complementary Health and replace with SOC 101 Introductory Sociology (Principles)


6. Recommended by the _____________________ School Date: _________________

Comments:








Approved: _________ Not Approved: __________ Comments:



Signatures on File



Program: Medical Support Specialist – Medical Assisting Option School: Healthcare

Degree type: Associate in Science Provide a detailed list of the proposed changes to the program.

1. In Semester 4 remove MSS 211 Technical Writing for the Medical Environment. 2. In Semester 5 remove CHC 150 Health and Healing (or) CHC 151 Fundamentals of

Complementary Health. 3. In Semester 5 replace CHC 150 or CHC 151 with SOC 101 Introductory Sociology

(Principles).

Attachments: Current program grid Proposed program grid Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. Provide a rationale for the proposed changes. MSS 211 course no longer offered. SOC 101 provides a broader knowledge base.

Do any of the proposed changes affect the program goals and/or the program student learning outcomes? Please indicate any revisions to the program goals and/or program student learning outcomes. No Do any of the proposed changes affect another department? Examples include the deletion or addition of program courses that are offered by other departments. Please confer with the coordinators of affected departments. Department(s) Affected: No Do any of the proposed changes affect articulation agreements? Consult with the Transfer Coordinator. No For an associate degree program, are there any changes in the number of general education credits that could affect MassTransfer? N/A If yes please provide a rationale.


Will any of the following be required: No Additional staff ___ Additional space ____ Additional equipment ___ Provide a rationale for any needs indicated and include approximate cost of equipment.



PROGRAM STUDENT LEARNING OUTCOMES FOR Medical Support Specialist-Medical Assisting Option


I, M, E

1 Demonstrate proficiency in performing entry-level clinical and administrative procedures of the medical assistant profession

MSS 151 MSS 251 ALH 151 BIO 100 CIS 111 ALH 107 ALH 102 ALH 152 MSS 252

E E E E E E E E E

2 Work under the direction of a physician in an ethical, legal and safe manner

MSS 151 MSS 251 ALH 151 ALH 152 MSS 299 SOS 211 MSS 252

E E E E E E E

3 Achieve employment as an entry-level medical assistant MSS 299 E


4 Demonstrate appropriate critical thinking skills including written, verbal and nonverbal communication

MSS 151 MSS 251 ALH 151 ALH 152 PSY 101 SOC 101 ENG 205 CIS 112 ACC 101 MSS 299

E E E E E E E E E E

5 Work effectively as part of a team. MSS 151 MSS 251 ALH 151 ALH 152 PSY 101 SOC 101 MSS 299 SOS 211

M M M M M M E M

6 Recognize the importance of continued professional Development

MSS 299 E

7 Apply principles of teaching and learning into the delivery of care to patients and families.

MSS 151 MSS 251 ALH 151 ALH 152 PSY 101 SOC 101 MSS 299 MSS 252 BIO 100 ALH 107 ALH 102

M M M M M M M M M M M


GENERAL EDUCATION STUDENT LEARNING OUTCOMES FOR Medical Support Specialist-Medical Assisting Option


I,M,E

Communication Skills: Students will write and speak effectively. ENG 101 ENG 102 MSS 151 MSS 251 ALH 151

I I M M M


ENG 101 ENG 102 ALH 151 MSS 151 MSS 251 MSS 252

M M M M M M



MAT 122 MSS 252

M M


BIO 100 ALH 102 MSS 252 MAT 122

M M M M


CIS 111 ALH 151 ALH 152

M M M


SOC 101 PSY 101 Liberal arts elective

M M M


MSS 151 PSY 101 S0C 101

M M M


ALH 152 PSY 101 S0C 101

E M M


SOC 101 ALH 152

M M

CIS 111 CIS 112

M M


SOC 101 M


MEDICAL SUPPORT SPECIALIST - MEDICAL ASSISTING OPTION - Associate in Science (Program Code: MSMA) – CURRENT Course Title Course

# Offered Plan to Take Grade Credits Prerequisites

Semester 1 Introduction to Medical Terminology ALH 102 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or

higher; or approp place score Semester 2

Medical Office Administration I ALH 151 F 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, Coreq: ALH 102, BSS 101

Introduction to Microcomputer Applications CIS 111 F/S/SU 3 Introduction to Psychology PSY 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or

higher; or approp place score Composition I ENG 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or

higher; or approp place score Clinical Procedures I MSS 151 F 4 Coreq: ALH 151 Principles of Pharmacology for Medical Assistants MSS 252 F 3 Coreq: MSS 151

Semester 3 Medical Office Administration II ALH 152 S 3 ALH 151 Medical Coding and Billing ALH 107 F/S 3 ENG 096 with a grade of “C” or higher; or approp place score, Coreq: ALH

102 Principles of Human Biology* or BIO 100

F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Introduction to the Human Body BIO 140 ENG 100 or approp place score Clinical Procedures II MSS 251 S 4 MSS 151 Fieldwork Experience MSS 299 F/S 4 BIO 100 or BIO 140, ENG 101, MSS 151, Coreq: MSS 251, PSY 101

Semester 4


Composition II ENG 102 F/S/SU 3 ENG 101 Technical Writing for the Medical Environment or MSS 211 S 3 ENG 101 Technical and Workplace Writing ENG 205 F/S/SU ENG 102, Computer Literacy Liberal Arts Elective --- F/S/SU 3 Statistics MAT 122 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or

approp place score Semester 5

Health and Healing or CHC 150

F 3

BIO 101, ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Fundamentals of Complementary Health CHC 151 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Advanced Microcomputer Applications CIS 112 F/S/SU 3 CIS 111 Death & Dying SOS 211 F/S 3 ENG 101 Program Elective --- F/S/SU 3 Total Credits Required 67 Program Notes: • A grade of “C” or higher is required for BIO 100 and all MSS courses in order to remain in and advance through the program. *BIO 111, BIO 112 acceptable for BIO 100.


MEDICAL SUPPORT SPECIALIST - MEDICAL ASSISTING OPTION - Associate in Science (Program Code: MSMA) – PROPOSED Course Title Course

# Offered Plan to Take Grade Credits Prerequisites










Introduction to the Human Body BIO 140 ENG 100 or approp place score Clinical Procedures II MSS 251 S 4 MSS 151 Fieldwork Experience MSS 299 F/S 4 BIO 100 or BIO 140, ENG 101, MSS 151, MSS 251, PSY 101

Semester 4


Composition II ENG 102 F/S/SU 3 ENG 101 Technical and Workplace Writing ENG 205 F/S/SU 3 ENG 102, Computer Literacy Liberal Arts Elective --- F/S/SU 3 Statistics MAT 122 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or

approp place score Semester 5

Introductory Sociology (Principles) SOC 101 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

Advanced Microcomputer Applications CIS 112 F/S/SU 3 CIS 111 Death & Dying SOS 211 F/S 3 ENG 101 Program Elective --- F/S/SU 3 Total Credits Required 67 Program Notes: • A grade of “C” or higher is required for BIO 100 and all MSS courses in order to remain in and advance through the program. *BIO 111, BIO 112 acceptable for BIO 100.


MEDICAL ASSISTING CERTIFICATE (Program Code: ME) – CURRENT

Course Title Course #

Offered Plan to Take Grade Credits Prerequisites










Introduction to the Human Body BIO 140 ENG 100 or approp place score Clinical Procedures II MSS 251 S 4 MSS 151 Fieldwork Experience MSS 299 F/S 4 BIO 100 or BIO 140, ENG 101, MSS 151, Coreq: MSS 251, PSY 101 Total Credits Required 40 Program Notes: • A grade of “C” or higher is required for BIO 100 and all MSS courses in order to remain in and advance through the program. *BIO 111, BIO 112 acceptable for BIO 100.


MEDICAL ASSISTING CERTIFICATE (Program Code: ME) – PROPOSED


Offered Plan to Take Grade Credits Prerequisites










Introduction to the Human Body BIO 140 ENG 100 or approp place score Clinical Procedures II MSS 251 S 4 MSS 151 Fieldwork Experience MSS 299 F/S 4 BIO 100 or BIO 140, ENG 101, MSS 151, MSS 251, PSY 101 Total Credits Required 40 Program Notes: • A grade of “C” or higher is required for BIO 100 and all MSS courses in order to remain in and advance through the program. *BIO 111, BIO 112 acceptable for BIO 100.



COURSE REVISION PROPOSAL1. Course Number and Name (current) : RDT 232 Medical Radiography Clinic IV

2. Originator: Linda LeFave Date: 10/21/15



Decrease course credit from 5 to 4.

The following programs are affected by this change and the grids will be revised (list program names and programcodes as they appear in the college catalog): Radiologic Technology Associate in Science (RT) grid attached


6. Recommended by the ________________________ School Date: _________________ Comments:











Signatures on File

2015 - 2016

QUINSIGAMOND COMMUNITY COLLEGE COURSE REVISION PROPOSAL

Type of Revision: ___ Description ___ Prerequisite ___Corequisite ___ Number ___ Name _X__ #credits

___ Elective Type ___ other (explain) Course Discipline or Department: Radiologic Technology

School: Healthcare

Current Course Number: RDT 232 Current Course Name: Medical Radiography Clinic IV Current Course Description (as it appears in the college catalog): Medical Radiography Clinic IV This course concentrates on refining students’ skills in performing all mandatory and elective procedures required for graduation and eventual employment as an entry-level radiographer. Upon completion of this course, students are eligible for examination for certification by the American Registry of Radiologic Technologists. Students work independently, with indirect supervision, on all exams for which they have been evaluated as competent. Advanced imaging procedures are presented and include specialized cranio-facial imaging, basic special procedures, trauma, pediatric, and surgical exams. Students are encouraged to experience advanced modalities such as CT, MR, angiography, nuclear medicine, and sonography. Credits: 5 Prerequisite: RDT 231. S Proposed Description (include all proposed changes): Medical Radiography Clinic IV This course concentrates on refining students’ skills in performing all mandatory and elective procedures required for graduation and eventual employment as an entry-level radiographer. Upon completion of this course, students are eligible for examination for certification by the American Registry of Radiologic Technologists. Students work independently, with indirect supervision, on all exams for which they have been evaluated as competent. Advanced imaging procedures are presented and include specialized cranio-facial imaging, basic special procedures, trauma, pediatric, and surgical exams. Students are encouraged to experience advanced modalities such as CT, MR, angiography, nuclear medicine, and sonography. Credits: 4 Prerequisite: RDT 231. S Rationale for the change: The clinical hours per credit ratio for this course is inconsistent with other clinical courses in the program. The proposed credit reduction for this course (RDT 232) aligns with the other clinical courses (RDT 131, 132 & 231) for hours of experience per credit. Provide a description of any change in course content. None Does the course revision affect another department? Please confer with the coordinator of the affected department. Affected department(s) __Radiologic Technology_________________________

Attach current and proposed grids for all affected programs (listed on page 1 of this proposal). Please submit a generic syllabus to your dean with all of the revisions included.




1. Course Number and Name (current) : RDT 254 Radiologic Pharmacology and Pathology




Revise course description.

The following programs are affected by this change and the grids will be revised (list program names and program codes as they appear in the college catalog): Radiologic Technology Associate in Science (RT) grid attached


6. Recommended by the ____________________________ School Date: _________________Comments:











Signatures on File



Type of Revision: _X__ Description ___ Prerequisite ___Corequisite ___ Number ___ Name _ __ #credits

___ Elective Type ___ other (explain) Course Discipline or Department: Radiologic Technology

School: Healthcare

Current Course Number: RDT 254 Current Course Name: Radiologic Pharmacology & Pathology Current Course Description (as it appears in the college catalog): Radiologic Pharmacology & Pathology This course covers the basic concepts of health, illness and disease processes affecting various bodily systems with special emphasis on the radiographic appearance of pathologies. The fundamentals of pharmacology and basic principles of venipuncture for the administration of contrast media and/or intravenous medications are reviewed and practiced. Credits: 3 Prerequisites: BIO 112, RDT 231, RDT 240. S Proposed Description (include all proposed changes): Radiologic Pharmacology & Pathology This course covers the basic concepts of health, illness and disease processes affecting various bodily systems with special emphasis on nature of pathologic processes and the radiographic appearance commonly presented experienced during medical imaging procedures. The fundamental pharmacology of medications and contrast agents routinely administered as part of imaging procedures is discussed. Credits: 3 Prerequisites: BIO 112, RDT 231, RDT 240. S Rationale for the change: Primarily the instructional unit on venipuncture will be removed from this course and implemented in RDT 260 allowing more instructional time for topics on radiographic pathology. Provide a description of any change in course content. Added lecture presentations. Does the course revision affect another department? Please confer with the coordinator of the affected department. Affected department(s) __Radiologic Technology_________________________ Attach current and proposed grids for all affected programs (listed on page 1 of this proposal). Please submit a generic syllabus to your dean with all of the revisions included.



COURSE REVISION PROPOSAL 1. Course Number and Name (current) : RDT 260 CT & Cross-Section Anatomy




Increase course credit from 1 to 2 and revise course description.

The following programs are affected by this change and the grids will be revised (list program names and program codes as they appear in the college catalog): Radiologic Technology Associate in Science (RT) grid attached













Signatures on File



Type of Revision: _X__ Description ___ Prerequisite ___Corequisite ___ Number ___ Name _X__ #credits


Course Discipline or Department: Radiologic Technology

School: Healthcare

Current Course Number: RDT 260 Current Course Name: CT & Cross-Section Anatomy Current Course Description (as it appears in the college catalog): CT & Cross-Section Anatomy This course provides fundamental instruction of the appearance of anatomical structures in cross section format as well the principles of computed tomography imaging as needed for entry-level practice. Credits: 1 Prerequisite: BIO 112, RDT 231, RDT 240. S

Proposed Description (include all proposed changes): CT & Cross-Section Anatomy This course expands students’ knowledge on imaging principles and equipment relative to Computed Tomography (CT) and provides instruction on anatomy in cross section format. Students learn to differentiate between the transverse, sagittal and coronal appearance of anatomy of the head, chest, abdomen and pelvis. The fundamentals of venipuncture technique and related patient care skills are reviewed and practiced. Credits: 2 Prerequisite: BIO 112, RDT 231, RDT 240. S

Rationale for the change:

The additional instructional time will permit more detailed instruction permitting students to graduate with advanced skill sets for employment opportunities. Furthermore, the instructional unit on venipuncture (currently part of RDT 254) will be added to this course for more coordinated discussion and skill development.

Provide a description of any change in course content.

Added lecture presentations, student assignments and skill demonstration.

Does the course revision affect another department? Please confer with the coordinator of the affected department. Affected department(s) __Radiologic Technology_________________________

Attach current and proposed grids for all affected programs (listed on page 1 of this proposal).



RADIOLOGIC TECHNOLOGY - Associate in Science (Program Code: RT) Current Course Title Course # Offered Plan to Take Grade Credits Prerequisites

Semester 1 (Summer I & Summer II)


Anatomy & Physiology I BIO 111 F/S/SU 4 BIO 101 or High School Advanced Placement Biology, Coreq: ENG 101


Semester 2 (Fall) Introduction to Psychology or PSY 101

F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score Psychology of Interpersonal Relations PSY 118


Patient Care & Ethics in Radiology RDT 102 F 3 Accepted to RT Program Radiographic Medical Terminology RDT 104 F 1 Accepted to RT Program Fundamentals of Radiographic Equipment and Medical Imaging RDT 110 F 3 Accepted to RT Program, MAT 122 Radiographic Positioning & Anatomy I RDT 121 F 3 Coreq: RDT 102, RDT 104 Medical Radiography Clinic I RDT 131 F 2 Coreq: RDT 110, RDT 121

Semester 3 (Spring) Anatomy & Physiology II BIO 112 F/S/SU 4 BIO 111 Medical Imaging II RDT 112 S 3 RDT 110 Radiographic Positioning & Anatomy II RDT 122 S 3 RDT 121, SPH 101 Medical Radiography Clinic II RDT 132 S 5 RDT 131 Radiation Science RDT 141 S 2 RDT 110

Semester 4 (Fall) Composition II ENG 102 F/S/SU 3 ENG 101 Medical Radiography Clinic III RDT 231 F 5 RDT 132 Imaging Applications RDT 240 F 4 RDT 112, RDT 122 Medical Radiographic Equipment & Quality Assurance RDT 245 F 3 RDT 112

Semester 5 (Spring) Medical Radiography Clinic IV RDT 232 S 5 RDT 231 Radiology Seminar RDT 252 S 4 BIO 112, RDT 231, RDT 240 Radiologic Pharmacology and Pathology RDT 254 S 3 BIO 112, RDT 231, RDT 240 CT & Cross Section Anatomy RDT 260 S 1 BIO 112, RDT 231, RDT 240 Total Credits Required 73 Program Notes: • A grade of “C” or higher is required for BIO 111, BIO 112, and all RDT courses in order to remain in and advance through the program.


RADIOLOGIC TECHNOLOGY - Associate in Science (Program Code: RT) Proposed Course Title Course # Offered Plan to Take Grade Credits Prerequisites

Semester 1 (Summer I & Summer II)


Anatomy & Physiology I BIO 111 F/S/SU 4 BIO 101 or High School Advanced Placement Biology, Coreq: ENG 101


Semester 2 (Fall) Introduction to Psychology or PSY 101

F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score Psychology of Interpersonal Relations PSY 118


Patient Care & Ethics in Radiology RDT 102 F 3 Accepted to RT Program Radiographic Medical Terminology RDT 104 F 1 Accepted to RT Program Fundamentals of Radiographic Equipment and Medical Imaging RDT 110 F 3 Accepted to RT Program, MAT 122 Radiographic Positioning & Anatomy I RDT 121 F 3 Coreq: RDT 102, RDT 104 Medical Radiography Clinic I RDT 131 F 2 Coreq: RDT 110, RDT 121

Semester 3 (Spring) Anatomy & Physiology II BIO 112 F/S/SU 4 BIO 111 Medical Imaging II RDT 112 S 3 RDT 110 Radiographic Positioning & Anatomy II RDT 122 S 3 RDT 121, SPH 101 Medical Radiography Clinic II RDT 132 S 5 RDT 131 Radiation Science RDT 141 S 2 RDT 110

Semester 4 (Fall) Composition II ENG 102 F/S/SU 3 ENG 101 Medical Radiography Clinic III RDT 231 F 5 RDT 132 Imaging Applications RDT 240 F 4 RDT 112, RDT 122 Medical Radiographic Equipment & Quality Assurance RDT 245 F 3 RDT 112

Semester 5 (Spring) Medical Radiography Clinic IV RDT 232 S 4 RDT 231 Radiology Seminar RDT 252 S 4 BIO 112, RDT 231, RDT 240 Radiologic Pharmacology and Pathology RDT 254 S 3 BIO 112, RDT 231, RDT 240 CT & Cross Section Anatomy RDT 260 S 2 BIO 112, RDT 231, RDT 240 Total Credits Required 73 Program Notes: • A grade of “C” or higher is required for BIO 111, BIO 112, and all RDT courses in order to remain in and advance through the program.




1. Course Number and Name (current) : EDU 102, Integrating Theory and Practice: The Elementary

School Learner

2. Originator: Renee Gould Date: October 19, 2015

3. School Dean: Dr. Clarence Ates Date: October 20, 2015


Change the title of the course from Integrating Theory and Practice: The Elementary School Learner

to Theory to Practice: The Elementary School Learner

Change the course description.

The following programs are affected by this change and the grids will be revised (list program names

and program codes as they appear in the college catalog):

General Studies Elementary Education Transfer Option (GSEE)

5. Effective Date: Fall, 2016


Comments: The November 19, 2015 meeting of the Humanities and Education School was adjourned due

to Work to Rule.


Recommended: __________ Not Recommended: __________

Comments:



Comments:



Comments:


Approved: _________ Not Approved: __________

Comments:


Signatures on File



Type of Revision:

_x_ Description ___ Prerequisite ___Corequisite ___ Number __x Name ___ #credits


Course Discipline or Department: Education School: Humanities and Education

Current Course Number: EDU 102

Current Course Name: Integrating Theory and Practice: The Elementary School Learner

Current Course Description (as it appears in the college catalog):

EDU 102 ---Integrating Theory and Practice: The Elementary School Learner (3 credits)

This course provides an examination of prominent theories of teaching and learning in

elementary education. Social, emotional and cognitive developmental processes involved in

learning for typical and atypical learners are reviewed. The course offers insights into

motivational theories, the affective aspects of learning and classroom management. A field

experience (pre-practicum) of twelve hours beyond classroom time in an elementary school

setting is required. Please note: Students must have a recent CORI/SORI on file to participate

in the fieldwork which is required for successful completion of the course.


Proposed Description (include all proposed changes):

EDU 102 ---Theory to Practice: The Elementary School Learner (3 credits)

This course examines prominent theories of teaching and learning in elementary education.

Students review social, emotional and cognitive developmental processes involved in learning for

typical and atypical learners. The course also covers insights into motivational theories, the

affective aspects of learning and classroom management. Students are required to participate in a

field experience (pre-practicum) of fifteen hours beyond classroom time in an elementary school

setting. Please note: Students must have a recent CORI/SORI on file to participate in the fieldwork

which is required for successful completion of the course.


Rationale for the change:

The previous name is too long and does not show well on the student’s degree audit. A more

compact name will enable students to have a better understanding of what the course is about and

will draw their interest.

Fifteen hours is required for students to experience the elementary education classrooms in depth

because it allows them to participate in a whole day. They have the opportunity to observe

carefully and reflect upon what was learned. These hours are in line with the Service Learning

requirements at Worcester State University.


None

Does the course revision affect another department? Please confer with the coordinator of the

affected department. No Academic Matters - December 8, 2015 of 231

Affected department(s) ___________________________


Attached



GENERAL STUDIES - ELEMENTARY EDUCATION TRANSFER OPTION - Associate in Arts (Program Code: GSEE) CURRENT


Semester 1


Mathematics for Educators I MAT 111 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or approp place score

Introduction to Psychology PSY 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score


Liberal Arts Elective* --- F/S/SU 3

Semester 2


Mathematics for Educators II MAT 112 F/S 3 MAT 111

Human Development I: Conception to Adolescence PSY 123 F/S 3 PSY 101

Elementary Education: Teaching and Learning EDU 101 F/S 3 ENG 096 with a grade of “C” or higher; or approp place score

History Elective** --- F/S/SU 3

Semester 3

Integrated Science: Earth and Space SCI 105 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score

Children’s Literature ENG 200 F/S/SU 3 ENG 102

Integrating Theory and Practice: The Elementary School Learner EDU 102 F/S 3 ENG 096 with a grade of “C” or higher; or approp place score



Semester 4

Foundations of Reading EDU 200 F/S 3 EDU 101

Integrated Science: The Living World SCI 106 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score


Humanities Elective*** --- F/S/SU 3

Curriculum and Instruction in the Elementary School EDU 201 F/S 3 EDU 101

Total Credits Required 62

Program Notes:

CORI/SORI checks are required of all students taking EDU classes.

It is highly recommended that students take the CLST portion of the MTEL (Massachusetts Tests for Educator Licensure) after completing ENG 102.*Students are advised to consult the requirements of the college to which they plan to transfer. Graduates of the Elementary Education Option are required to have an academic major in the Liberal Arts. Since therequirements of each major at each institution will vary, students need to intentionally select the Liberal Arts Electives to maximize student transfer of credits.**History Electives are designated as: HST 104, HST 105, HST 106, HST 115, or HST 116.***Humanities course designations include: ART, ENG, FRC, GER, HUM, MUS, PHI, SPH, and SPN.


GENERAL STUDIES - ELEMENTARY EDUCATION TRANSFER OPTION - Associate in Arts (Program Code: GSEE) PROPOSED


Semester 1


Mathematics for Educators I MAT 111 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final exam or approp place score




Semester 2


Mathematics for Educators II MAT 112 F/S 3 MAT 111

Human Development I: Conception to Adolescence PSY 123 F/S 3 PSY 101

Elementary Education: Teaching and Learning EDU 101 F/S 3 ENG 096 with a grade of “C” or higher; or approp place score

History Elective** --- F/S/SU 3

Semester 3

Integrated Science: Earth and Space SCI 105 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score

Children’s Literature ENG 200 F/S/SU 3 ENG 102

Theory to Practice: The Elementary School Learner EDU 102 F/S 3 ENG 096 with a grade of “C” or higher; or approp place score



Semester 4

Foundations of Reading EDU 200 F/S 3 EDU 101

Integrated Science: The Living World SCI 106 F/S/SU 4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a "C" or higher on the MAT 095 departmental final exam or approp place score


Humanities Elective*** --- F/S/SU 3

Curriculum and Instruction in the Elementary School EDU 201 F/S 3 EDU 101


Program Notes:

CORI/SORI checks are required of all students taking EDU classes.

It is highly recommended that students take the CLST portion of the MTEL (Massachusetts Tests for Educator Licensure) after completing ENG 102.*Students are advised to consult the requirements of the college to which they plan to transfer. Graduates of the Elementary Education Option are required to have an academic major in the Liberal Arts. Since therequirements of each major at each institution will vary, students need to intentionally select the Liberal Arts Electives to maximize student transfer of credits.**History Electives are designated as: HST 104, HST 105, HST 106, HST 115, or HST 116.***Humanities course designations include: ART, ENG, FRC, GER, HUM, MUS, PHI, SPH, and SPN.



NEW COURSE PROPOSAL

1. Course Number and Name: ECE 105 Understanding Applied Behavior Analysis

2. Originator: Meghan Martin Date: 10/6/2015

3. School Dean: Dr. Clarence Ates Date: 10/7/2015


ECE 105 Understanding Applied Behavior Analysis be adopted as a new course.



Comments: The November 19, 2015 meeting of the Humanities and Education School was adjourned due

to Work to Rule.



Comments:



Comments:



Comments:



Comments:


Signatures on File


NEW COURSE PROPOSAL

Course Discipline/Department:

Early Childhood Education

School:

Humanities and Education

Course Number: ECE 105

Course Name: Understanding Applied Behavior Analysis

Prerequisites and/or corequisites (confer with affected department coordinator):

ENG 096 with a grade of C or higher or appropriate placement score.

CIP code (check with IRaP Office):

13.1015

Effective Term/year: Fall 2016

Give a rationale for the new course. Be sure to indicate whether this course replaces another course.

This course is part of a new certificate, Technician in Applied Behavior Analysis. It is a brand new

course that does not replace another course. It will be a new elective in Early Childhood Education.

Is the course content similar to other courses now offered? Yes ___ No __XX__

If yes, attach a statement for the coordinator of the department offering the similar course.

Please indicate if this course will serve as any of the following types of electives

__XX_ Elective (any college level course can serve as an elective)

___ Specific Type (indicate Business, Liberal Arts, Humanities, Foreign Language, Social Science,

Behavioral Science, Mathematics, Science, Lab Science)

_XX__ Program specific (name the program) Early Childhood Education

___ Multiple perspective (confer with the Liberal Arts Coordinator)

Is this course required for a program? Yes, Understanding Applied Behavior Analysis

Expected enrollment per term: 20-40 Expected enrollment per year: 40-80

Will any of the following be required:

Additional staff ___ Additional space _—classroom__ Additional equipment ____

Provide a rationale for any needs indicated above and include approximate cost of equipment.



Course Materials

Course number: ECE 105

Course name: Understanding Applied Behavior Analysis

Credits: 3

Lecture Hours: 45 Lab hours: Clinic Hours:

ECE 105 Understanding Applied Behavior Analysis 3 credits

General course description and prerequisites (as it will appear in the catalog):

ECE 105 Understanding Applied Behavior Analysis 3 Credits

This course examines the definition, characteristics, basic frameworks, and theory of applied behavior

analysis (ABA). Students review the history and foundations of applied behavioral analysis. Students also

explore targeted areas of clinical intervention and educational intervention. Students learn to identify the

differences in behaviorism, the experimental analysis of behavior, and applied behavioral analysis within

the context of an educational environment. Students focus on information that emphasizes the relationship

between the field of applied behavior analysis and the education of children.


All required texts and paperbacks, including information on publisher and edition used (provide a

suggested text):

Alberto, P.,A., Troutman, A., ( 2013). Applied behavior analysis for teachers. Upper Saddle River,

NJ,Pearson.

Guidelines for Responsible Conduct for Behavior Analysts- website WWW.BACB.com

Registered Behavior Technician Task List - website WWW.BACB.com

Instructional Objectives (list):

1. Identify and understand the basic concepts of applied behavior analysis and how to implement

these strategies to improve socially significant behavior.

2. Identify and explain the RBT task list to the concepts learned.

3. Observe, record, and understand children’s behavior relative to behavioral principals and be

able to intervene to improve learning.

4. Compile data and analyze procedures and strategies used to address socially significant

behaviors in early child disabilities.

5. The course will engage students in the Registered Behavior Technician RBT standards.

Teaching procedures: (provide suggested teaching methodology):

1. Lecture


http://www.bacb.com/

2. Inquiry: a process of discussing ideas in small groups and then sharing with the whole class

3. Workshops--active investigation of materials and equipment used with young children

4. Audiovisual materials: slides, films

Course topics and/or assignments and/or required and/or supplemental reading (provide a list of suggested

course topics):

Calendar & Topical Outline—See attached syllabus

Other information:

Suggested basis for student grading and criteria for evaluating student performance

college attendance policy (see current Student Handbook)

college plagiarism statement (see current Student Handbook)

Suggested assessment methodologies


Attached.

List the Student Learning Outcomes for this course in the table below. Recommendations for writing SLOs can be

found in the General Education Outcomes Assessment Handbook that is available on the QCC’s Intranet under

Frequently Used Forms (Academic Governance Forms).

COURSE STUDENT LEARNING OUTCOMES FOR ECE 105 Understanding Autism and Applied Behavior Analysis Upon completion of the course, students will be able to:

1 Identify and understand the basic concepts of applied behavior analysis and how to implement these

strategies to improve socially significant behavior.

2 Identify and explain the RBT task list to the concepts learned.

3 Observe, record, and understand children’s behavior relative to behavioral principals and be able to

intervene to improve learning.

4 Compile data and analyze procedures and strategies used to address socially significant behaviors in early child disabilities


5 Engage in the Registered Behavior Technician RBT standards.

How does the course support general education? Using the chart below, indicate the degree or level of connection

between the course and outcome as indicated here.

I – Introductory/Background – There is an indirect relationship between the course and the outcome. The outcome

itself is not the focus of the course but at least one element of the course serves as a building block to the

achievement of the final outcome. For example, course elements may provide the knowledge, skills or attitudes

necessary for the ultimate achievement of the outcome.

M – Intermediate/Transitional - There is more of a direct relationship between the course and the outcome than

Introductory. A mixture of course elements supports the final achievement of the outcome, but the final integration

of knowledge, skills and attitudes necessary for its achievement is not accomplished in this course. For example,

knowledge, skills and/or attitudes (at least 2 of the 3) required for achievement of the outcome may be the focus of

the course or course element, but the integration of all three is not.

E – Emphasized – There is a direct relationship between the course and the outcome. At least one element of the

course focuses specifically on the complex integration of knowledge, skills and attitudes necessary to perform the

outcome.

CONNECTION OF ECE 105 Understanding Autism and Applied Behavior Analysis TO

GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E

Communication Skills: Students will write and speak effectively. I, M

Information Literacy: Students will locate, evaluate and apply reliable and appropriate information. I,M

Quantitative Reasoning: Students will apply the concepts and methods of mathematics to solve

problems.

I,M

Scientific Reasoning: Students will relate scientific methods of inquiry to the acquisition of

knowledge.

I,M

Technical Literacy: Students will utilize computer an emerging technologies effectively. I,M

Aesthetics: Students will appreciate the variety of human experiences as expressed through the arts. I,M

Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures. I,E,M

Ethics: Students will develop an awareness of personal obligations and responsibilities in one’s

community of influence.

I, E,M

Impact of Technology: Students will reflect on the impact of scientific and technological advances

on the individual, society and the environment.

Civic Literacy: Students will demonstrate awareness of the responsibilities of local, national and

international citizenship.

I, E,M


Basic Syllabus:

Please note:

The instructor reserves the right to make changes to these course materials when appropriate or necessary.

Courses Information

Quinsigamond Community College

Program: Early Childhood Education

Course Number and Title: ECE 105 Understanding Autism and Applied Behavior Analysis

Course Description:

The basic frameworks and theory of applied behavior analysis (ABA) will be examined including the definition

and characteristics of ABA. Reviewing the history and foundations of applied behavioral analysis students will

explore targeted areas of clinical intervention and educational intervention. Students will learn to identify the

differences in behaviorism, the experimental analysis of behavior, and applied behavioral analysis within the

context of an educational environment. Information studied will emphasize the relationship between the field of

applied behavior analysis and the education of children.


Outcomes and Objectives:

Outcome: After completing this course students will be able to:

Identify and understand the basic concepts of applied behavior analysis and how to implement these

strategies to improve socially significant behavior.

Method: Using the text, presentations, and direct modeling and observation of skills students will demonstrate the

learned concepts via written work as well as demonstration of skills.

Assessment: Students will present oral and written information to the class and/or Instructor explaining and/or

demonstrating the concepts and the implications for early childhood care and education using applied

behavioral strategies.

Outcome: After completing this activity students will be able to:

Identify and explain the RBT task list to the concepts learned.


Method: Students, working independently and in small groups, will review the RBT task list and make

connections to real world examples of concepts within the task list. More specifically, students will observe

students in a learning environment where applied behavior analysis is being used for student instruction of

behavior change.

Assessment: Using the “Guidelines for Observation” and the text, students will make connections regarding the

observed child and the ABA concepts within the specific domain being addressed.

1. Students will be able to clearly identify the action and theorist associated with the action

2. Explain the key concepts of each ABA strategy.

Outcome: After completing these activities students will be able to:

Observe, record, and understand children’s behavior relative to behavioral principals and be able to intervene

to improve learning.

Method: After reviewing the behavioral data recording concepts and principals and behaviors, students will

observe videos of children engaged in ABA programming and record using the directed method and be able to

discuss why they used this method.

Assessment: Students will observe an infant, toddler and preschool child according to the guidelines presented

in the assignment packet given out with this course. From these observations students will make connections

with behavioral principals addressed in this course. From these observations students will develop a proposal

for a behavior change procedure and write up a proposed plan. In addition, quizzes will be used to assess

ongoing knowledge of the material in preparation for the final exam.

Outcome: After completing this class session students will be able to:

Compile data and analyze procedures and strategies used to address socially significant

behaviors in early child disabilities.

Method: Use the text, internet videos, and in vivo behavior of classmates to compile a data record and discuss

how the data may be analyzed. Identify socially significant behaviors in early childhood and how the principals of

ABA may be used to address these deficit areas.

Assessment: After conducting a research review and taking part in observations and discussions students will

be prepared to take the final examination.

The course will engage students in the Registered Behavior Technician RBT standards.

Students will work independently and together to complete learning tasks as assigned. All information regarding

child care centers, children, and other professionals will remain confidential within the class. No names or other

identifying traits will be utilized during assignments or discussions online or in class meetings.


Required Texts:

Alberto, P.,A., Troutman, A., ( 2013). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson.

Guidelines for Responsible Conduct for Behavior Analysts- website WWW.BACB.com

Registered Behavior Technician Task List - website WWW.BACB.com

CLASS PROCEDURES AND TECHNIQUES

1. Lecture

2. Inquiry: a process of discussing ideas in small groups and then sharing with the whole class

3. Workshops--active investigation of materials and equipment used with young children

4. Audiovisual materials: slides, films

ATTENDANCE POLICY Because this course is based upon participation and consists of information that cannot be replicated, it is

CRUCIAL that the student attend all sessions. Attendance is REQUIRED, not optional. Attendance and

class participation will account for 10% of your grade. Please be sure to call or email instructorif you will be

missing class. Keep in mind the following policies:

If a class session is missed due to an emergency or illness, each student is personally responsible for

acquiring from classmates all information and materials presented in class.

If a paper is due, the student is responsible for emailing it to me on the due date.

Students who arrive 5-14 minutes after the class start time will be marked tardy. Four tardies will

constitute an unexcused absence.

Students who arrive fifteen minutes late or more will be given an unexcused absence for the

particular class.

If a student has 2 or more absences, no credit will be given for attendance/participation for the

semester.

J. STUDENTS WITH SPECIAL NEEDS

Every effort will be made to meet the individual needs and various learning styles of students in this course. It is

of the utmost importance that you inform me at the beginning of the course as to your particular needs and

submit documentation from Disability Services if available. If you have concerns about this course please share

those concerns with me. If your concerns are about a learning disability or another specific need, please make

an appointment with me or a learning specialist at Quinsigamond Community College Disability Services, Room

246A. All information is strictly confidential.

Electronics and Multi-Media Policy—No texting, facebooking, tweeting, or social media use during class


http://www.bacb.com/

Students are expected to come to class ready to give full attention to the discussion and activities. Students

are only allowed media devices that are considered assistive technology for a disability. At no time should

students use their cell phone or personal electronics during class. Cell phones should be turned to off, silent, or

vibrate. If a student uses any electronics device during class that is not assistive in nature they will be excused

from class and will receive a zero for attendance for that class.

Social Networking-Netiquette Policy for ECE Students

Please note that Quinsigamond Community College does not recognize the use of social media (ie.

facebook, myspace, linkedin, etc.) as a method of communication between faculty, staff and/or

students. Neither the faculty or staff of the ECE department nor the students enrolled in ECE

coursework will engage in the use of social media as a method of communication regarding courses,

coursework, ECE departmental business, information regarding children, nor anything related to the

college community. Students shall not post or discuss ECE departmental business, coursework,

information regarding children (including pictures), or interactions between themselves and faculty in a

public forum such as the internet. Students, ECE faculty, and Teachers of the QCC Children’s school will

not maintain contact via social media unless the relationship had begun prior to experiences at QCC.

TEN STEPS TO PROMOTE POSITIVE CLASSROOM ETIQUETTE:

The following classroom etiquette guidelines were developed by Quinsigamond Community College to provide

faculty and students with a positive and respectful learning environment to foster optimum teaching and

learning. The purpose of these guidelines is to provide both students and faculty with a positive atmosphere in

the classroom and to promote honesty and integrity in the classroom. As a student in this class, I expect you to

adhere to the guidelines below:

Students are expected to attend all scheduled classes.

Students are expected to be in class on time.

Students are expected to remain in class for the entire instructional period.

Students are expected to remain alert throughout the entire instructional period.

Students are expected to come to class free of alcohol or drugs.

Students are expected to be respectful of opposing opinions.

Students are expected not to interrupt a faculty member or other students when they are speaking.

Students are expected to address student specific concerns prior to or after the instructional period.

Students are expected to use respectful language throughout the instructional period.

Students are expected to receive the faculty’s permission prior to using cell phones, laptops or other electronic equipment.

WRITTEN ASSIGNMENTS

Assignments MUST follow meet criteria below to be accepted for submission and grading:


All of the assignments should be typewritten, double-spaced and professional in their appearance.

Assignments must have your name on the top of the paper OR cover page.

A size 12 font in Calibri, Tahoma or Arial should be used.

Assignments are to be handed in on the due date. Assignments that are received after the due date will be subject

to the following penalty:

Rubrics valued at 150+ -10 points per day including weekends

Rubrics valued at 100-149 -8 points per day including weekends



Rubrics valued 1-49 -2 points per day including weekends

Work that is more than two weeks late will be graded a zero.

Credit/No Credit Assignments are not accepted late and are due at the beginning of class—

assignments received after 1:50pm will be graded automatically as No Credit

Emailing Work

Feel free to email your papers via Qmail ONLY—papers will not be accepted from private emails systems.

Files will only be accepted in the format of Rich Text Format (RTF) or PDF to ensure that I can open them, no

matter what form of word processing you use. If you email in another format your paper will not be accepted.

When sending an assignment through email please save the assignment with your name and assignment name as

the file (EXAMPLE: MeghanMartinCurriculumStudyPaper.rtf) also put your name and the assignment name in

the subject line of the email.

Specific Assignments:

1. Chapter Review

Students are required to read the assigned chapter and be prepared to respond to instructor and/or peer

directed questions during chapter review. Students are expected to participate in each class during

discussion periods.

2. Group review

Students will be assigned groupings and expected to complete an article review presented in class on the

same day. Instructor provided articles.

3. Introductory Research Methods

Students will be given a review of research methods and how to retrieve scientifically based research

articles utilizing the college’s library.

Students will be required to present their initial finding during the third week of class. Five appropriate

articles will be required prior to beginning the article review assignment.

4. Article Reviews- Dimensions of Applied Behavior Analysis


Beginning the second week students will be required to complete assigned article reviews analyzing self

chosen research articles according to the dimensions of applied behavior analysis. A rubric will be

provided for student s to follow. Discussion of reviews will be conducted during the class period.

A total of 5 reviews are to be completed by the end of the semester.

5. Behavior change assignment

Students will be expected to utilize the information obtained during their classroom lecture and readings

and prepare a behavior change assignment to be handed in prior to the final class.

6. Review quizzes data maintenance through Microsoft excel graphing

Students will be given a review quiz at the end of each class, beginning with the second class. Each quiz

will be ten questions and answered using a whole class response on whiteboards. Data will be maintained

by each student and graphed

7. Quizzes and Exams

Two exams and two quizzes are required during the semester.

Course evaluation Policies and Procedures:

Attendance 5%

Assignment 1 – Chapter Review & participation 10%

Assignment 2 – Group Reviews 5%

Assignment 3 – Article Reviews: Dimensions of Applied Behavior Analysis 15%

Assignment 4 – Behavior Change Program 20%

Assignment 5 – Quizzes and Exams 40%

Assignment 6– Class reviews graphed data 5%

Grades will be determined according to the following:

Points Grade

95+ A 87-89 B+ 77-79 C+ 67-69 D+ 59 or less F

90-94 A- 83-86 B 73-76 C** 63-66 D

80-82 B- 70-72 C- 60-62 D-

**Note that a passing grade of C or better is required to receive credit for this course and continue


in this program next semester**

ACADEMIC DISHONESTY, PLAGIARISM AND CHEATING

Below is the college-wide policy on plagiarism:

“Our purpose in the classroom is to seek the truth; this work requires trust and honesty between educator and

student. If we are not honest about what we know and don't know, our learning will always be impaired. Because

our teaching and learning depends on this honest communication, we expect all students to understand what

plagiarism is and why it is unacceptable.

Plagiarism means taking someone else's ideas or words and presenting them as one’s own. The offense can take

many forms including cheating on a test, passing in a paper taken from the Internet or from another student, or

failing to properly use and credit sources in an essay. Sometimes the issue is subtle, involving getting too much

help on an assignment from someone else. In every instance, plagiarism means cheating both oneself and the

owner of the source. Since the cheating sabotages a student’s learning experience, consequences range from no

credit for the assignment to failure for the course and possible expulsion from the college. Any student

considering plagiarism should recognize the consequences and consider alternatives. Students uncertain about

what constitutes plagiarism may request help from faculty or from appropriate college services.”

HOW TO AVOID PLAGIARISM:

1. Always give credit to any sources that you’ve used to write a paper. 2. Always use quotation marks around any words you use that are exactly the same as in the source

you read. 3. When you paraphrase or summarize, always use your own syntax and words, not just synonyms for

words that are in the original source. 4. Use the MLA Style of Documentation to show me where you’ve summarized, paraphrased or

quoted. 5. Always do your own work. 6. Do not submit a paper for this class that you have submitted for another class. 7. If you have questions about how to paraphrase, summarize or quote someone else’s words or ideas

in your own writing, please talk with me, and I can help you.

RUBRICS AND GRADING

Rubrics have been included in this packet to help guide you as you complete the assignments. Please be sure to

refer to them so that you will complete all elements of each assignment. You do not need to include the rubric

when you hand in your assignment. We will do our grading on our computers and will return a copy of the

completed rubric when we give back your paper.

In order to fully complete each assignment, it is imperative that you use both the assignment description

and the rubric as your guide. These two documents will provide you with complete information as to our

expectations for the written assignments for this course.


The rubrics reflect the BCBA Standards and Supportive Skills upon which this course are based. You will notice

a numbering system at the top of each section of the rubric. The numbers refer to the information below. Please

refer to this page when reading the evaluation of your work.

The following ratings will be used to grade your papers on the rubrics. Please refer back to this page when

reading my evaluations of your work.

Writing Mechanics Rubric

CRITERIA

Score

MASTERING

FULL CREDIT- 4

DEMONSTRATING

PARTIAL CREDIT- 3

PROGRESSING

CREDIT- 2

EMERGING

MINIMAL CREDIT- 1

NEEDING ATTENTION

NO CREDIT- 0

Mechanics

(Writing

Quality)

NAEYC

Supportive

Skill 3:

Strong writing style with

clear ability to express

thoughts and point of

view. Excellent grammar,

syntax and spelling with

no errors. Bibliography is

present. Bibliography is

properly formatted with

all information.

Well written paper with

solid ability to convey

meaning and express

thoughts and points of

view. Overall command of

grammar, syntax and

spelling with 1-3 errors.

Bibliography is present.

Bibliography is properly

formatted but is missing 1-

2 pieces of information.

Writing style inconsistent.

Expression of thoughts

and point of view

adequate. Paper contains

4-6 spelling, grammatical,

and syntax errors but,

overall, is presented in a

professional manner.


Bibliography is properly

formatted but is missing

3-4 pieces of information.

Writing style minimal.

Difficulty expressing

ideas, feelings,

descriptions or points of

view. Numerous spelling,

grammatical, and syntax

errors, 7-10.


Bibliography is not

properly formatted .

Poorly written paper.

Considerable difficulty

expressing ideas, feelings,

descriptions or points of

view. Many spelling,

grammatical, syntax

errors—11 or more.

Writing is not

professional in

presentation.

Bibliography is not

present.

Writing Mechanics Scoring Sheet

General Content Rubric

CRITERIA

Point value Points

Received

MECHANICS (NAEYC SS #3)

Paper adheres to rules of grammar, usage and punctuation including paragraphs, proper

quotations, and citations.

4

Spelling is correct. 4

Sentences are well constructed, clear and concise. 4

Bibliography of resources is included and is presented in proper format. 4

Total Received 16


CRITERIA

Score

MASTERING

FULL CREDIT- 4

DEMONSTRATING

PARTIAL CREDIT- 3

PROGRESSING

CREDIT- 2

EMERGING

MINIMAL CREDIT- 1

NEEDING

ATTENTION

NO CREDIT- 0

Content

Registered

Behavior

Technician- RBT

Excellent content as

outlined on the

rubric. All areas

discussed in depth.

Clear, insightful

descriptions that

strongly support

thinking. Specific,

detailed

observations of

children and

teachers included.

Solid content as

outlined on rubric.

25% of criteria

missing or not fully

answered.

Answers to

questions are

completed in depth

with some self-

reflection. Specific

examples from

observations and

interactions are

included to support

thinking but could

have been

described in greater

detail.

Content from the

rubric inconsistent.

50% of items

missing or not fully

answered. Factual

descriptions with

little interpretation

or self-reflection.

Paper contains

specific examples

from observations

and interactions in

the classroom to

support thinking

but could have

included more. See

comments in paper.

Content is minimal.

75% of items on the

rubric either

missing or

incomplete. Brief

or general

statements with

few details.

Minimal specific

examples from

observations and

interactions in the

classroom to

support thinking.

Examples are brief

and do not include

detail.

Content is poor

with all elements

from the rubric

either missing or

incomplete.

Questions are

answered

minimally. Few or

no specific

examples to

support thinking.

Examples presented

have little specific

description and do

not provide strong

evidence of careful

observations in the

classroom.

Reflection

Registered

Behavior

Technician- RBT

Clear and strong

self-assessment

that reflects

personal

experiences. Ability

to analyze

experiences in a

way that offers

insight into issues

and considers

implications for

growth as a

teacher. Specific,

detailed examples

included to support

thinking.

Self-reflection

evident and reveals

personal

experiences.

Analysis of

experiences

included but could

have more depth.

Insight into

personal change

and growth and

impact on

development as a

teacher included

but could have

more depth.

Specific examples

included but could

have been more.

See comments in

paper.

Reflections are

inconsistent and

could be more

thoughtful.

Mention personal

experiences but do

not reflect upon

them or consider

implications for

growth as a

teacher. Insights

are few and are

general and

simplistic. Minimal

specific examples

included, not

described in detail.

See comments in

paper for

suggestions.

Writing provides

minimal insight,

self-reflection or

personal resonance.

Brief or general

statements with

few details.

Implications for

growth as a teacher

considered in a

minimal way.

Specific examples

not included to

support thinking.

See comments in

paper for

suggestions as to

where there could

have been

additional

examples.

Writing provides

little or no self-

reflection. Lacks

detail or provides

brief, perfunctory

statements,

glossing over the

ideas. Little or no

evidence of impact

of experiences on

growth as a

teacher. No specific

examples to

support thinking.

See comments in

paper for

suggestions as to

where examples

could have been

inserted.


Calendar & Topical Outline

Date & Instructor Topic Assignment /Handout Due

Readings Due

Week 1

Introduction, Information Sharing

Review of the Syllabus

Review of class protocols

Basic concepts

Prepare for data collection.

A-02 Implement continuous measurement

procedures (e.g., frequency, duration).

A-03 Implement discontinuous measurement

procedures (e.g., partial & whole interval,

momentary time sampling).

A-04 Implement permanent product recording

procedures.

A-05 Enter data and update graphs

Alberto, P.O., & Troutman, A.C.,

(2009):

chapter ( 1 ) overview

Roots of Applied behavior

Analysis

Log on to the BACB website

Retrieve latest Registered

Behavior technician RBT task list

Week 2

B-01 Describe behavior and environment in

observable and measurable terms.

Assist with functional assessment procedures.

B-02 Conduct preference assessments.

B-03 Assist with individualized assessment

procedures (e.g., curriculum-based,

developmental, social skills).

B-04 Assist with functional assessment

procedures.


(2009):

chapter ( 2 )

Preparing behavioral Objectives

1 scientifically based research

articles due.

Reading this article:

Baer, D. M., Wolf, M. M., &


C. Skill Acquisition

Risley, T. R. (1968). Some

current dimensions of

applied behavior analysis.

Journal of Applied

Behavior Analysis, 1,

Week 3

C-01 Identify the essential components of a

written skill acquisition plan.

C-02 Prepare for the session as required by the

skill acquisition plan.

C-03 Use contingencies of reinforcement (e.g.,

conditioned/unconditioned reinforcement,

continuous/intermittent schedules ).

C-04 Implement discrete trial teaching

procedures.

C-05 Implement naturalistic teaching

procedures (e.g., incidental teaching).

C-06 Implement task analyzed chaining

procedures.

C-07 Implement discrimination training.

C-08 Implement stimulus control transfer

procedures.

C-09 Implement stimulus fading procedures.

C-10 Implement prompt and prompt fading

procedures.

Describe behavior and environment in



Assist with individualized assessment




(2009):

chapter ( 3 )

Procedures for Collecting Data

Article review


Conduct preference assessments

Week 4









procedures.




procedures.



procedures.



procedures.


(2009):

chapter ( 4 )

Graphing data

Quiz

Week 5

C-11 Implement generalization and

maintenance procedures.

C-12 Assist with the training of stakeholders

(e.g., family, caregivers, other professionals).

D-01 Identify the essential components of a

written behavior reduction plan.

D-02 Describe common functions of behavior.

D-03 implement interventions based on

modifications of antecedent s such as

motivating operations and establishing


(2009):

chapter ( 5 )

Single Subject Designs

Article review


operations and discriminative stimuli

establishing operations and discriminative

stimuli.

D-04 implement differential reinforcement

procedures ( DRO, DRI)

D-05 Implement extinction procedures.

D-06 Implement crisis/emergency procedures

according to protocol.

Week 6

E-01 report other variables that might affect

the client ( e.g., illness, relocation, medication)

E-02 Generate objective session notes by

describing what occurred during sessions.

E-03 effectively communicate with supervisor

E-04 Comply with applicable legal, regulatory

and workplace reporting requirements (e.g.,

mandatory abuse and neglect reporting).

E-05 Comply with applicable legal, regulatory

and workplace requirements for data

collection,

storage and transportation.


(2009):

chapter ( 6 )

Developing a Hypotheses for

Behavior Change: Functional

Assessment and Functional

Analysis

Exam Review

Week 7

F-01 Describe the role of the RBT in the service

delivery system.

F-02 Respond appropriately to feedback and

maintain or improve performance accordingly.

F-03 Communicate with stakeholders (e.g.,

family, caregivers, other professionals) as

authorized.

F-04 maintain Professional boundaries ( e.g.,

avoid dual relationships, conflicts of interest,

social media contacts).


(2009):

chapter ( 7 )

Arranging Consequences That

Increase Behavior

Exam- Mid


F-05 Maintain client dignity.

Week 8









procedures.




procedures.



procedures.



procedures.


(2009):

chapter ( 8 )

Arranging Consequences that

Decrease Behavior

Article review

Week 9

D-02 Describe common functions of behavior.

D-03 implement interventions based on

modifications of antecedent s such as

motivating operations and establishing

operations and discriminative stimuli

establishing operations and discriminative

stimuli.

D-04 implement differential reinforcement

procedures ( DRO, DRI)

D-05 Implement extinction procedures.

D-06 Implement crisis/emergency procedures


(2009):

chapter ( 9 )

Differential Reinforcement:

Antecedent Control and Shaping


according to protocol.

Week 10




procedures.



procedures.



procedures.

C-11 Implement generalization and

maintenance procedures.


(2009):

chapter ( 10 )

Providing for generalization of

Behavior Change

Article review

Week 11

B-01 Describe behavior and environment in



B-02 Conduct preference assessments.

B-03 Assist with individualized assessment



B-04 Assist with functional assessment

procedures.C. Acquisition


(2009):

chapter ( 11 )

Teaching Students to manage

Their Own behavior

Quiz 2

Week 12

1.01 Reliance on Scientific Knowledge. RBT

1.02 Competence. RBT

1.03 Professional Development.

1.04 Integrity. RBT

1.05 Professional and Scientific Relationships.

1.06 Dual Relationships and Conflicts of

Interest.

1.07 Exploitative Relationships. RBT

2.01 Definition of Client. RBT.

2.03 Responsibility. RBT


(2009):

chapter ( 12 )

Review “Guidelines for

Responsible Conduct for Behavior

Analysts”

Responsible Use of Applied


2.06 Rights and Prerogatives of Clients. RBT

2.07 Maintaining Confidentiality. RBT

2.08 Maintaining Records. RBT

2.09 Disclosures. RBT

2.11 Documenting Professional and Scientific

Work. RBT

2.12 Records and Data. RBT

4.06 Avoiding Harmful Reinforcers. RBT

4.07 On-Going Data Collection. RBT

6.01 Job Commitments. RBT

6.06 Conflicts with Organizations. RBT

7.01 Affirming Principles. RBT

7.02 Disseminating Behavior Analysis. RBT

7.03 Being Familiar with These Guidelines. RBT

7.04 Discouraging Misrepresentation by Non-

Certified Individuals. RBT

8.0 The Behavior Analyst’s Responsibility to

Colleagues.

8.01 Ethical Violations by Behavioral and Non-

behavioral Colleagues. RBT

9.01 Promotion in Society. RBT

9.04 Statements by Others. RBT

9.05 Avoiding False or Deceptive Statements. RBT

9.07 Testimonials. RBT

9.08 In-Person Solicitation. RBT

Behavior Analysis


Week 13

Stimulus control

Physical arrangement

Time Structure

Instructional structure

Economy

Consequences

Rules and Procedures

Teacher characteristics


(2009):

chapter ( 13)

Putting it All Together

Week 14 Final Exam Review

Week 15 Final Exam



NEW COURSE PROPOSAL

1. Course Number and Name: ECE 205 Applied Behavior Analysis Supervised Practicum


3. School Dean: Dr. Clarence Ates: Date: 10/1/2015


ECE 205 Applied Behavior Analysis Supervised Practicum proposal to be adopted as a new course in theECE Program.



Comments: The November 19, 2015 meeting of the Humanities and Education School was adjourned due to

Work to Rule.



Comments:



Comments:



Comments:



Comments:


Signatures on File


NEW COURSE PROPOSAL

Course Discipline/Department:

Early Childhood Education

School:

Education and Humanities

Course Number: ECE 205

Course Name: Applied Behavior Analysis Student Supervised Practicum

Prerequisites and/or corequisites (confer with affected department coordinator):

ECE 105 with grade C or higher.

Restricted to students accepted and enrolled in Technician in Applied Behavior Analysis

Technician Certificate.

CIP code (check with IRaP Office):

13.1015



This course is part of a new certificate, Technician in Applied Behavior Analysis. It is a brand new

course that does not replace another course. It will be a new elective in Early Childhood Education.

Is the course content similar to other courses now offered? Yes ___ No __XX__

If yes, attach a statement for the coordinator of the department offering the similar course.

Please indicate if this course will serve as any of the following types of electives

_XX__ Elective (any college level course can serve as an elective)

___ Specific Type (indicate Business, Liberal Arts, Humanities, Foreign Language, Social Science,

Behavioral Science, Mathematics, Science, Lab Science)

_XX__ Program specific (name the program) Early Childhood Education

___ Multiple perspective (confer with the Liberal Arts Coordinator)

Is this course required for a program?

Yes, Technician in Applied Behavior Analysis Certificate.

Expected enrollment per term: 10-20 Expected enrollment per year: 10-40


Additional staff ___ Additional space _ Additional equipment ____




Course Materials

Course number: ECE 205

Course name: Applied Behavior Analysis Student Supervised Practicum

Credits: 3

Lecture Hours: Lab hours: Clinic Hours:150

General course description and prerequisites (as it will appear in the catalog):

ECE 205 Applied Behavior Analysis Supervised Practicum 3 Credits

This course emphasizes practical classroom experience (150 hours) working with young children in the

BCI ABA Center (Behavioral Concepts Inc. & Center for Applied Behavioral Instruction) and other

approved private school settings under faculty supervision. Students examine competencies that include

working as a team member; developing, implementing and evaluating appropriate applied behavioral

strategies for young children. Students focus on demonstrating positive strategies and including strategies

identified in the Registered Behavior Technician (RBT) task list; keeping children safe and healthy; and

creating and maintaining a developmentally appropriate educational environment while maintaining a

commitment to the profession of Applied Behavior Analysis and Early Care and Education.

Prerequisites: ECE 105 with grade C or higher. Restricted to students accepted and enrolled in

Technician in Applied Behavior Analysis Certificate.

All required texts and paperbacks, including information on publisher and edition used (provide a

suggested text):

a. Behavioral Concepts manualb. Registered Behavior Technician task listc. Guidelines for Responsible Conduct for Behavior Analysts


a. Ability to apply theory and concept regarding the principals of applied behavior analysisand the development of appropriate educational programs for young children to theiractual hands on work with children in the ABA center and/or school.

b. Identify and implement an appropriate learning environment and promote meaningfullearning experience for children.

c. Identify the vast array of Applied Behavior techniques learned and how to apply thosetechniques to the learning of specific children.

d. Identify and apply the uses, goals and benefits of a variety of observation,documentation and assessment tools in a responsible, family friendly, and professionalway.

e. Concepts of team member with the group of students with whom they work, the entireBehavioral Concepts ABA Center team as well as the total Early Care and EducationCommunity and the special education community particularly within the education ofchildren diagnosed with autism.

f. Apply professional and ethical behavior of applied behavioral professionals as well asknow what professional organizations and advocacy opportunities are available andbegin to see themselves as professionals in the field of Behavior Analysis and EarlyEducation and Care.



a. Regular weekly (10hours) participation in the faculty supervised program at BCI ABA Center b. Students are actively responsible for children and their activities under the guidance and

supervision of a faculty member. c. Active participation in a seminar discussion

Course topics and/or assignments and/or required and/or supplemental reading (provide a list of suggested

course topics):

Weekly

Working under the supervision of faculty in the assigned classroom at the BCI ABA Center and/or

private setting involves the following

a. Preparation of materials and equipment for inside and outside areas b. Brief meeting with faculty/staff in preparation for work with the children. c. Active supervised participation with children and program activities d. Clean up of school environment for next session e. Seminar Discussion (45 minutes)

analysis of daily activities assessment of student’s individual experiences, interactions consideration of children’s behaviors and needs planning for next

session Written materials- assignments collected, handed out, discussed,

communication book entries

Other information:

Suggested basis for student grading and criteria for evaluating student performance

college attendance policy (see current Student Handbook)

college plagiarism statement (see current Student Handbook)

Suggested assessment methodologies


Attached.


List the Student Learning Outcomes for this course in the table below. Recommendations for writing SLOs can be

found in the General Education Outcomes Assessment Handbook that is available on the QCC’s Intranet under

Frequently Used Forms (Academic Governance Forms).

COURSE STUDENT LEARNING OUTCOMES FOR ECE 205 ABA Student Supervised Practicum Upon

completion of the course, students will be able to:

1 After completing this course students will be able to: Apply the knowledge learned in Theory and

concept regarding the principals of applied behavior analysis and the development of appropriate

educational programs for young children to their actual hands on work with children in the ABA center

and/or school.

2 After completing this course students will be able to: Identify and implement an appropriate learning

environment and promote meaningful learning experience for children.

3 After completing this course students will be able to identify the vast array of Applied Behavior

techniques learned and how to apply those techniques to the learning of specific children.

4 After completing this course students will be able to: Identify and apply the uses, goals and benefits of a variety of observation, documentation and assessment tools in a responsible, family friendly, and professional way.

5 After completing this course students will be able to see themselves as team members with the group of

students with whom they work, the entire Behavioral Concepts ABA Center team as well as the total

Early Care and Education Community and the special education community particularly within the

education of children diagnosed with autism.

6 After completing this course students will be able to identify and apply professional and ethical behavior of applied behavioral professionals as well as know what professional organizations and advocacy opportunities are available and begin to see themselves as professionals in the field of Behavior Analysis and Early Education and Care.

How does the course support general education? Using the chart below, indicate the degree or level of connection

between the course and outcome as indicated here.













outcome.

CONNECTION OF ECE 205 Understanding Autism and Applied Behavior Analysis TO

GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E

Communication Skills: Students will write and speak effectively. M,E

Information Literacy: Students will locate, evaluate and apply reliable and appropriate information. M,E

Quantitative Reasoning: Students will apply the concepts and methods of mathematics to solve

problems.

M,E

Scientific Reasoning: Students will relate scientific methods of inquiry to the acquisition of

knowledge.

M,E

Technical Literacy: Students will utilize computer an emerging technologies effectively. M, E

Aesthetics: Students will appreciate the variety of human experiences as expressed through the arts. M, E

Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures. M,E

Ethics: Students will develop an awareness of personal obligations and responsibilities in one’s

community of influence.

M,E

Impact of Technology: Students will reflect on the impact of scientific and technological advances

on the individual, society and the environment.

M,E

Civic Literacy: Students will demonstrate awareness of the responsibilities of local, national and

international citizenship.

M,E

Basic Syllabus:

Quinsigamond Community College

Program: Early Childhood Education

Course Number and Title: ECE 205 Applied Behavior Analysis Supervised Practicum

COURSE DESCRIPTION

This course provides students with practical classroom experience (150 hours) working with young children in

the BCI ABA Center (Behavioral Concepts Inc. Center for Applied Behavioral Instruction) and other approved

private school settings under faculty supervision. Competencies introduced include working as a team member;

developing, implementing and evaluating appropriate applied behavioral strategies for young children;

demonstrating positive strategies and including strategies identified in the Registered Behavior Technician (RBT)


task list; keeping children safe and healthy; and creating and maintaining a developmentally appropriate

educational environment while maintaining a commitment to the profession of Applied Behavior Analysis and

Early Care and Education.

Prerequisites: ENG 096 with a grade of C or higher or appropriate placement score AND ECE 105 with

grade C or higher. Restricted to students accepted and enrolled in Applied Behavior Analysis

Technician Certificate.

Course Standards and Expectations

This course and early childhood program is based on the following Registered Behavior Technician (RBT)

standards as well as the NAEYC Standards and Supportive Skills. You will see these integrated throughout your

course materials.

Task List RBT

a. Measurement b. Assessment c. Skill acquisition d. Behavior reduction e. Documenting and reporting f. Professional Conduct and scope of Practice

NAEYC STANDARDS:

Standard 1: Promoting Child Development and Learning

1a: Knowing and understanding young children’s characteristics and needs

1b: Knowing and understanding the multiple influences on development and learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning

environments

Standard 2: Building Family and Community Relationships

2a: Knowing about and understanding family and community characteristics

2b: Supporting and empowering families and communities through respectful, reciprocal relationships

2c: Involving families and communities in their children’s development and learning

Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families


3a. Understanding the goals, benefits, and uses of assessment

3b. Knowing about and using observation, documentation, and other appropriate assessment tools and

approaches

3c. Understanding and practicing responsible assessment

3d: Knowing about assessment partnerships with families and other professional

Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families

4a: Understanding positive relationships and supportive interactions as the foundation of their work with

children

4b: Knowing and understanding effective strategies and tools for early education

4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

4d: Reflecting on their own practice to promote positive outcomes for each child.

Standard 5: Using Content Knowledge to Build Meaningful Curriculum

5a: Understanding content knowledge and resources in academic disciplines

5b: Knowing and using the central concepts, inquiry tools and structures of content areas or academic

disciplines

5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement

and evaluate meaningful, challenging curricula for each child

Standard 6: Becoming a Professional

6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other professional guidelines

6c: Engaging in continuous, collaborative learning to inform practice

6d: Integrating knowledgeable, reflective, and critical perspectives on early education

6e. Engaging in informed advocacy for children and the profession


NAEYC SUPPORTIVE SKILLS:

Supportive Skill 1: Self –assessment and self-advocacy

Supportive Skill 2: Mastering and applying foundational concepts from general education

Supportive Skill 3: Written and verbal skills

Supportive Skill 4: Making connections between prior knowledge/ experience and new learning

Supportive Skill 5: Identifying and using professional resources

A. OUTCOMES, METHODS, ASSESSMENT (Linked to the NAEYC Standards)

Outcome 1: After completing this course students will be able to: Apply the knowledge learned in Theory and

concept regarding the principals of applied behavior analysis and the development of appropriate educational

programs for young children to their actual hands on work with children in the ABA center and/or school.

Method: Participation in a four hour lab seminar in the Behavioral Concepts ABA Center with a consistent

student or group of students throughout the semester will allow students to practice strategies techniques,

language skills and methods that are being taught in Theory and Curriculum as well as prior Early Childhood

Education courses. Students are involved in all aspects of the day, supporting children, under the direct

supervision of a faculty member. Participation in seminar discussions allows for immediate feedback from the

instructor. Maintenance of individual student data will allow students to assess with their faculty supervisor the

progress of their designated child.

Assessment: Classroom participation, journal writing assignments, use of the communication book, classroom

participation evaluation.

Outcome 2: After completing this course students will be able to: Identify and implement an appropriate

learning environment and promote meaningful learning experience for children.

Method: Weekly coordination with on staff supervisors and faculty with regard to the individual student

treatment plans and gradual involvement in implementing planned learning experiences will be carried out by

the students each week. Students will reflect upon their interactions with the children during weekly seminar

discussions and discuss how the curriculum is meeting the needs of the individual children as well evaluate the

planning effectiveness and brainstorm appropriate additions/deletions to the programs plan .

Assessment: Faculty observation of interactions with individual and small groups of children. Participation in

seminar discussion, journals, entries in communication book.


Outcome 3: After completing this course students will be able to identify the vast array of Applied Behavior

techniques learned and how to apply those techniques to the learning of specific children.

Method: Students will review the treatment plans created for their assigned child or group as well as the

individual behavior management guidelines. Students will be expected to maintain data on each of their

assigned students and discuss student progress relative to the applied behavioral techniques being utilized

during each session.

Assessment: Faculty observation of student’s interactions with students, discussion of student cases during

weekly seminars, journal entries.

Outcome 4: After completing this course students will be able to: Identify and apply the uses, goals and benefits

of a variety of observation, documentation and assessment tools in a responsible, family friendly, and

professional way.

Method: Students will read the Registered Behavior Technician, RBT task list as well as the Guidelines for

Responsible Conduct for Behavior Analysts. Seminar discussions will focus on observations of each child in

relative to areas outlined within the task list. Emphasis will be directed toward functional assessment of

children’s behavior and the development of the individual behavior management plan. Students will document

children’s progress through the use of anecdotal records.

Assessment: Faculty observations of student during lab session, participation in weekly seminars, and journal

entries.

Outcome 5: After completing this course students will be able to see themselves as team members with the

group of students with whom they work, the entire Behavioral Concepts ABA Center team as well as the total

Early Care and Education Community and the special education community particularly within the education of

children diagnosed with autism.

Method: Students will develop a sense of community with other student teachers as they work together to

ensure consistent ABA practices are maintained and encourage group interaction.


Assessment: Faculty observations of student’s effectiveness as part of the teaching team, participation in

seminar discussions, communication book, Midterm and Final written evaluation of the students.

Outcome 6: After completing this course students will be able to identify and apply professional and ethical

behavior of applied behavioral professionals as well as know what professional organizations and advocacy

opportunities are available and begin to see themselves as professionals in the field of Behavior Analysis and

Early Education and Care.

Method: Students are introduced to the BACB as the major professional organization and are encouraged to

participate in the organization after completing the RBT professional exam. Students will apply ethical standards

learned within the previous ABA class and in previous Early Childhood coursework to their work in the

classroom with children and families. Students are encouraged to become knowledgeable and active in local,

state and national issues regarding young children with autism and their families.

Assessment: Faculty observations of student’s professional behavior, participation in seminar discussions,

Midterm and Final written evaluation of students, journals.

Course Requirements

Students are REQUIRED to complete 150 hours of working with children within the set guidelines addressed in the course description to receive a grade for the course. Students who fail to complete the 150 hours will fail the course and not receive credit.

Punctual attendance each week as scheduled in the faculty supervised classroom at the BCI ABA Center

Adherence to Lab uniform requirements.

Satisfactory performance that demonstrates interest, responsibility, positive attitude, cooperative effort in teamwork and conscientious effort in application of theory into teaching skills.

Written assignments related to participation in the faculty supervised classroom at the BCI ABA Center

Student Performance Evaluation (3x).

Completion of the Understanding Autism and Applied behavior Analysis course

Methodology

1. Texts and Other Materials a. Behavioral Concepts employee manual b. Registered Behavior Technician task list c. Guidelines for Responsible Conduct for Behavior Analysts


2. Class Procedures and Techniquesa. Regular weekly (10hours) participation in the faculty supervised program at BCI ABA Centerb. Students are actively responsible for children and their activities under the guidance and

supervision of a faculty member.c. Active participation in a seminar discussion

Course Outline

Weekly

Working under the supervision of faculty in the assigned classroom at the BCI ABA Center and/or

private setting involves the following

f. Preparation of materials and equipment for inside and outside areasg. Brief meeting with faculty/staff in preparation for work with the children.h. Active supervised participation with children and program activitiesi. Clean up of school environment for next sessionj. Seminar Discussion (45 minutes)

analysis of daily activities assessment of student’s individual experiences, interactions consideration of children’s behaviors and needs planning for next session Written materials- assignments collected, handed out, discussed,

communication book entries

Attendance Policy

Please keep in mind that you are responsible for making up any time missed due to illness, snow days or holidays.

Attendance is a very important component of your practicum placement and counts for 10% of your grade.

If you must miss a practicum placement day or time due to illness or an emergency situation:

o Call the placement office in advance (as early as possible) to notify the program of your absence.

o Call or email your faculty supervisor. You will not receive credit for attendance once time is

made up. Failure to contact the office OR Faculty Instructor will result in an automatic zero on

the professionalism rubric for that week. (Refer to the front page of this syllabus for telephone

numbers and email addresses.)

Be aware that any day missed will count as an unexcused absence in our grade book. Making up the time will

not change this. The only exception will be days missed for weather cancellations and holidays. Although you

still have to make up the time missed due to weather cancellations or holidays within the two weeks, this will

not count against you as an absence.


Because this course meets the Registered Behavior Technician supervision standards, 100% attendance is

required to complete the course. Students who miss 2 or more practicum days run the risk of being withdrawn

from the course. You are expected to be at your practicum placement each week for the designated hours.

Time missed must be made up within two weeks of the day that was missed. Students must see their faculty

supervisor and check with the classroom teachers to sign up for a make-up day.

Method of Evaluation

A grade of “C” or better must be earned in both the faculty supervised classroom at the BCI ABA Center and

Field Placement sections of this course to fulfill Early Childhood Program requirements.

Grading

Attendance 10%

Weekly Professionalism 10%

Journal 5%

Individual student data analysis write up 5%



Performance Evaluations (3 total) 60%

Points Grade

95+ A

94-90 A-

89-87 B+

84-86 B

83-80 B-

79-77 C+

76-74 C

73-70 C-

69-67 D+

66-64 D

63-60 D-

59-0 F

Make Up Time


I. WRITTEN ASSIGNMENTS

Assignments MUST follow meet criteria below to be accepted for submission and grading:

All of the above assignments should be typewritten, double-spaced and professional in their appearance.

Assignments must have your name on the top of the paper OR cover page.

A size 12 font in Calibri, Tahoma or Arial should be used.

Assignments are to be handed in on the due date. Assignments that are received after the due date will be subject

to the following penalty:

Rubrics valued at 150+ -10 points per day including weekends




Rubrics valued 1-49 -2 points per day including weekends

Work that is more than two weeks late will be graded a zero.

Credit/No Credit Assignments are not accepted late and are due at the beginning of class—

assignments received after 1:50pm will be graded automatically as No Credit

Emailing Work

Feel free to email your papers via Qmail ONLY—papers will not be accepted from private emails systems.

Files will only be accepted in the format of Rich Text Format (RTF) or PDF to ensure that I can open them, no

matter what form of word processing you use. If you email in another format your paper will not be accepted.

When sending an assignment through email please save the assignment with your name and assignment name as

the file (EXAMPLE: MeghanMartinCurriculumStudyPaper.rtf) also put your name and the assignment name in

the subject line of the email.

ACADEMIC DISHONESTY, PLAGIARISM AND CHEATING

Below is the college-wide policy on plagiarism:

“Our purpose in the classroom is to seek the truth; this work requires trust and honesty between educator and

student. If we are not honest about what we know and don't know, our learning will always be impaired. Because

our teaching and learning depends on this honest communication, we expect all students to understand what

plagiarism is and why it is unacceptable.

Plagiarism means taking someone else's ideas or words and presenting them as one’s own. The offense can take

many forms including cheating on a test, passing in a paper taken from the Internet or from another student, or

failing to properly use and credit sources in an essay. Sometimes the issue is subtle, involving getting too much

help on an assignment from someone else. In every instance, plagiarism means cheating both oneself and the

owner of the source. Since the cheating sabotages a student’s learning experience, consequences range from no

credit for the assignment to failure for the course and possible expulsion from the college.

Any student considering plagiarism should recognize the consequences and consider alternatives. Students

uncertain about what constitutes plagiarism may request help from faculty or from appropriate college services.”


HOW TO AVOID PLAGIARISM:

1. Always give credit to any sources that you’ve used to write a paper.2. Always use quotation marks around any words you use that are exactly the same as in the source

you read.3. When you paraphrase or summarize, always use your own syntax and words, not just synonyms for

words that are in the original source.4. Use the MLA Style of Documentation to show me where you’ve summarized, paraphrased or

quoted.5. Always do your own work.6. Do not submit a paper for this class that you have submitted for another class.7. If you have questions about how to paraphrase, summarize or quote someone else’s words or ideas

in your own writing, please talk with me, and I can help you.

RUBRICS AND GRADING

Rubrics have been included in this packet to help guide you as you complete the assignments. Please be sure to

refer to them so that you will complete all elements of each assignment. You do not need to include the rubric

when you hand in your assignment. We will do our grading on our computers and will return a copy of the

completed rubric when we give back your paper.

In order to fully complete each assignment, it is imperative that you use both the assignment description

and the rubric as your guide. These two documents will provide you with complete information as to our

expectations for the written assignments for this course.

The rubrics reflect the BCBA Standards and Supportive Skills upon which this course are based. You will notice

a numbering system at the top of each section of the rubric. The numbers refer to the information below. Please

refer to this page when reading the evaluation of your work.

Student Uniform Requirements

1. Students are required to wear the BCI/ QCC identification at all times.

2. Students should wear pants that provide appropriate coverage of their body. No part of the torso orbackside should be visible. No underwear wear should be showing of the male or female students.

3. Students with long hair should plan to tie their hair back as not to distract them from studentteaching. Touching your hair increases the dirt/germs on your hands and will require you to washyour hands again. Lab faculty may request that you tie your hair back if they see a problem.

Electronics and Multi-Media Policy

NO TEXT MESSAGING, FACEBOOKING OR OTHER SOCIAL MEDIA USE DURING CLASS

ELECTRONIC DEVICES

Students are not allowed cell phones within the Lab classrooms. Student should not take photos of any

children without permission of the classroom teacher AND use of the Lab school’s camera. Students may not

use their personal devices to take photos within the classroom.


Students are expected to come to class ready to give full attention to the discussion and activities. Students

are only allowed media devices that are considered assistive technology for a disability. At no time should

students use their cell phone or personal electronics during class WITHOUT FACULTY PERMISSION. Cell phones

should be turned to off, silent, or vibrate. If a student uses any electronics device during class that is not

assistive in nature they will be excused from class and will receive a zero for attendance and/or participation

for that class.

Social Networking-Netiquette Policy for ECE Students

Please note that Quinsigamond Community College does not recognize the use of social media (ie. facebook,

myspace, linkedin, etc.) as a method of communication between faculty, staff and/or students. Neither the

faculty or staff of the ECE department nor the students enrolled in ECE coursework will engage in the use of

social media as a method of communication regarding courses, coursework, ECE departmental business,

information regarding children, nor anything related to the college community. Students shall not post or

discuss ECE departmental business, coursework, information regarding children (including pictures), or

interactions between themselves and faculty in a public forum such as the internet. Students, ECE faculty, and

Teachers of the QCC Children’s school will not maintain contact via social media unless the relationship had

begun prior to experiences at QCC.

EMAIL

Students are REQUIRED to use the college email system (qmail) to communicate with the faculty. Faculty has

the right to refuse any correspondence with an outside email system. This includes the submissions of

assignments. All assignments submitted via email MUST come from a QMAIL address or will not be accepted.

Faculty will not distribute student’s grades or graded rubrics via email even when asked.




1. Program Name: Technician in Applied Behavior Analysis Certificate


3. School Dean: Dr. Clarence Ates Date: 10/16/2015


Technician in Applied Behavior Analysis Certificate to be approved in Early Childhood Education

Program for Fall 2016.

5. Effective Date:


Comment: The November 19, 2015 meeting of the Humanities and Education School was adjourned

due to Work to Rule.



Comments:



Comments:



Comments:


Approved: _________ Not Approved:__________

Comments:


Signatures on File


President: __________________________________ Date: _______________







Program: Technician in Applied Behavior Analysis Certificate

School: Humanities and Education

Degree type: Certificate

CIP code for the degree program or certificate (check with IRaP Office):

13.1015

Attachments:

Proposed program grid

Submit separate proposals for any new courses or revised courses in the program. Please list here

the new courses or revised courses for which separate proposals will be submitted.

ECE 105 Understanding Applied Behavioral Analysis

ECE 205 Applied Behavior Analysis Supervised Practicum

Provide a rationale for the proposed new program including a narrative for each of the following:

How the need for this new program or certificate was determined.

After being approached by a company (Behavior Concepts Inc.) which offers ABA services

ranging from early intervention to an actual preschool center the faculty of ECE

researched the potential need for such a certificate. The projected growth of the ABA

Technician industry (29% projected increase 2010-12) and the demand for quality early

childhood teachers (17% projected increase 2010-12) are both above average. This

increased need/demand has caused the ECE program to evaluate the potential of entry

level positions (certificates) which provides for the immediate demand within the field

while supporting the stackability to enter a degree program.

How the program was designed-

The proposed certificate program has a twofold design. The immediate goal of earning the

certificate will prepare candidates to complete a national certificate as an Registered

Behavior Technician and immediate employment. The secondary goal will support the

student to enter the degree program with little to no loss of credits towards a degree in

Early Childhood Education. By completing the degree candidates will further their

licensing within the Department of Early Education and Care leading to great

employability and a higher salary range. In addition the certificate and ECE degree are set

to offer transfer options to students seeking a higher level degree.

Wage analysis where appropriate; consult with IRaP office

The wages earned according to the Labor Bureau of Labor Statistics would be $27,440-

$30,050. Expected job outlook would be an increase of approximately 6% between 2012-

2022.

How the new program or certificate was reviewed, approved, or developed in conjunction

with an advisory board or other external agency

Faculty met and worked with Behavior Concepts Inc.’s Executive Director and Associate

Director in the development of courses and coursework. Faculty developed the certificate

following both the identified competencies of a Registered Behavior Technician from the

Behavior Analysis Certification Board and the competencies of the Massachusetts

Department of Early Education and Care.

Demonstrated regional employer interest in hiring graduates

Behavior Concepts approached the ECE department after hiring our ECE graduates

finding them to be o higher quality than previously hired ECE teachers plus the QCC


graduates met the licensing requirements as set by the state. The recently hired graduates

lacked the Registered Behavior Technician training which accounts for the initial entry

into the ABA. There is an indication that paired together a certificate specializing in both

ABA and degree in ECE QCC will be meeting the overwhelming need of over 140 ABA

providers and the over 800 Child Care Providers in the central Mass area.

List the program goals.

This certificate program provides students you with both the theoretical knowledge and

practical skills training necessary for working with atypical and typical children

particularly around the use of Applied Behavior Analysis.

Upon completion of the program graduates will be able to:

Describe children’s developmental characteristics and needs and the multiple

influences on development and learning.

Apply knowledge of Applied Behavior Analysis to demonstrate the competency

needed to become a Registered Behavior Technician.

Apply knowledge of development to support healthy, respectful, supportive, and

challenging learning environments.

Demonstrate knowledge and understanding of family and community

characteristics and describe methods for involving families and communities in

their children’s development and learning.

Employ positive guidance strategies that are developmentally appropriate.

Integrate knowledge of content area and other disciples and support the design

implement and evaluate curriculum that promotes positive outcomes for children.

Engage in continuous, collaborate learning to inform practice.

Value ethical standards and professional guidelines.

Demonstrate informed advocacy for children and the profession.

Identify and utilize professional resources.

Demonstrate ability to write and speak effectively.

Demonstrate knowledge and appreciation of diverse cultures.

Does any aspect of the proposed program affect another department? Please confer with the

coordinators of affected departments.

Affected department(s):

For an associate degree program, does the proposed program meet the general education credit

requirement for MassTransfer?

If no, please provide a rationale.

Does the program or certificate qualify for financial aid? Check with the Director of Financial

Aid and fill out the Gainful Employment Form as needed.

Will be submitted upon approval


Additional staff ___ Additional space ____ Additional equipment ___

Provide a rationale for any needs indicated and include approximate cost of equipment.

Classroom space will be required adding one new course to on campus.


Start-up collection of library resources in support of this program: $2,500

List the PROGRAM STUDENT LEARNING OUTCOMES in the table below. Indicate the course or courses that

will fulfill each outcome and indicate the degree or level of connection between the course and outcome as

indicated here.












outcome.

PROGRAM STUDENT LEARNING OUTCOMES FOR

Technician in Applied Behavior Analysis Certificate

Supporting

course(s)

I, M, E

1 Describe children’s developmental characteristics and needs and the

multiple influences on development and learning.

ECE 101, 102,

105

I,M,E

2 Apply knowledge of Applied Behavior Analysis to demonstrate the

competency needed to become a Registered Behavior Technician.

ECE 105, 205 I,M,E

3 Apply knowledge of development to support healthy, respectful,

supportive, and challenging learning environments.

ECE 101, 102,

105, 112, 242

I, M,E

4 Demonstrate knowledge and understanding of family and

community characteristics and describe methods for involving

families and communities in their children’s development and

learning.

ECE 101, 102,

112, 105, 205,

242

I,M,E

5 Employ positive guidance strategies that are developmentally

appropriate.

ECE 101, 102,

112, 105, 205,

242

I,M,E

6 Integrate knowledge of content area and other disciples and support

the design implement and evaluate curriculum that promotes

positive outcomes for children.

ECE 101, 102,

112, 105, 205,

242

I,M,E

7 Engage in continuous, collaborate learning to inform practice. ECE 101, 102,

112, 105, 205,

242

I,M,E

8 Value ethical standards and professional guidelines. ECE 101, 102,

112, 105, 205,

242

I,M,E

9 Demonstrate informed advocacy for children and the profession. ECE 101, 102,

112, 105, 205,

242

I,M,E

10 Identify and utilize professional resources. ECE 101, 102,

112, 105, 205,

242

I,M,E

11 Demonstrate knowledge and appreciation of diverse cultures. ECE 101, 102,

112, 105, 205,

242

I,M,E


12 Demonstrate ability to write and speak effectively. ECE 101, 102,

112, 105, 205,

242

I,M,E


EARLY CHILDHOOD EDUCATION – Technician in Applied Behavior Analysis Certificate


Offered Plan to Take

Grade Credits Prerequisites

Semester 1

Introduction to Early Childhood Education ECE 101 F/S/SU 3 ENG 096 with a grade of C or higher or appropriate placement score.

Growth & Development of the Young Child ECE 102 F/S/U 3


Understanding Applied Behavior Analysis ECE 105 F/S 3


Semester 2

Family Issues & Dynamics ECE 112 F/S/SU 3 ENG 096 with a grade of C or higher or appropriate placement score.

Applied Behavior Analysis Supervised Practicum ECE 205 F/S 3 ECE 105 with grade C or higher

Young Children with Special Needs ECE 242 F/S 3 ECE 102 or PSY 123

Total Credits 18




1. Course Number and Name (current) : PSY 181

2. Originator: Maura Stickles Date: 9/16/2015

3. School Dean: Dean Jim Brown Date: 10/15/2015


The following course PSY 181 Social Psychology should be retired.

5. Effective Date: Spring 2016










The November 19, 2015 meeting of the Public Service and Social Science was adjourned due to Work to Rule.


Signatures on File



Type of Revision: ___ Description ___ Prerequisite ___Corequisite ___ Number ___ Name ___ #credits

___ Elective Type __X_ other Retire a course, PSY 181

Course Discipline or Department: Psychology School: Public Service & Social Sciences Current Course Number: PSY 181 Current Course Name: Social Psychology Current Course Description (as it appears in the college catalog):

Proposed Description (include all proposed changes): Retire PSY 181 Social Psychology

Rationale for the change: Course Description no longer reflects current trends in Psychology.


Does the course revision affect another department? Please confer with the coordinator of the affected department. No Affected department(s) ___________________________



2015 - 2016



NEW COURSE PROPOSAL

1. Course Number and Name: PSY 250 Psychological Statistics

2. Originator: Eric Mania Date: 9/14/2015

3. School Dean: Dr. James Brown Date: 10/15/15


PSY 250 Psychological Statistics be adopted as a new course.


6. Recommended by the __________________________ School Date: _________________Comments:











Signatures on File


NEW COURSE PROPOSAL

Course Discipline/Department: Psychology School: Public Service and Social Sciences

Course Number: PSY 250

Course Name: Psychological Statistics

Prerequisites and/or corequisites (confer with affected department coordinator): ENG 101, PSY 101, MAT 122

CIP code (check with IRaP Office):42.0101



This course is necessary in light of the newly created Liberal Arts Psychology Option, which requires coursework in the application of statistics to psychological research. This program has been designed to align with the educational experience provided by the first two years of studying for a bachelor’s degree in psychology at a four year institution. Additionally, this program has specifically been guided by the Massachusetts Department of Higher Ed. Academic Transfer Pathways initiative aimed at facilitating transfer between public institutions of higher learning within Massachusetts. Psychology has been an early focus of this initiative. As a result of meetings held with faculty representatives from psychology departments at the state’s community colleges, state colleges, and universities, a consensus has emerged that students seeking a bachelor’s degree in psychology should complete coursework in the application of statististics to psychological research before beginning third and fourth year coursework in psychology.

Is the course content similar to other courses now offered? Yes ___ No __X_ If yes, attach a statement for the coordinator of the department offering the similar course.

Please indicate if this course will serve as any of the following types of electives __X_ Elective (any college level course can serve as an elective) __X_ Specific Type (, Social Science, Behavioral Science) ___ Program specific ___Multiple perspective (confer with the Liberal Arts Coordinator)

Is this course required for a program? If yes, submit a separate DEGREE PROGRAM OR CERTIFICATE REVISION PROPOSAL. If the course is required for a new program, submit a separate NEW DEGREE PROGRAM, OPTION OR CERTIFICATE PROPOSAL. Please list all affected programs here.

This course is required for the new Liberal Arts Psychology Option

Expected enrollment per term:50 Expected enrollment per year: 100



Additional staff ___ Additional space ___ Additional equipment ____


Course Materials

Course number: PSY 250

Course name: Psychological Statistics

Credits: 3 Lecture Hours: 45 Lab hours: 0 Clinic Hours: 0 General course description and prerequisites (as it will appear in the catalog): PSY 250 Psychological Statistics 3 Credits This course covers how quantitative methods are used to answer questions in psychology. Students examine psychological applications of measures of central tendency, measures of variability, and standardization of scores (z-scores). Students learn to conduct, interpret, and report effect sizes and significance testing for comparing means (t-tests and ANOVAs with one and two factors), assessing relationships (bivariate correlation and regression), and comparing frequencies based on nominal data (chi-squared) within research scenarios commonly encountered in psychology. Additionally, students are introduced to advanced statistical techniques used in psychology such as reliability analysis, factor analysis and path analysis. Special attention is given to identifying the appropriate statistics to use for a given research question and data set, to ethical issues in data analysis, and to the use of statistical software.

Prerequisite: ENG 101, PSY 101, MAT 122

Text: Aron, A., Coups, E. J., and Aron, E. N. (2013). Statistics for psychology (6th ed.). Boston,

MA: Pearson (ISBN-13: 978-0205923922)

Online content: MyStatLab access code (included with new textbook or may be purchased separately).

Instructional Objectives (list): • Develop students ability to think quantitatively about human behavior• Illustrate how measures of central tendency, measures of variability, and standardized scores to

interpret data pertaining to psychological variables.• Develop student’s ability to make informed decisions about the most appropriate type of analysis

to use in quantitatively addressing a psychological question based on variable type (interval, ratio,rank, or nominal), population distribution, and research question.

• Explain the basic mathematics and logic of hypothesis testing and statistical significance.• Explain what an effect size is and how the information it provides is different from what a test of

statistical significance tells us,• Develop students ability to calculate the appropriate statistic of effect size for given research

scenarios.


• Explain the basic steps for conducting t-tests, ANOVAs (including ANOVA with multiplefactors), correlation, regression, and chi-square both by hand and with statistical software.

• Explain advanced statistical techniques common in psychology including reliability analysis,factor analysis, mediation, and ANCOVA and provide practice interpreting reports based on suchstatistical techniques.

• Develop student’s ability to verbally report the results of statistical analyses in line withconventions used in psychology.

• Develop students’ ability to interpret the results of statistical analyses as reported within theprofessional psychological literature.

• Explain ethical issues surrounding the use of statistics in psychological research.Teaching procedures: (provide suggested teaching methodology):

Coverage of most major topics in the course will begin with a consideration of a particular psychological question and/or by collecting some data with the participation of the class to be used in answering a psychological question. Class will then be organized around how this question could be addressed with the major statistical topic of the day. When necessary, mini lectures will be used to provide necessary foundational knowledge of statistics. Time will also be spent examining, evaluating, and critiquing how others have used (and misused) the statistical concept of the day. However, classes will generally have more of a lab or workshop flavor in that once background knowledge is provided, students will be guided through the hands on process of conducting (both by hand and with the aid of statistical software) and interpreting a statistical analysis aimed at answering a particular psychological question.


Assignments: See attached syllabus

Other information:

See attached syllabus

Please attach a generic syllabus for this new course. See Attachment.



COURSE STUDENT LEARNING OUTCOMES FOR (PSY 250 Psychological Statistics:) Upon completion of the course, students will be able to: 1 Students will learn to think quantitatively about human behavior and to evaluate hypotheses and theories

about human behavior with respect to quantitative analysis.

2 Students will be able to use measures of central tendency, measures of variability, and standardized scores to interpret data pertaining to psychological variables.

3 Students will be able to make decisions about the most appropriate type of analysis to use in quantitatively addressing a psychological question based on variable type (interval, ratio, rank, or nominal), population distribution, and research question.

4 Students will be able to explain the basic mathematics and logic of hypothesis testing and statistical significance.

5 Students will learn to calculate the appropriate statistic of effect size for given research scenarios, explain what an effect size tells us, and to weigh both effect size and statistical significance when interpreting data.

6 Students will learn to conduct and interpret the following statistical procedures as commonly encountered in psychological research: t-tests, ANOVAs (including ANOVA with multiple factors), correlation, regression, and chi-square.

7 Students will conceptually understand and interpret (but not necessarily compute) advanced statistical techniques common in psychology including reliability analysis, factor analysis, mediation, and ANCOVA.

8 Students will learn to verbally report the results of statistical analyses in line with conventions used in psychology.

9 Students will learn to interpret the results of statistical analyses as reported within the professional psychological literature.

10 Students will learn to identify and explain ethical issues surrounding the use of statistics in psychological research.




M – Intermediate/Transitional - There is more of a direct relationship between the course and the outcome than Introductory. A mixture of course elements supports the final achievement of the outcome, but the final integration of knowledge, skills and attitudes necessary for its achievement is not accomplished in this course. For example, knowledge, skills and/or attitudes (at least 2 of the 3) required for achievement of the outcome may be the focus of the course or course element, but the integration of all three is not.


CONNECTION OF (PSY 250 Psychological Statistics) TO GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E

Communication Skills: Students will write and speak effectively. M

Information Literacy: Students will locate, evaluate and apply reliable and appropriate information. I


E


E

Technical Literacy: Students will utilize computer an emerging technologies effectively. E


Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures. I


E


M


M


PSY 250: PSYCHOLOGICAL STATISTICS

COURSE TITLE/NUMBER PSY 250 Psychological Statistics COURSE DESCRIPTION This course covers how quantitative methods are used to answer questions in psychology. Students examine psychological applications of measures of central tendency, measures of variability, and standardization of scores (z-scores). Students learn to conduct, interpret, and report effect sizes and significance testing for comparing means (t-tests and ANOVAs with one and two factors), assessing relationships (bivariate correlation and regression), and comparing frequencies based on nominal data (chi-squared) within research scenarios commonly encountered in psychology. Additionally, students are introduced to advanced statistical techniques used in psychology such as reliability analysis, factor analysis and path analysis. Special attention is given to identifying the appropriate statistics to use for a given research question and data set, to ethical issues in data analysis, and to the use of statistical software. Prequisite: ENG 101, PSY 101, MAT 122 4) REQUIRED MATERIALS Text: Aron, A., Coups, E. J., and Aron, E. N. (2013). Statistics for psychology (6th ed.). Boston,

MA: Pearson (ISBN-13: 978-0205923922) Online content: MyStatLab access code (included with new textbook or may be purchased separately). 5) COURSE OBJECTIVES 1. Students will learn to think quantitatively about human behavior and to evaluate hypotheses and theories

about human behavior with respect to quantitative analysis. 2. Students will be able to use measures of central tendency, measures of variability, and standardized scores

to interpret data pertaining to psychological variables. 3. Students will be able to make decisions about the most appropriate type of analysis to use in quantitatively

addressing a psychological question based on variable type (interval, ratio, rank, or nominal), population distribution, and research question.

4. Students will be able to explain the basic mathematics and logic of hypothesis testing and statistical significance.

5. Students will learn to calculate the appropriate statistic of effect size for given research scenarios, explain what an effect size tells us, and to weigh both effect size and statistical significance when interpreting data.

6. Students will learn to conduct and interpret the following statistical procedures as commonly encountered in psychological research: t-tests, ANOVAs (including ANOVA with multiple factors), correlation, regression, and chi-square.

7. Students will conceptually understand and interpret (but not necessarily compute) advanced statistical techniques common in psychology including reliability analysis, factor analysis, mediation, and ANCOVA.

8. Students will learn to verbally report the results of statistical analyses in line with conventions used in psychology.

9. Students will learn to interpret the results of statistical analyses as reported within the professional psychological literature.

10. Students will learn to identify and explain ethical issues surrounding the use of statistics in psychological research.


6) TEACHING PROCEDURES A major goal of this course is for you to learn to use statistics to answer psychological questions. Thus, classes will be focused on providing you practice in taking psychological questions and developing answers informed by appropriate statistical procedures. To achieve this goal I will begin coverage of most major topics in the course with a consideration of a particular psychological question and/or by collecting some data with the participation of the class to be used in answering a psychological question. Class will then be organized around how this question could be addressed with the major topic of the day. When necessary, mini lectures will be used to provide necessary foundational knowledge of statistics. Time will also be spent examining, evaluating, and critiquing how others have used (and misused) the statistical concept of the day. However, classes will generally have more of a lab or workshop flavor in that once background knowledge is provided, students will be guided through the hands on process of conducting (both by hand and with the aid of statistical software) and interpreting a statistical analysis aimed at answering a particular psychological question. 7) COURSE TOPICS/ASSIGNMENTS/READINGS Course topics, readings, and assignment due dates are listed in the course schedule below. MyStatLab Assignments: Weekly homework assignments will be completed using MyStatLab. These assignments will help students develop a basic understanding of the week’s material. Chapter Quizzes: An online quiz will be given for each chapter. These quizzes will assess students understanding of each chapter. Analysis Reports: At several points in the semester, students will be given a data set to examine in relation to a specific psychological question. The question to be addressed and the data set to be analyzed will be provided by the instructor. Students will then perform an appropriate analysis which will form the basis for a mini report. In the report students will provide a brief introduction to the question to be analyzed, a brief description of the data (i.e., sample size, questions answered by the sample), a report of the analysis conducted including all relevant statistics (e.g., means, test-statistics, degrees of freedom, effect sizes etc.), and a brief conclusion based on the obtained results. Take Home Final: In lieu of a traditional “in-class” final students will complete a take home final that will require students to use information from across the entire semester to answer a series of questions. The questions will require students to be able to determine the correct analysis to be used for given research questions and data sets, to run such analyses, to correctly interpret results of statistical analyses, and to evaluate the accuracy and ethicality of various statistical conclusions. Contribution of Each Assignment Category to the Final Course Grade


Assignment Category Contribution to Final Grade

Attendance 5%

Participation 5%

MyStatLab Assignments 15%

Quizzes 20%

Analysis Reports 30%

Take Home Final 25%

Total 100%

8) TENTATIVE TEST SCHEDULEQuiz due dates and exam due dates are given in the course schedule below.

9) BASIS FOR STUDENT GRADING AND CRITERIA FOR EVALUATING PERFORMANCE

Final letter grades will be determined based on the chart below:

Letter Grade Percentage Range

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D+ 67-69


D 63-66

D- 60-62

F 60-Below

ATTENDANCE POLICY and CLASS PARTICIPATION

The course attendance and late work policies will be set by the individual instructor in accordance with the College’s Student Handbook.

Students are expected to attend their scheduled classes (on-campus and/or on-line). Each instructor defines his/her attendance policy in the course syllabus that is distributed to students during the first week of classes


COURSE SCHEDULE (schedule is tentative and subject to change)

WEEK 1 BASIC STATISTICAL CONCEPTS AND ISSUES IN PSYCHOLOGY Objectives:

1. Identify the difference between descriptive and inferential statistics. 2. Identify types of variables (e.g., equal interval, ratio, rank-order, and nominal). 3. Create and interpret frequency tables and histograms. 4. Identify the shape of a frequency distribution. 5. Identify misleading graphs. Assignments:

� Read: Chapter 1: Displaying the Order in a Group of Numbers Using Tables and Graphs � Due: MyStatLab Chapter 1 Homework � Due: Chapter 1 Quiz

WEEK 2 FOUNDATIONAL STATISTICAL CONCEPTS REVIEW AND APPLICATIONS IN PSYCHOLOGY

Objectives:

1. Compute measures of central tendency and identify the appropriate measure of central tendency for a given frequency distribution.

2. Compute and interpret measures of variability 3. Calculate Z-scores and identify scenarios in psychology where they can be used to aid

interpretation. 4. Use Z-scores to determine the probability of obtaining a score within a given range. 5. Distinguish between samples and populations and evaluate the importance of having a

random sample for a given research question. Assignments:

� Read: Chapter 2: Central Tendency and Variability � Read: Chapter 3: Key Ingredients for Inferential Statistics � Due: MyStatLab Chapter 1 Homework � Due: MyStatLab Chapter 2 Homework � Due: Chapter 2 and 3 Quiz

WEEK 3 HYPOTHESIS TESTING BASICS Objectives:

1. Explain the logic of hypothesis testing 2. Describe the difference between one-tailed and two-tailed hypothesis tests and identify

which should be used for investigating various psychological questions. 3. Conduct and interpret a hypothesis test based on a population mean. 4. Compute confidence intervals, interpret them, and identify the advantages of using

confidence intervals instead of hypothesis testing. Assignments:

� Read: Chapter 4: Introduction to Hypothesis Testing � Read: Chapter 5: Hypothesis testing with Means of Samples


� Due: MyStatLab Chapter 4 Homework � Due: MyStatLab Chapter 5 Homework � Due: Chapter 4 and 5 Quiz

WEEK 4 DECISION ERRORS, EFFECT SIZE, AND POWER

Objectives:

1. Identify type 1 errors and type 2 errors. 2. Identify factors that influence power. 3. Explain how significance level and power are related to the likelihood of making type 1 and

type 2 errors. 4. Calculate effect size and evaluate the magnitude and importance of a result based on effect

size with respect to conventions in psychology. 5. Explain the difference between an effect being large in terms of effect size (practical

significance) and statistically significant and consider both effect size and statistical significance when drawing conclusions based on statistics.

6. Explain how type 1 errors can result from ethically questionable use of t-tests and what steps the field can take to guard against this. Assignments:

� Read: Chapter 6: Making Sense of Statistical Significance: Decision Errors, Effect Size, and Statistical Power.

� Due: MyStatLab Chapter 6 Homework � Due: Chapter 6 Quiz

WEEK 5 SINGLE SAMPLE AND DEPENDENT MEASURES t TESTS Objectives:

1. Compute a single sample t test, interpret the results and identify research questions in psychology where this test is appropriate.

2. Compute a t test for dependent means, interpret the results and identify research questions in psychology where this test is appropriate.

3. Identify the assumptions that must be met for single sample t tests and dependent measures t tests to produce accurate results.

Assignments:

� Read: Chapter 7: Introduction to t Tests: Single Sample and Dependent Means � Due: MyStatLab Chapter 7 Homework � Due: Chapter 7 Quiz

WEEK 6 THE t TEST FOR INDEPENDENT MEANS Objectives:

1. Compute a t test for independent means, interpret the results and identify research questions in psychology where this test is appropriate.

2. Identify the assumptions that must be met for independent sample t tests to produce accurate results.


3. Accurately interpret reported results of psychology studies that use t tests. 4. Produce a formal write up of a t-test. Assignments:

� Read: Chapter 8: The t Test for Independent Means � Due: MyStatLab Chapter 8 Homework � Due: MyStatLab Chapter 8 Quiz � Due: Analysis Report 1

WEEK 7 TESTING FOR DIFFERENCES BETWEEN MEANS WITH MORE THAN 2 GROUPSANALYSIS

OF VARIANCE (ANOVA) Objectives:

1. Conduct a one-way ANOVA and interpret the result. 2. Explain the difference between planned contrasts and post hoc comparisons, identify

situations where each is appropriate and conduct and interpret planned contrasts and pot hoc tests for a one-way ANOVA.

Assignments:

� Read: Chapter 9: Introduction to the Analysis of Variance � Due: MyStatLab Chapter 9 Homework � Due: Chapter 9 Quiz

WEEK 8 TESTING FOR INTERACTIONS AND FOR DIFFERENCES BETWEEN GROUPS WITH MORE THAN ONE FACTOR: FACTORIAL ANOVA Objectives:

1. Identify research designs and questions that require the use of factorial ANOVA. 2. Explain what a statistical interaction is and identify statistical interactions visually (form

graphs), verbally (from theory or from verbal reports of results), and mathematically. 3. Conduct a factorial ANOVA and appropriately interpret main effects and interactions. Assignments:

� Read: Chapter 10: Factorial Analysis of Variance � Due: MyStatLab Chapter 10 Homework

WEEK 9 TESTING FOR INTERACTIONS AND FOR DIFFERENCES BETWEEN GROUPS WITH

MORE THAN ONE FACTOR: FACTORIAL ANOVA (CONT.)

4. Evaluate the acceptability of dichotomizing a continuous variable for the purposes of conducting an ANOVA for various research situations in psychology.

5. Accurately interpret reported results of psychology studies that use ANOVA. 6. Produce a formal write up of an ANOVA. Assignments:

� Due: Chapter 10 Quiz


� Due: Analysis Report 2

WEEK 10 CORRELATION Objectives:

1. Differentiate between patterns of linear correlation and curvilinear correlation. 2. Interpret the strength and direction of a correlation. 3. Compute linear correlation coefficients and associated p-values. 4. Explain what proportionate reduction in error (r-squared) is and evaluate the

strength/practical significance of a correlation using r-squared. 5. Differentiate correlational statistical procedures from correlational studies 6. Explain why correlation does not imply causation 7. Explain the restriction in range problem in correlational analyses and identify research

scenarios in psychology where this problem might arise. 8. Identify outliers in correlational analyses and explain the effect that outliers can have on the

results of a correlational analysis. 9. Interpret a correlation matrix. Assignments:

� Read: Chapter 11: Correlations � Due: MyStatLab Chapter 11 Homework � Due: Chapter 11 Quiz

WEEK 11 PREDICTION AND REGRESSION

Objectives:

1. Explain what it means to predict a variable using regression. 2. Conduct a regression analysis, plot the results, and use the results to predict unknown

values. 3. Draw accurate interpretations about predictor variables based on p-values, standardized

and unstandardized coefficients and determine whether a particular research question is better addressed by interpreting standardized or unstandardized coefficients.

4. Explain the benefits of multiple regression over bivariate regression and explain what R-squared is in a regression model with multiple predictors.

5. Conduct a multiple regression analysis and interpret the results. 6. Accurately interpret reported results of psychology studies that use multiple regression

analysis. 7. Produce a formal write up of a multiple-regression analysis. Assignments:

� Read: Chapter 12 Prediction � Due: Chapter 12 MyStatLab � Due: Chapter 12 Quiz � Due: Analysis Report 3

WEEK 12 SIGNIFICANCE TESTING WITH NOMINAL VARIABLES Objectives:


1. Explain the difference between expected frequency and observed frequency.2. Conduct a chi-square test for goodness of fit and for independence and identify which test is

appropriate for a given research scenario.3. Calculate and interpret effect size in a chi-square test for independence.4. Produce a formal write up of a chi-square testAssignments

� Read: Chi-Square Tests � Due: Chapter 13 MyStatLab � Due: Chapter 13 Quiz

WEEK 13 HANDLING NON-NORMAL POPULATION DISTRIBUTIONS Objectives:

1. Identify research situations where typical hypothesis testing assumptions of distributionnormality are violated.

2. Identify and conduct appropriate data transformation strategies for right and left skeweddistributions.

3. Appropriately interpret analyses based on transformed data.4. Explain the difference between parametric and non-parametric tests.5. Recognize research scenarios were a rank-order test would be the most appropriate

significance testing procedure.6. Appropriately interpret rank-order tests7. Conduct a rank ordered test.8. Explain what randomization tests and bootstrap tests are.

Assignments

� Read: Ch. 14: Strategies When Population Distributions are Not Normal: Data Transformations and Rank-Order Tests

� Due: Chapter 14 MyStatLab � Due: Chapter 14 Quiz

WEEK 14 THE GENERAL LINEAR MODEL AND ADVANCED STATISTICAL PROCEDURES Objectives:

1. Explain what the general linear model is and demonstrate how t-tests, ANOVA, corelationand regression are all based on it.

2. Explain what a partial correlation is and how it can be used to rule out potential third factorsthat might be accounting for the relationship between two variables in bivariate correlation.

3. Explain the concept of reliability in psychological measurement.4. Compute and interpret common reliability estimates (Cronbach’s alpha and split-half

reliability)5. Explain what factor analysis is and when it is useful.6. Intepret factor loadings.7. Explain what path analysis is and identify limitations of path analysis.8. Explain what mediation is, identify research questions that require mediational analyses and

interpret reports of mediation analyses.Assignments:


� Read: Chapter 15: The General Linear Model and Making Sense of Advanced Statistical Procedures in Research Articles

WEEK 15 THE GENERAL LINEAR MODEL AND ADVANCED STATISTICAL PROCEDURES Objectives:

1. Explain what analysis of covariance (ANCOVA) is and identify situations where its use is appropriate.

2. Identify inappropriate and unethical uses of ANCOVA. Assignments:

� Due: Chapter 15 MyStatLab � Due: Chapter 15 Quiz � Due: Take Home Final

IF YOU EXPERIENCE DIFFICULTIES

If at any time in the semester you experience circumstances in your life that are likely to significantly impair your ability to complete course work in a timely fashion please discuss this with me as soon as possible so that we can discuss your options and devise a plan.

CONCERNING STUDENTS WITH SPECIAL NEEDS

Every effort will be made to meet the needs and various learning styles of students in this course. It is of the utmost importance that you inform me at the beginning of the semester of your particular needs. If you have concerns about this course, please make an appointment with me. If your concerns are about a learning disability or another specific need, please email me privately or connect with a learning specialist at the QCC Learning Assistance Center, 508-854-7429.

SERVICES FOR VETERANS

If you are a veteran of the armed forces, please visit the Veteran Affairs Office located in 125A (Administration Building) or contact them at [email protected] .

ACADEMIC DISHONESTY AND PLAGARISM – FROM THE QCC HANDBOOK

Our purpose in the classroom is to seek the truth; this work requires trust and honesty between educator and student. If we are not honest about what we know and don't know, our learning will always be impaired. Because



our teaching and learning depends on this honest communication, we expect all students to understand what plagiarism is and why it is unacceptable.

Plagiarism means taking someone else's ideas or words and presenting them as one’s own. The offense can take many forms including cheating on a test, passing in a paper taken from the Internet or from another student, or failing to properly use and credit sources in an essay. Sometimes the issue is subtle, involving getting too much help on an assignment from someone else. In every instance, plagiarism means cheating both oneself and the owner of the source. Since the cheating sabotages a student’s learning experience, consequences range from no credit for the assignment to failure for the course and possible expulsion from the college.

Any student considering plagiarism should recognize the consequences and consider alternatives. Students uncertain about what constitutes plagiarism may request help from faculty or from appropriate college services.



NEW COURSE PROPOSAL

1. Course Number and Name: PSY 251 Research Methods in Psychology




PSY 251 Research Methods in Psychology be adopted as a new course.













Signatures on File


NEW COURSE PROPOSAL


Course Number: PSY 251 Course Name: Research Methods in Psychology Prerequisites and/or corequisites (confer with affected department coordinator): PSY 250 CIP code (check with IRaP Office): Effective Term/year: Fall 2016 Give a rationale for the new course. Be sure to indicate whether this course replaces another course. This course is necessary in light of the newly created Liberal Arts Psychology Option, which requires coursework in the methodology of psychological research. This program has been designed to align with the educational experience provided by the first two years of studying for a bachelor’s degree in psychology at a four year institution. Additionally, this program has specifically been guided by the Massachusetts Department of Higher Ed. Academic Transfer Pathways initiative aimed at facilitating transfer between public institutions of higher learning within Massachusetts. Psychology has been an early focus of this initiative. As a result of meetings held with faculty representatives from psychology departments at the state’s community colleges, state colleges, and universities, a consensus has emerged that students seeking a bachelor’s degree in psychology should complete coursework in research methodology before beginning third and fourth year coursework in psychology. Is the course content similar to other courses now offered? Yes ___ No __X__ If yes, attach a statement for the coordinator of the department offering the similar course. Please indicate if this course will serve as any of the following types of electives __X_ Elective (any college level course can serve as an elective) __X_ Specific Type (Social Science, Behavioral Science) ___ Program specific (Liberal Arts Psychology) ___ Multiple perspective (confer with the Liberal Arts Coordinator) Is this course required for a program? If yes, submit a separate DEGREE PROGRAM OR CERTIFICATE REVISION PROPOSAL. If the course is required for a new program, submit a separate NEW DEGREE PROGRAM, OPTION OR CERTIFICATE PROPOSAL. Please list all affected programs here. This course is required for the new Liberal Arts Psychology Option Expected enrollment per term: 50 Expected enrollment per year: 50


Will any of the following be required: Additional staff ___ Additional space ___ Additional equipment ___X_ Provide a rationale for any needs indicated above and include approximate cost of equipment. Small group licenses for MediaLab and Direct RT (for up to 25 machines) at a total cost of approximately $4500.00. These are programs commonly used in psychology for creating and administering psychological experiments. The programs will be used in demonstrations of psychological research techniques. Students will also use these programs to create and run their own research studies in fulfilling the requirements of course projects. It is increasingly common for psychological research to be run with the aid of this type of software. Thus, we will be maximally preparing our students for the next phase of their educational and career pursuits by providing them practical experience in using these software programs. Additionally, use of such programs will provide an opportunity for an engaging hands-on experience with conducting research in psychology. Library print and non-print resources in support of this course: $500

Course Materials

Course number: PSY 251 Course name: Research Methods in Psychology Credits: 3 Lecture Hours: 3 Lab hours: 0 Clinic Hours: 0 General course description and prerequisites (as it will appear in the catalog): Through instruction in research design and the application of the scientific method to psychology students learn to evaluate the validity of claims about behavior and mental processes as they appear in both popular media and the professional scientific literature, to design and conduct psychological research, and to report on the results of psychological investigations using APA style. Topics covered include measurement and validity, ethics, survey research, correlational research, experiments with one and with multiple independent variables, identification and control of confounds, and quasi-experiments. Students conduct hands-on psychological studies involving appropriate statistical analyses that will be written up as APA style reports. Prerequisite: PSY 250 All required texts and paperbacks, including information on publisher and edition used (provide a suggested text): Morling, B.(2015). Research methods in psychology: Evaluating a world of information (2nd ed.). New York, NY: Norton. Instructional Objectives (list):

• Explain how empirical evidence is used to evaluate claims in psychology and describe the advantages of this approach.

• Demonstrate how to locate and evaluate sources of psychological information. • Explain what the concept of validity means in psychological research and develop skill in


evaluating the validity of evidence used in supporting psychological claims. • Describe correlational research, explain why it cannot establish causality and provide practice

identifying correlational research. • Define experimental research, explain why it allows determinations of causality to be made and

illustrate flaws and shortcomings that can reduce the validity of experimental research. • Define quasi-experiments, explain why they are necessary, and develop student’s ability to

evaluate conclusions based on quasi-experimental research. • Develop student’s skill in weighing the various strengths and weaknesses of different types of

research for evaluating particular claims. • Develop student’s ability to write in APA style through explanation and the provision of guided

practice. • Describe basic ethical guidelines in psychological research and encourage students to view ethical

issues in psychology from various points of view. Teaching procedures: (provide suggested teaching methodology): This course will use a blend of discussion, lecture, activities, demonstrations and group work. A significant portion of the course will involve gaining hands on experience conducting research. Assignments requiring students to conduct research will be integrated with class/lecture topics such that much of our time in class will be spent applying concepts in research methods to the research you will be conducting in order to complete various course assignments. Portions of class time will also be devoted to hands on analysis of data using statistical software. Course topics and/or assignments and/or required and/or supplemental reading (provide a list of suggested course topics): See attached syllabus Other information:


See attached.



COURSE STUDENT LEARNING OUTCOMES FOR (PSY 251 Research Methods in Psychology ) Upon completion of the course, students will be able to: 1

Empiricism. Define empiricism. Differentiate claims about psychological and behavioral phenomena that are based on empirical evidence from those that are not. Articulate the strengths of empirically evaluating claims about psychological and behavioral phenomena and the pitfalls of failing to evaluate such claims empirically.

2 Informational Literacy in Psychological Research. Identify various sources of psychological information (journal articles, the popular press, websites, etc.), describe strengths and weaknesses of such sources, and demonstrate the ability to carry out a search for high quality psychological sources using library databases, such as PsychInfo.

3 Validity in Psychological Research. Evaluate the validity of claims made about psychological and behavioral phenomena.

4 Correlational Research. Identify correlational research, conduct basic correlational research, and explain the limits of correlational research for evaluating claims about causality.

5 Experimental Research. Explain why experiments are able to establish causality. Identify independent and dependent variables in experiments. Identify types of experiments (i.e., between subjects vs. within subjects) and analyze the appropriates of such types for evaluating specific claims. Identify threats to internal validity in experiments. Explain what main effects and interactions are and be able to identify instances of them. Conduct basic experimental research.

6 Quasi-Experiments. Identify quasi-experiments, explain why they are sometimes necessary, and evaluate conclusions based on quasi-experiments.

7 Research Design Diversity. Articulate the relative strengths and weaknesses of various types of research (qualitative vs. quantitative, survey, correlational, experimental, and quasi-experimental), demonstrate the ability to make informed decisions about what type of research is best suited for evaluating a given claim in psychology and explain how confidence in a claim can be bolstered by examining the claim using multiple methods

8 Use of APA Style. Create papers and reports that conform to the writing style guidelines of the American Psychological Association (APA).

9 Ethical Issues in Psychological Research. Describe basic ethical guidelines that research in psychology must follow and evaluate the ethicality of psychological studies by considering the potential risks faced by individual research participants against the potential benefits and rewards the research might provide to society.

10






CONNECTION OF (PSY 251 Research Methods in Psychology) TO GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E

Communication Skills: Students will write and speak effectively. E



E


E

Technical Literacy: Students will utilize computer an emerging technologies effectively. M


Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures. I


M


M


I


PSY 251: RESEARCH METHODS IN PSYCHOLOGY

COURSE TITLE/NUMBER PSY 251 Research Methods in Psychology

COURSE DESCRIPTION Through instruction in research design and the application of the scientific method to psychology students learn to evaluate the validity of claims about behavior and mental processes as they appear in both popular media and the professional scientific literature, to design and conduct psychological research, and to report on the results of psychological investigations using APA style. Topics covered include measurement and validity, ethics, quantitative and qualitative research, survey research, correlational research, experiments with one and with multiple independent variables, identification and control of confounds, and quasi-experiments. Students conduct hands-on psychological studies involving appropriate statistical analyses that are written up as APA style reports.

Prequisite: PSY 250

REQUIRED MATERIALS Text: Morling, B.(2015). Research methods in psychology: Evaluating a world of information

(2nd ed.). New York, NY: Norton.

COURSE OBJECTIVES “The fundamental goal of education in psychology, from which all others follow, is to teach students to think as scientists about behavior.” (Brewer, Hopkins, Kimble, Matlin, McCann, McNeil, et al., 1993).

“College asks students to think critically and creatively about specific things-and, as one result, they become more critical and creative about many things.” (Neem, 2012).

1. Empiricism. Define empiricism. Differentiate claims about psychological and behavioral phenomena that arebased on empirical evidence from those that are not. Articulate the strengths of empirically evaluatingclaims about psychological and behavioral phenomena and the pitfalls of failing to evaluate such claimsempirically.

2. Informational Literacy in Psychological Research. Identify various sources of psychological information(journal articles, the popular press, websites, etc.), describe strengths and weaknesses of such sources, anddemonstrate the ability to carry out a search for high quality psychological sources using library databases,such as PsychInfo.

3. Validity in Psychological Research. Evaluate the validity of claims made about psychological and behavioralphenomena.

4. Correlational Research. Identify correlational research, conduct basic correlational research, and explain thelimits of correlational research for evaluating claims about causality.

5. Experimental Research. Explain why experiments are able to establish causality. Identify independent anddependent variables in experiments. Identify types of experiments (i.e., between subjects vs. withinsubjects) and analyze the appropriates of such types for evaluating specific claims. Identify threats tointernal validity in experiments. Explain what main effects and interactions are and be able to identifyinstances of them. Conduct basic experimental research.


6. Quasi-Experiments. Identify quasi-experiments, explain why they are sometimes necessary, and evaluate conclusions based on quasi-experiments.

7. Research Design Diversity. Articulate the relative strengths and weaknesses of various types of research (qualitative vs. quantitative, survey, correlational, experimental, and quasi-experimental), demonstrate the ability to make informed decisions about what type of research is best suited for evaluating a given claim in psychology and explain how confidence in a claim can be bolstered by examining the claim using multiple methods.

8. Use of APA Style. Create papers and reports that conform to the writing style guidelines of the American Psychological Association (APA).

9. Ethical Issues in Psychological Research. Describe basic ethical guidelines that research in psychology must follow and evaluate the ethicality of psychological studies by considering the potential risks faced by individual research participants against the potential benefits and rewards the research might provide to society.

TEACHING PROCEDURES This course will use a blend of discussion, lecture, activities, demonstrations and group work. A significant portion of the course will involve gaining hands on experience conducting research. Assignments requiring students to conduct research will be integrated with class/lecture topics such that much of our time in class will be spent applying concepts in research methods to the research you will be conducting in order to complete various course assignments. Portions of class time will also be devoted to hands on analysis of data using statistical software. COURSE TOPICS/ASSIGNMENTS/READINGS Course topics, readings, and assignment due dates are listed in the course schedule below. Assignments: You will be required to complete five assignments in this course. Each assignment is designed to give you practice critically evaluating select aspects of research that tie into major content areas of the course. Most assignments will also involve practice in conducting research by either requiring you to design aspects of a study or in many cases by requiring you to carry out the planning, execution, data analysis and reporting of a simple study. All assignments will be written up as short APA style papers. Assignments will be completed in groups, but each individual student will submit his or her own write up on the assignment. Significant class time will be devoted to working on each assignment. Detailed instructions for each assignment will be given at an appropriate time in the semester. A summary of each assignment appears here:

Assignment 1: Identifying and Evaluating Claims In the Press and In Scientific Journals. This assignment will ask you to compare the reporting of psychological research by the popular press to reporting of psychological research in scientific journals and will culminate in a short essay written in APA style. Assignment 2: Measuring Psychological Phenomena In Multiple Ways. In this assignment, working as part of a group, you will pick some psychological construct of interest to you. You will develop several different measures of the construct and will conduct a study to evaluate the validity of your measures. You will describe your measures and results in a short APA style report. Assignment 3: Produce a Poll. In this assignment you will work as a group to develop and conduct a poll on an issue of your choosing and will provide an evaluation of the validity of your poll focusing on the


quality of questions asked and the sample selected. You will describe the poll, the results, and the evaluation in a short APA style report.

Assignment 4: Conduct a Correlational Study. For this assignment, working as part of a group, you will conduct a correlational study on a psychological/social science topic of your choosing and will draw appropriate conclusions based on the results. You will describe the study, the results, and your conclusions in a short APA style report.

Assignment 5: Replicate an Experiment. In this assignment you will work in a group to evaluate a published experiment in psychology (I will provide a list of possible studies to use) and to conduct a replication of the experiment. You will describe your evaluation, replication, and results in a full APA style paper.

TENTATIVE TEST SCHEDULE A quiz will be given for every covered chapter. See course schedule below. Quizzes will provide a basic check on your understanding of concepts in psychological research using primarily multiple choice questions.

BASIS FOR STUDENT GRADING AND CRITERIA FOR EVALUATING PERFORMANCE Your grade in this course will be determined by five assignments, chapter quizzes, assignments and participation.

The following table summarizes the value of each course component in determining your final grade. Assignment 1 10%

Assignment 2 10%

Assignment 3 10%

Assignment 4 10%

Assignment 5 25%

Quizzes 20%

Attendance 5%

Participation 10%

Total 100%


Final letter grades will be determined based on the chart below:

Letter Grade Percentage Range

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D+ 67-69

D 63-66

D- 60-62

F 60-Below

ATTENDANCE POLICY and CLASS PARTICIPATION Attendance: Attendance

The course attendance and late work policies will be set by the individual instructor in accordance with the College’s Student Handbook. Students are expected to attend their scheduled classes (on-campus and/or on-line). Each instructor defines his/her attendance policy in the course syllabus that is distributed to students during the first week of classes

Plagiarism and Cheating (Statement from the Student Handbook)

Our purpose in the classroom is to seek the truth; this work requires trust and honesty between educator and student. If we are not honest about what we know and don't know, our learning will always be impaired. Because


our teaching and learning depends on this honest communication, we expect all students to understand what plagiarism is and why it is unacceptable.




Participation: Your participation grade will be based on how well you answer questions posed to the class, the quality of questions you ask in class, your engagement with group activities and demonstrations, and the effort you put into discussions focused on the completion of course assignments. COURSE SCHEDULE (schedule is tentative and subject to change)

WEEK 1 Chapter 1: Psychology is a Way of Thinking __Read: Chapter 1 __Due: Chapter 1 Quiz WEEK 2 Chapter 2: Sources of Information: Why Research Is Best and How to Find It

Assignment 1: Identifying and Evaluating Claims In the Press and In Scientific Journals explained Introduction to APA Style Writing and Database Research

__Read: Chapter 2 __Read: Presenting Results: APA-Style Reports and Conference Posters, p. 487-521 __Due: Chapter 2 Quiz WEEK 3 Chapter 3: Three Claims, Four Validities: Interrogation Tools for Consumers of Research __Read: Chapter 3 __Due: Chapter 3 Quiz WEEK 4 Chapter 4: Ethical Guidelines for Any Claim __Read: Chapter 4 __Due: Assignment 1 __Due: Chapter 4 Quiz WEEK 5 Chapter 5: Identifying Good Measurement

Assignment 2: Measuring Psychological Phenomena In Multiple Ways explained __Read: Chapter 5 __Due: Chapter 5 Quiz

WEEK 6 Chapter 6: Surveys and Observations: Describing What People Do Assignment 3: Produce a Poll explained

__Read: Chapter 6: Surveys and Observations: Describing What People Do __Due: Assignment 2

__Due: Chapter 6 Quiz

WEEK 7 Chapter 7: Sampling: Estimating the Frequency of Behaviors and Beliefs __Read: Chapter 7 __Due: Chapter 7 Quiz WEEK 8 Chapter 8: Bivariate Correlational Research

Assignment 4: Conduct a Correlational Study explained __Read: Chapter 8


__Due: Assignment 3 __Due: Chapter 8 Quiz

WEEK 9 Chapter 9: Multivariate Correlational Research __Read: Chapter 9 __Due: Chapter 9 Quiz

WEEK 10 Chapter 10: Introduction to Simple Experiments Assignment 5: Replicate an Experiment explained __Read: Chapter 10 __Due: Assignment 4 __Due: Chapter 10 Quiz

WEEK 11 Chapter 11: More On Experiments: Confounding and Obscuring Variables __Read: Chapter 11 __Due: Chapter 11 Quiz

WEEK 12 Chapter 12: Experiments with More Than One Independent Variable __Read: Chapter 12 __Due: Chapter 12 Quiz

WEEK 13 Chapter 13: Quasi-Experiments and Small-N Designs __Read: Chapter 13 __Due: Assignment 5 __Due: Chapter 13 Quiz

WEEK 14 Chapter 14: Replicability, Generalization, and the Real World __Read: Chapter 14 __Due: Chapter 14 Quiz

WEEK 15 Work on Assignment 5 Discussion of Assignment 5 during time allotted for final exam. __Due: Assignment 5 at time allotted for final exam (see college wide final exam schedule)

IF YOU EXPERIENCE DIFFICULTIES

If at any time in the semester you experience circumstances in your life that are likely to significantly impair your ability to complete course work in a timely fashion please discuss this with me as soon as possible so that we can discuss your options and devise a plan.


CONCERNING STUDENTS WITH SPECIAL NEEDS

Every effort will be made to meet the needs and various learning styles of students in this course. It is of the utmost importance that you inform me at the beginning of the semester of your particular needs. If you have concerns about this course, please make an appointment with me. If your concerns are about a learning disability or another specific need, please email me privately or connect with a learning specialist at the QCC Learning Assistance Center, 508-854-7429.

SERVICES FOR VETERANS

If you are a veteran of the armed forces, please visit the Veteran Affairs Office located in 125A (Administration Building) or contact them at [email protected] .




NEW COURSE PROPOSAL

1. Course Number and Name: PSY 252 Introduction to Cognition

2. Originator: Jen Arner Welsh Date: 9/14/15



PSY 252: Introduction to Cognition adopted as a new course













Signatures on File


NEW COURSE PROPOSAL


Course Number: PSY 252 Course Name: Introduction to Cognition Prerequisites and/or corequisites (confer with affected department coordinator): PSY 101, ENG 101 CIP code (check with IRaP Office): Effective Term/year: Fall 2016 Give a rationale for the new course. Be sure to indicate whether this course replaces another course. This course is necessary in light of the newly created Liberal Arts Psychology Option. This program has been designed to align with the educational experience provided by the first two years of studying for a bachelor’s degree in psychology at a four year institution. Additionally, this program has specifically been guided by the Massachusetts Department of Higher Ed. Academic Transfer Pathways initiative aimed at facilitating transfer between public institutions of higher learning within Massachusetts. Psychology has been an early focus of this initiative. During that process, stakeholders across the state identified core courses that would be accepted in transfer from Community Colleges to the four-year institutions, and which would help students to fulfill the requirements of the first two years in those four-year programs. One of those courses was an introductory course in cognition. Is the course content similar to other courses now offered? Yes ___ No __X_ If yes, attach a statement for the coordinator of the department offering the similar course. Please indicate if this course will serve as any of the following types of electives ____ Elective (any college level course can serve as an elective) ____ Specific Type Social Science, Behavioral Science, Liberal Arts) _X__ Program specific (Liberal Arts Psychology Option) ____ Multiple perspective (confer with the Liberal Arts Coordinator) Is this course required for a program? If yes, submit a separate DEGREE PROGRAM OR CERTIFICATE REVISION PROPOSAL. If the course is required for a new program, submit a separate NEW DEGREE PROGRAM, OPTION OR CERTIFICATE PROPOSAL. Please list all affected programs here. This course serves as an elective for the new Liberal Arts Psychology program, but is not a requirement for that program. Expected enrollment per term: 14 Expected enrollment per year: 28






Course Materials

Course number: PSY 252 Course name: Introduction to Cognition Credits: 3 Lecture Hours: 45 Lab hours: 0 Clinic Hours: 0 General course description and prerequisites (as it will appear in the catalog): PSY 252 Introduction to Cognition, 3 credits This course serves as an introduction to the field of cognitive psychology, familiarizing students with theories and research regarding learning, memory, and thinking. Topics include: the history and foundations of cognitive psychology; neural bases; learning, memory and knowledge; language; reasoning and problem-solving; social and emotional influences, and changes in cognition across the lifespan.

Prerequisite: PSY 101, ENG 101 All required texts and paperbacks, including information on publisher and edition used (provide a suggested text):

Reisberg, Daniel (2015). Cognition: Exploring the Science of the Mind (6th edition). New York, NY: W.W. Norton. ISBN: 978-0-393-93867-8

Instructional Objectives (list): Upon successful completion of this course, students will be able to:

1. Review historical perspectives on cognition as well as the neural bases of cognition.2. Apply psychological models of memory to real-world situations and challenges.3. Debate the relative contributions of behaviorist and cognitive approaches to learning.4. Discuss issues related to consciousness, including levels or states of consciousness,

conscious and non-conscious processes and phenomenal experience.5. Describe the skills necessary for language processing and use, and their role in human

behavior.6. Discuss challenges to reasoning and problem-solving, as well as theories describing their

function.7. Appreciate the role of social experience and emotion in shaping cognition.8. Articulate issues that may arise in cognition across the lifespan, including

cognitive and perceptual disturbances.9. Locate, read, and summarize original research in cognitive psychology.10. Think critically about research methods and their application to cognitive psychology.


Teaching procedures: (provide suggested teaching methodology): Class time will primarily be spent in both small and large group discussion as well as hands-on labs and activities – some lecture will be used as needed to clarify and extend course readings.

Course topics and/or assignments and/or required and/or supplemental reading (provide a list of suggested course topics): Reading (from Cognition: Exploring the Science of the Mind) Ch 1: The Science of the Mind

Ch 2: The Neural Basis for Cognition

Ch 3: Visual Perception

Ch 4: Recognizing Objects

Ch 5: Paying Attention

Ch 6: The Acquisition of Memories and the Working-Memory System

Ch 7: Interconnections between Acquisition and Retrieval

Ch 8: Remembering Complex Events

Ch 9: Concepts and Generic Knowledge

Ch 10: Language

Ch 11: Visual Knowledge

Ch 12: Judgement and Reasoning

Ch 13: Problem Solving and Intelligence

Ch 14: Conscious Thought, Unconscious Thought

Students will also select original peer-reviewed research articles to summarize and share with one another. Assignments: Quizzes and Tests Labs (optional lab reports) Article Summaries/Leading Discussion Final research proposal Please attach a generic syllabus for this new course.

(Please see below)



COURSE STUDENT LEARNING OUTCOMES FOR (PSY 252 Introduction to Cognition) Upon completion of the course, students will be able to: 1 Review historical perspectives on cognition as well as the neural bases of cognition.

2 Apply psychological models of memory to real-world situations and challenges.

3 Debate the relative contributions of behaviorist and cognitive approaches to learning.

4 Discuss issues related to consciousness, including levels or states of consciousness, conscious and non-conscious processes and phenomenal experience.

5 Describe the skills necessary for language processing and use, and their role in human behavior.

6 Discuss challenges to reasoning and problem-solving, as well as theories describing their function.

7 Appreciate the role of social experience and emotion in shaping cognition.

8 Articulate issues that may arise in cognition across the lifespan, including cognitive and perceptual disturbances.

9 Locate, read, and summarize original research in cognitive psychology.

10 Think critically about research methods and their application to cognitive psychology.





CONNECTION OF (PSY 252 Introduction to Cognition) TO GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E




M


E

Technical Literacy: Students will utilize computer an emerging technologies effectively. I


Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures. M


M


I




Course Description (from the Course Catalog): 3 credits

This course serves as an introduction to the field of cognitive psychology, familiarizing students with theories and research regarding learning, memory, and thinking. Topics include: the history and foundations of cognitive psychology; neural bases; learning, memory and knowledge; language; reasoning and problem-solving; social and emotional influences, and changes in cognition across the lifespan.


Text

Reisberg, Daniel (2015). Cognition: Exploring the Science of the Mind (6th edition). New York, NY: W.W. Norton. ISBN: 978-0-393-93867-8

Our textbook comes bundled with an electronic platform containing a series of labs that we’ll also use to explore and understand cognition.

Instructional methods

Our class time will primarily be spent in both small and large group discussion as well as hands-on labs and activities – some lecture will be used as needed to clarify and extend course readings.

1. Introduction, Objectives and Expectations

Introduction

Cognition is at the root of what makes us human beings – and what makes each of us both distinct and similar to one another. Additionally, you can’t study cognition without using cognition – thus, while this course may at times feel abstract or highly theoretically, it is always intimately connected with your everyday way of being. Learning about cognition provides an opportunity to dig deeply into how psychologists think and study behavior, but it will also provide an opportunity to learn more about yourself, and how to improve your own thinking, memory, and learning.

Objectives:

Upon successful completion of this course, students will be able to:

11. Review historical perspectives on cognition as well as the neural bases of cognition.12. Apply psychological models of memory to real-world situations and challenges.

Introduction to Cognition


13. Debate the relative contributions of behaviorist and cognitive approaches to learning. 14. Discuss issues related to consciousness, including levels or states of consciousness, conscious

and non-conscious processes and phenomenal experience. 15. Describe the skills necessary for language processing and use, and their role in human behavior. 16. Discuss challenges to reasoning and problem-solving, as well as theories describing their

function. 17. Appreciate the role of social experience and emotion in shaping cognition. 18. Articulate issues that may arise in cognition across the lifespan, including

cognitive and perceptual disturbances.

19. Locate, read, and summarize original research in cognitive psychology. 20. Think critically about research methods and their application to cognitive psychology.

Expectations:

I expect you to ask questions, raise concerns, and discuss with me and other students in class. If you read each chapter carefully, take notes, participate actively in class discussions, and carefully complete labs, you will succeed in the class AND learn a great deal – about cognitive psychology as a field, about how to apply cognitive psychological principles in your own thinking and learning, and about how humans in general think and perceive the world.

I expect you to be prepared and engaged in our class. That means:

1. Be respectful of other students and their questions and comments.

2. No racist, sexist or homophobic language.

3. When working in groups, pull your own weight. It is frustrating for others to

have to do all the work, and you miss out on a lot.

4. Have fun! Learning shouldn’t be boring, and none of you are too cool to

engage in class. Loosen up, get involved, and let’s have fun together.

5. Come to class! You can’t participate in class if you’re not here, which means others can’t learn from you, and you can’t learn from them. Material covered in class WILL be on exams, not just material from your text, so missing class may mean you miss important material.

Please note: I want and expect for each of you to be successful in this course. If you find yourself struggling, please contact me! Students sometimes find that life circumstances interfere with their ability to focus on courses; if you find that circumstances are making it difficult for you to succeed in class, please contact me so that we can work together to identify options and create a plan for moving forward.

2. Student Support and Academic Honesty

Disabilities and special needs


If you have a disability and/or require accommodations, please give me your accommodations form so that I am aware of your needs. If you do not have a documented disability, but have concerns or need assistance, please talk with me so that we can assess your needs and develop a plan. All information is strictly confidential.

Veteran Services

If you are a veteran of the armed forces, please visit the Veteran Affairs Office located in 125A (Administration Building) or contact them at [email protected].

Tutoring and other student supports

QCC provides a wide range of tutoring services (both in person and online) and other student supports, including counseling and on-campus activities. If you’re interested in learning more, you can visit the Tutoring Center in the library or the Student Center, or contact me for more information!

Academic Honesty Policy

From the QCC Student Handbook:

Plagiarism and Cheating (Statement from the Student Handbook)

Our purpose in the classroom is to seek the truth; this work requires trust and honesty between educator and student. If we are not honest about what we know and don't know, our learning will always be impaired. Because our teaching and learning depends on this honest communication, we expect all students to understand what plagiarism is and why it is unacceptable.



3. Assignments and Grading

ZAP Labs (10%) - Our textbook comes bundled with an online resource for completing some experiments in cognitive psychology, and doing some basic analysis of the data you generate. You’ll be required to complete these labs, and answer some basic questions regarding your results and understanding. You may choose to complete a lab report using APA style for up to two of these labs. Doing so will earn you points which will be added to your course total (essentially, allowing you to “make up” points missed elsewhere.)



Chapter quizzes (15%) – You will have a SHORT quiz on each chapter PRIOR to the first class in which we discuss that chapter. Quizzes will be taken on Blackboard, and are intended to encourage you to do the reading, check your understanding, and to identify challenges/difficult concepts where we should spend more time in class.

Tests (Midterm and Final) – We will have both a midterm and a final exam – each will account for 15% of your grade, and will be comprised of multiple choice, short answer, and essay questions.

Attendance/Participation (10%) – The course attendance and late work policies will be set by the individual instructor in accordance with the College’s Student Handbook.

Students are expected to attend their scheduled classes (on-campus and/or on-line). Each instructor defines his/her attendance policy in the course syllabus that is distributed to students during the first week of classes

Leading Discussion/Articles (15%) – Textbooks provide a great overview of a field of research, but a different kind and depth of knowledge is gained through close reading of original research literature. At the same time, this is a skill that is learned through extensive practice! The purpose of this assignment is to give you that practice, within the context of a supportive environment. Each of you will be asked to find, read and summarize TWO original, peer-reviewed research articles (on different topics), and present them to the class for discussion. This gives you the opportunity to gain an important skill AND increases everyone’s exposure to original research. I will help you to locate relevant articles, and everyone will read each other’s articles and summaries. We will select topics early in the semester, so that you will know when you’ll be presenting. Your summaries and leading the class discussions together are worth 15% of your grade.

Project (15%) – At the end of the semester, you’ll be required to complete a research proposal for a project in cognition. The exact topic is up to you, and you will not have to complete the research – using APA style, you will complete an Introduction and Method section for an APA-style Experimental Report (along with a short summary of what you might expect to find, and what it would suggest). More information will be given about this project during the first few weeks of the course, and we will check in about it regularly.

4. Assessment Overview Assignment Type % of Grade

ZAP Labs 15%


Chapter Quizzes 15%

Tests 30%

Leading Discussion/Articles 15%

Final Project 15%

Attendance/Participation 10%

100%

GPA Letter Percent GPA Letter Percent

4.0 A 95-100 2.0 C 73-76

3.7 A- 90-94 1.7 C- 70-72

3.3 B+ 87-89 1.3 D+ 67-69

3.0 B 83-86 1.0 D 63-66

2.7 B- 80-82 1.0 D 63-66

2.3 C+ 77-79 0.7 D- 60-62

5. Schedule

WEEK 1 – Ch 1: The Science of the Mind

WEEK 2 – Ch 2: The Neural Basis for Cognition

WEEK 3 – Ch 3: Visual Perception

WEEK 4 – Ch 4: Recognizing Objects

WEEK 5 – Ch 5: Paying Attention

WEEK 6 – Ch 6: The Acquisition of Memories and the Working-Memory System

WEEK 7 – Ch 7: Interconnections between Acquisition and Retrieval

WEEK 8 – Ch 8: Remembering Complex Events

WEEK 9 – Ch 9: Concepts and Generic Knowledge

WEEK 10 – Ch 10: Language

WEEK 11 – Ch 11: Visual Knowledge


WEEK 12 – Ch 12: Judgement and Reasoning

WEEK 13 – Ch 13: Problem Solving and Intelligence

WEEK 14 – Ch 14: Conscious Thought, Unconscious Thought

WEEK 15 – Final Exam and Final projects due!



NEW COURSE PROPOSAL

1. Course Number and Name: PSY 253 Social Psychology




PSY 253: Social Psychology be adopted as a new course













Signatures on File


NEW COURSE PROPOSAL


Course Number: PSY 253

Course Name: Social Psychology

Prerequisites and/or corequisites (confer with affected department coordinator): PSY 101, ENG 101

CIP code (check with IRaP Office):42.0101


• Give a rationale for the new course. Be sure to indicate whether this course replaces anothercourse.

• The updated course description ensures that the course will more squarely fit within thedepartment’s goal of emphasizing scientific inquiry within psychology.

• The updated course description emphasizes culture in order to reflect increasing awareness in thefield of how culture shapes social psychological processes.

• Changing social psychology to a 200 level course is proposed in order to bring about betteralignment with other institutions since social psychology is most frequently taught as at least a200 level course at other institutions. Also, the work performed in the course is of sufficient rigorthat it should be considered a 200 level course.

• The addition of PSY 101 as a prerequisite is proposed in order to bring about alignment with themajority of other institutions, which have a PSY 101 prerequisite for social psychology.Additionally, both the instructors experience and data obtained from IRaP suggest that studentswho have not previously taken PSY 101 are less likely to be successful in the course.

• All proposed changes to this course have been made while considering implications for the newLiberal Arts Psychology program currently being proposed where a social psychology course is aproposed program elective. The proposed changes will make QCC’s social psychology coursemore comparable to social psychology courses offered as part of a degree in psychology at otherinstitutions.

Is the course content similar to other courses now offered? Yes ___ No __X__ If yes, attach a statement for the coordinator of the department offering the similar course.

Please indicate if this course will serve as any of the following types of electives __X_ Elective (any college level course can serve as an elective) __X_ Specific Type (indicate Business, Liberal Arts, Humanities, Foreign Language, Social Science,


Behavioral Science, Mathematics, Science, Lab Science) __X_ Program specific (Liberal Arts Psychology) ___ Multiple perspective (confer with the Liberal Arts Coordinator)

Is this course required for a program? If yes, submit a separate DEGREE PROGRAM OR CERTIFICATE REVISION PROPOSAL. If the course is required for a new program, submit a separate NEW DEGREE PROGRAM, OPTION OR CERTIFICATE PROPOSAL. Please list all affected programs here.

This course is not required for any program.

Expected enrollment per term: 30 Expected enrollment per year: 60





Course Materials

Course number: PSY 253

Course name: Social Psychology

Credits: 3 Lecture Hours: 3 Lab hours: 0 Clinic Hours: 0 General course description and prerequisites (as it will appear in the catalog):

This course introduces students to the scientific study of how humans influence, relate to, and think about each other as practiced in social psychology. Major topics covered include social cognition, attributions, the self, attitudes and persuasion, conformity, group dynamics, interpersonal relationships, helping behavior, aggression, and prejudice. Themes emphasized throughout the course include the role of culture in influencing social psychological phenomena, the application of the scientific method to the study of social behavior, and the use of social psychological theories to better understand behavior encountered in daily life and in the world around us.


All required texts and paperbacks, including information on publisher and edition used (provide a suggested text):

Aronson, E., Wilson, T. D., & Akert, R. M., & Sommers, S. R. (2016). Social Psychology (9th ed.). Boston, MA: Pearson.


• Illustrate how social psychology’s emphasis on social influence, social situations and socialthinking distinguish it from other branches of psychology.


• Develop understanding of seminal studies in social psychology that relate to core topics in thefield through description, discussion, and hands on recreation of social psychological research.

• Illustrate the interconnectedness of culture, social behavior, and social thinking.

• Develop student’s ability to analyze the role of social influence, social situations and socialthinking in causing behavior.

• Illustrate how research and theory in social psychology can be used to understand and amelioratesocial problems (e.g., climate change/pollution, violence, discrimination, etc.) and to informpractice in applied fields such as business, law and education.

• Illustrate how the scientific method can be used to study social behavior and provide practice inevaluating scientific studies of social behavior.

• Provide practice using critical thinking skills to evaluate the quality of evidence used to supportclaims in social psychology.

• Describe basic ethical guidelines in psychological research and encourage students to view ethicalissues in psychology from various points of view.


This course will use a blend of lecture, discussion, activities, group work and demonstrations. Short videos and video clips will also be used to stimulate thinking and discussion.


See attached syllabus Other information:

• Suggested basis for student grading and criteria for evaluating student performance

See attached syllabus

• College attendance policy (see current Student Handbook)

Attendance will be taken at the beginning of each class. If you arrive late or leave early I reservethe right to mark you absent. You are allowed 2 unexcused absences before I start deductingpoints for missing class. Your attendance grade will be based on the percentage of classes youattend excluding the 2 classes you can miss without penalty. For example, if we had 10 classesand you missed 3 you would not be penalized for the first 2 absences. With 10 classes each classwould be worth 10% of your attendance grade and so you would lose 10% for you third absencemaking your attendance grade a 90%.

Absences will only be excused if you provide documentation (e.g., a doctor’s note) thatdemonstrates a valid reason for missing class. Excused absences will not count toward the 2absences you may have before points are deducted. However, even an excused absence will


prevent you from obtaining the 2 extra point reward for perfect attendance.

The purpose of allowing 2 unexcused absences is that I know sometimes students must miss class for reasons that are not easily documented. This policy allows some breathing room for you to miss class should such issues arise, while avoiding the need to create exceptions for particular students.

• college plagiarism statement (see current Student Handbook)

Plagiarism will not be tolerated. Instances of plagiarism will be reported to appropriate college officials for disciplinary action. The college defines plagiarism as the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Taking credit for work done by another person or doing work for which another person will receive credit. Copying or purchasing other’s work or arranging for others to do work under a false name.

• Suggested assessment methodologies

Weekly quizzes

A series of papers focusing on methodology in social psychological research.

A social psychological analysis paper where a given behavior is analyzed and explained through the use of social psychological concepts and theories.

A midterm and a final exam.


See attached.


COURSE STUDENT LEARNING OUTCOMES FOR (Social Psychology, PSY 253) Upon completion of the course, students will be able to: 1 Explain how social psychology’s emphasis on social influence, social situations and social thinking

distinguish it from other branches of psychology.

2 Identify and describe major theories and seminal studies in social psychology that relate to core topics in the field (e.g., social cognition, attitudes, conformity, group processes, interpersonal relationships, prosocial behavior, aggression and prejudice).

3 Describe the relationship between culture, social behavior, and social thinking.


4 Analyze the role of social influence, social situations and social thinking in explaining behavior (including your own behavior).

5 Identify and explain how research and theory in social psychology can be used to understand and ameliorate social problems (e.g., climate change/pollution, violence, discrimination, etc.) and to inform practice in applied fields such as business, law and education.

6 Explain how the scientific method can be used to study social behavior.

7 Demonstrate critical thinking skills by evaluating the quality of evidence used to support claims in social psychology.

8 Describe differing points of view on ethical issues in social psychological research and the application of social psychological findings. Describe basic ethical guidelines that social psychologists must follow.





CONNECTION OF (insert course number and name) TO GENERAL EDUCATION STUDENT LEARNING OUTCOMES

I,M,E


Information Literacy: Students will locate, evaluate and apply reliable and appropriate information. M


M


M


Technical Literacy: Students will utilize computer an emerging technologies effectively. I


Multiple Perspectives: Students will demonstrate knowledge and appreciation of diverse cultures. E


E


M


I


PSY 253-01 SOCIAL PSYCHOLOGY

1. INSTRUCTOR INFORMATION Instructor: Office Hours: Email: Phone: Office: 2. COURSE TITLE/NUMBER Social Psychology/PSY 253 3. GENERAL COURSE DESCRIPTION This course introduces students to the scientific study of how humans influence, relate to, and think about each other as practiced in social psychology. Major topics covered include social cognition, attributions, the self, attitudes and persuasion, conformity, group dynamics, interpersonal relationships, helping behavior, aggression, and prejudice. Themes emphasized throughout the course include the role of culture in influencing social psychological phenomena, the application of the scientific method to the study of social behavior, and the use of social psychological theories to better understand behavior encountered in daily life and in the world around us. Prerequisite: PSY 101, ENG 101 4. REQUIRED MATERIALS Text (required): Aronson, E., Wilson, T. D., & Akert, R. M., & Sommers, S. R. (2016). Social Psychology

(9th ed.). Boston, MA: Pearson.

5. OBJECTIVES “The fundamental goal of education in psychology, from which all others follow, is to teach students to think as scientists about behavior.” (Brewer, Hopkins, Kimble, Matlin, McCann, McNeil, et al., 1993). “College asks students to think critically and creatively about specific things-and, as one result, they become more critical and creative about many things.” (Neem, 2012). 1. The Social Psychological Perspective. Explain how social psychology’s emphasis on social influence,

social situations and social thinking distinguish it from other branches of psychology. 2. Social Psychology Knowledge. Identify and describe major theories and seminal studies in social

psychology that relate to core topics in the field (e.g., social cognition, attitudes, conformity, group processes, interpersonal relationships, prosocial behavior, aggression and prejudice).

3. Culture and Social Behavior. Describe the relationship between culture, social behavior, and social thinking.


4. Social Psychological Analysis. Analyze the role of social influence, social situations and social thinking in explaining behavior (including your own behavior).

5. Social Psychological Application. Identify and explain how research and theory in social psychology can be used to understand and ameliorate social problems (e.g., climate change/pollution, violence, discrimination, etc.) and to inform practice in applied fields such as business, law and education.

6. Social Psychology as Science. Explain how the scientific method can be used to study social behavior. 7. Critical Thinking in Social Psychology. Demonstrate critical thinking skills by evaluating the quality of

evidence used to support claims in social psychology. 8. Ethical Issues in Social Psychology. Describe differing points of view on ethical issues in social

psychological research and the application of social psychological findings. Describe basic ethical guidelines that social psychologists must follow.

6. TEACHING PROCEDURES This course will use a blend of lecture, discussion, activities, group work and demonstrations. Short videos and video clips will also be used to stimulate thinking and discussion. Web Enhancement: This course is web enhanced. Chapter quizzes, various course materials and assignments will be given on the internet using the college’s online course management system, Blackboard. Blackboard will be used to administer weekly required quizzes that will count toward your final grade. For more details on quizzes see the quizzes section and the course schedule below. Other course materials including PowerPoint slides and assignment/essay instructions will also be distributed through Blackboard. Lastly, note that grades will primarily be posted through Blackboard (for details see Checking Grades section below). Accessing Blackboard: To access online material you must log on to Blackboard. To get on to Blackboard first log on to the Q. Once logged on, find the link to Bb Learn and click it. You will now be logged into Blackboard. Once in Blackboard you may see links to other courses you are taking. To access material for this course be sure to click on the link for PSY 181. Computer Access: Lacking a personal computer is no reason to drop this course nor is it an excuse for not completing online quizzes or obtaining online materials. Computing is available to all QCC students at the Academic Computing Center (379 A in the Administration Building). Hours for the computing center are 7:00 AM to 10:00 PM Monday – Thursday, 7:00 AM to 9:00 PM on Fridays and 9:00 AM to 3:00 PM on Saturdays. 7. COURSE TOPICS See course schedule below. 8. TENTATIVE TEST/ASSIGNMENT SCHEDULE See course schedule below. 9. BASIS FOR STUDENT GRADING AND CRITERIA FOR EVALUATING STUDENT PERFORMANCE Your grade in this course will be determined by quizzes, two exams, attendance, participation, and three assignments.

Summary of the contribution each course component makes toward your final grade.


Checking Grades: All course grades will be posted through Blackboard. To check your grades log in to this course through Blackboard and then click the “My Grades” button. Quizzes: Twenty percent of your grade will be based on online chapter quizzes given through Blackboard. The quizzes in Blackboard are intended to encourage you to stay on top of course material and to provide a check on your understanding of the material prior to taking the 2 major exams. A quiz will be given for every chapter we cover. A quiz will be due almost every Sunday of the semester. Details on due dates for quizzes are available in the course schedule below. Quizzes are due by 11:59 PM on their specified due date. Quizzes will typically be made available a week prior to their due date. Quizzes will contain between 10 and 15 multiple choice questions. They are open-book and have a generous time limit of 90 minutes (for just 10-15 questions). So, while you are taking a quiz you will have some time to check your answers provided you already have some familiarity with the material from attending class and reading the chapter. The purpose of setting quizzes up this way is so that they can serve as a time for you to engage with and learn the material rather than just being a place to assess what has already been learned. This means that as you are taking quizzes you can simultaneously be studying for the major exams. To further ensure that quizzes are a tool to help your learning, you will get two attempts at each quiz. After each attempt you will be shown the questions you got incorrect. This should help you to identify material that you need to spend additional time studying before taking your next quiz attempt and before taking exams. Of your two attempts at each quiz only your highest attempt will be counted. Exams: There are two major exams in this course, Exam 1 (worth 15% of your final grade) and Exam 2 (worth 15% of your final grade). Exam 1 will cover material from the first half of the course. Exam 2 will only cover material from the second half of the course. In other words, Exam 2 is not a cumulative final. Each major exam will be composed of 50 multiple choice questions. Exam 1 and Exam 2 will be given in class rather than online. You will be allowed to fill up the front and back of one standard size piece of paper (8.5 X 11) with notes to be used when taking each exam. Bring a number 2 pencil to the exam as you will mark your answers on a scan form.

Make-up Exams. You may take a make-up exam if you have a valid reason for being absent on a day that an exam is given. We will use the honor system meaning that I will trust you to be honest about the reason you give for missing an exam. If you know you will need to miss an exam in advance you should inform me in advance. However, in the event of an emergency you

Quizzes 20% Exam 1 15% Exam 2 15% Article Comprehension Assignment 10% Article Critique Assignment 15% Application Paper 15% Participation 5% Attendance 5%

Total 100%

Criteria used in determining final letter grade. Letter Grade Percentage

Range A 95-100 A- 90-94 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F 60-Below


will be allowed to take a make-up exam even if you have not given prior notice. If I suspect the honor system is being abused either by the class or by specific individuals I will require documentation (e.g., doctor’s note) for your absence before I allow you to take a make-up exam. Make-up exams for Exam 1 will be given during final exam week at a time mutually scheduled between you and the instructor. Taking Exam 1 during final exam week will likely make achieving a high score more difficult both because it will have been a while since the material was covered and because you will have a heightened workload during finals week. These difficulties are intended as incentives for you to make every effort to take Exam 1 on its specified date. Make-ups for Exam 2 will also be given during finals week at a time mutually scheduled between you and the instructor.

Assignments/Papers: You will be required to complete three assignments in this course.

Article Comprehension Assignment. You will be required to read, understand and critique original research in social psychology as part of this course. You will learn to do this by completing two assignments that will be based on articles describing original research in social psychology. The first of these assignments, the Article Comprehension Assignment, will be worth 10% of your final grade. This assignment will require you to read and answer questions about a preselected article from a psychology journal. The questions will correspond to material we will be covering in chapter 2. You will have two attempts to answer these questions correctly. The questions will be discussed in class before your second attempt is due. These discussions will help to ensure that we all know how to answer the questions prior to submitting the second attempt. Fifteen percent of your grade for this assignment will be based on your first attempt with the remaining 85% of your grade for the assignment coming from your second attempt. Further instructions will be provided at an appropriate time in the semester. Article Critique Assignment. The second assignment you will complete will also be based on an article from a psychology journal and will be referred to as the Article Critique Assignment. This assignment will be worth 15% of your final grade. It will build off the article comprehension assignment, but will require more independence, more analysis, and more original thought then the Article Comprehension Assignment. To complete this assignment you will select a journal article in social psychology. You will answer a series of questions about the paper. Some of these questions will require you to critique the article, analyze the article, and develop original thoughts about the article. You will not get two attempts at this assignment. However, you will be required to bring a draft of the assignment to class and will have the chance to review your draft with classmates prior to turning in your final version. Further instructions will be provided at an appropriate time in the semester.

Application Paper. Fifteen percent of your final grade will be based on how well you write an application paper. This paper will involve applying social psychological concepts to an analysis of social behavior. More details about this assignment will be provided at an appropriate time (see the course schedule).

Participation: Five percent of your final grade will be based on your participation in class. You will earn participation points by answering questions posed to the class, by asking appropriate questions, and by participating in class demonstrations and activities.


Attendance: Five percent of your final grade will be based on attendance. See attendance policy below for further details. 10. ATTENDANCE POLICY Attendance will be taken at the beginning of each class. If you arrive late or leave early I reserve the right to mark you absent. You are allowed 2 unexcused absences before I start deducting points for missing class. Your attendance grade will be based on the percentage of classes you attend excluding the 2 classes you can miss without penalty. For example, if we had 10 classes and you missed 3 you would not be penalized for the first 2 absences. With 10 classes each class would be worth 10% of your attendance grade and so you would lose 10% for you third absence making your attendance grade a 90%. Absences will only be excused if you provide documentation (e.g., a doctor’s note) that demonstrates a valid reason for missing class. Excused absences will not count toward the 2 absences you may have before points are deducted. However, even an excused absence will prevent you from obtaining the 2 extra point reward for perfect attendance. The purpose of allowing 2 unexcused absences is that I know sometimes students must miss class for reasons that are not easily documented. This policy allows some breathing room for you to miss class should such issues arise, while avoiding the need to create exceptions for particular students. COURSE SCHEDULE (Schedule is tentative and subject to change) WEEK 1 W Welcome/Introduction/Orientation F Chapter 1: Introducing Social Psychology Defining Social Psychology and Social Influence

__Read: Introducing Social Psychology by class meeting __Read: Defining Social Psychology by class meeting

WEEK 2 M Chapter 1: Introducing Social Psychology (cont.) How Situations Shape Behavior

__Read: The Power of the Situation by class meeting by class meeting W Chapter 1: Introducing Social Psychology (cont.) How Interpretation Is Influenced by Motivation __Read: Where Construals Come From: Basic Human Motives by class meeting __Read: Summary Introducing Social Psychology by class meeting F Chapter 2: Methodology: How Social Psychologists Do Research What Makes Social Psychology a Science and Why Do We Need this Science?

Article Comprehension Assignment Explained __Read: Introduction: Methodology: How Social Psychologists Do Research by class meeting __Read: An Empirical Science by class meeting


U __Due: Chapter 1 Quiz Due by 11:59 PM WEEK 3 M Chapter 2: Methodology: How Social Psychologists Do Research (cont.) Types of Research in Social Psychology __Read: Research Designs by class meeting __Due: Article Comprehension Assignment Part A Attempt 1 in class W Chapter 2: Methodology: How Social Psychologists Do Research (cont.) Types of Research in Social Psychology (cont.) __Due: Article Comprehension Assignment Part B Attempt 1 in class F Chapter 2: Methodology: How Social Psychologists Do Research (cont.) Ethics Culture and Biology in Social Psychological Research __Read: New Frontiers in Social Psychological Research by class meeting __Read: Ethical Issues in Social Psychology by class meeting __Read: Summary: Methodology: How Social Psychologists Do Research by class meeting __Due: Article Comprehension Part C Attempt 1 in class U 9/27 __Due: Chapter 2 Quiz by 11:59 PM WEEK 4 M Chapter 3: Social Cognition: How We Think About the Social World Schemas and Automatic Thinking __Read: Introduction: Social Cognition: How We Think About the Social World by class meeting __Read: On Automatic Pilot: Low-Effort Thinking by class meeting W Chapter 3: Social Cognition (cont.) Automaticity in Goals, Decisions, and Judgements

__Read: Types of Automatic Thinking by class meeting F Chapter 3: Social Cognition (cont.) The Role of Culture and Conscious Thought in Social Cognition Article Critique Assignment Explained __Read: Cultural Differences in Social Cognition by class meeting __Read: Controlled Social Cognition: High Effort Thinking by class meeting __Read: Summary: Social Cognition: How We Think About the Social World by class meeting __Due: Article Comprehension Part A, B, and C Attempt 2 in class U __Due: Chapter 3 Quiz by 11:59 PM WEEK 5 M Chapter 4: Social Perception: How We Come to Understand Other People Understanding Others without Language


__Read: Introduction: Social Perception: How We Come to Understand Other People by class meeting __Read: Nonverbal Communication by class meeting W Chapter 4: Social Perception: How We Come to Understand Other People (cont.) Does It Matter That You Never Get a Second Chance to Make a First Impression?

How Do We Figure Out Why People Do What they Do? __Read: First Impressions: Quick but Long-Lasting by class meeting __Read: Causal Attribution: Answering the Why Question by class meeting

F Chapter 4: Social Perception (cont.) How Do We Figure Out Why People Do What they Do (cont.)? How Does Culture Shape Our Understanding of Others? __Read: Culture and Social Perception by class meeting __Read: Summary: Social Perception: How We Come to Understand Other People by

class meeting WEEK 6 W 10/14 Chapter 5: The Self: Understanding Ourselves in a Social Context What is the Self-Concept and Where Does it Come From? What Can You Learn about Your Self by Looking into Your Own Mind? __Read: Introduction: The Self: Understanding Ourselves in a Social Context by class meeting

__Read: Origins and Nature of the Self Concept by class meeting __Read: Knowing Ourselves through Introspection by class meeting

F 10/16 Review Article Critique Drafts __Due: Article Critique Draft in class U 10/18 Chapter 4 Quiz by 11:59 PM WEEK 7 M Chapter 5: The Self (cont.) Observing Ourselves and Others to Better Know Ourselves

__Read: Knowing Ourselves by Knowing Our Own Behavior by class meeting __Read: Using Other People to Know Ourselves by class meeting

W Chapter 5: The Self (cont.) Controlling, Presenting, and Loving the Self __Read: Self-Control: The Executive Function of Self by class meeting __Read: Impression Management: All the World’s a Stage by class meeting __Read: Self-Esteem: How We Feel About Ourselves by class meeting __Read: Summary: The Self: Understanding Ourselves in a Social Context by class meeting


F Chapter 6: The Need to Justify Our Actions: The Costs and Benefits of Dissonance Reduction

Intrapersonal Cognitive Collisions Bruise the Ego: What’s The Remedy and Why You Should Care

__Read: Introduction: The Need to Justify Our Actions: The Costs and Benefits of Dissonance Reduction by class meeting

__Read: The Theory of Cognitive Dissonance by class meeting __Read: Self-Justification in Everyday Life by class meeting __Due: Article Critique Final in Class U __Due: Chapter 5 Quiz by 11:59 PM WEEK 8 M Chapter 6: The Need to Justify Our Actions (cont.)

__Read: Summary: The Need to Justify Our Actions: The Costs and Benefits of Dissonance Reduction by class meeting Intrapersonal Cognitive Collisions Bruise the Ego: What’s The Remedy and Why You Should Care (cont.)

W Chapter 7: Attitudes and Attitude Change: Influencing Thoughts and Feelings

What Is an Attitude, Where Do They Come From, and When Are They Related to Behavior? __Read: Introduction: Attitudes and Attitude Change: Influencing Thoughts and Feelings by class meeting __Read: The Nature and Origin of Attitudes by class meeting __Read: When Do Attitudes Predict Behavior? by class meeting

F Exam 1 – Covers assigned sections an lectures from Ch. 1 – Ch. 6 U Chapter 6 Quiz by 11:59 PM WEEK 9 M Chapter 7: Attitudes (cont.)

What Is an Attitude, Where Do They Come From, and When Are They Related to Behavior? (cont.) Persuasion and Attitude Change

__Read: How Do Attitudes Change? by class meeting W Chapter 7: Attitudes (cont.) Persuasion and Attitude Change (cont.) How Ads Persuade Us and What We Can Do to Resist __Read: The Power of Advertising by class meeting __Read: Resisting Persuasive Messages by class meeting

__Read: Summary: Attitudes and Attitude Change: Influencing Thoughts and Feelings by class meeting

F Chapter 8: Conformity: Influencing Behavior


Types of Conformity and Their Underlying Motives __Read: Introduction: Conformity: Influencing Behavior by class meeting

__Read: Conformity: When and Why? by class meeting __Read: Informational Social Influence: The Need to Know What’s “Right” by class

meeting __Read: Normative Social Influence: The Need to Be Accepted by class meeting U __Due: Chapter 7 Quiz by 11:59 PM WEEK 10 M Chapter 8: Conformity: Influencing Behavior (cont.) Types of Conformity and Their Underlying Motives (cont.) Harnessing the Power of Social Influence __Read: Strategies for Using Social Influence by class meeting F Chapter 8: Conformity (cont.) Harnessing the Power of Social Influence (cont.) The Shocking Power of Authority __Read: Obedience to Authority by class meeting __Read: Summary: Conformity: Influencing Behavior by class meeting U __Due: Chapter 8 Quiz by 11:59 PM WEEK 11 M Chapter 9: Group Processes: Influence in Social Groups Groups: What Are They, What is Their Purpose and How Do They Influence Behavior? __Read: Introduction: Group Processes: Influence in Social Groups by class meeting __Read: What is a Group? by class meeting __Read: Individual Behavior in a Group Setting by class meeting W Chapter 9: Group Process (cont.) Groups: What Are They, What is Their Purpose and How Do They Influence Behavior?

(cont.) Group Decision Making __Read: Group Decisions: Are Two (or More) Heads Better Than One? by class meeting Application Paper Explained

F Chapter 9: Group Process (cont.) Conflict and Cooperation __Read: Conflict and Cooperation by class meeting __Read: Summary: Group Processes: Influence in Social Groups by class meeting U Chapter 9 Quiz Due by 11:59 PM WEEK 12 M Chapter 10: Interpersonal Attraction: Form First Impression to Close Relationships Where Does Attraction Come From?


__Read: Introduction: Interpersonal Attraction: From First Impressions to Close Relationships by class meeting __Read: What Predicts Attraction? by class meeting

W Chapter 10: Interpersonal Attraction (cont.) What Keeps Romantic Relationships Together and How Do They Fall Apart? __Read: Love and Close Relationships by class meeting __Read: Ending Intimate Relationships by class meeting __Read: Summary: Interpersonal Attraction: From First Impressions to Close

Relationships by class meeting U 11/29 __ Due: Chapter 10 Quiz by 11:59 PM WEEK 13 M Chapter 11: Prosocial Behavior: Why Do People Help? Perspectives on Why People Help and Who Helps __Read: Introduction: Prosocial Behavior: Why Do People Help? by class meeting

__Read: Basic Motives Underlying Helping: Why Do People Help? by class meeting __Read: Personal Qualities and Prosocial Behavior: Why Do Some People Help More

Than Others? by class meeting

W Chapter 11: Prosocial Behavior (cont.) Factors that Increase and Decrease Helping. __Read: Situational Determinants of Prosocial Behavior: When Will People Help? by

class meeting __Read: How Can Helping Be Increased? by class meeting __Read: Summary: Prosocial Behavior: Why Do People Help? by class meeting F Chapter 12: Aggression: Why Do We Hurt Other People? Can We Prevent It? Aggressions Origins and Situational Determinants

__Read: Introduction: Aggression: Why Do We Hurt Other People? Can We Prevent It? by class meeting __Read: Is Aggression Innate, Learned, or Optional by class meeting

__Read: Social Situations and Aggression by class meeting __Read: Summary: Prosocial Behavior: Why Do People Help? by class meeting U __Due: Chapter 11 Quiz by 11:59 PM WEEK 14 M Chapter 12: Aggression (Cont.) Evaluating the Media Violence Connection and Strategies for Reducing Aggression

__Read: Violence and the Media by class meeting __Read: How to Decrease Aggression by class meeting __Read: Summary: Aggression: Why Do We Hurt Other People? Can We Prevent It? by

class meeting W Chapter 13: Prejudice: Causes, Consequences, and Cures Defining and Detecting Prejudice


__Read: Introduction: Prejudice: Causes, Consequences, and Cures by class meeting __Read: Defining Prejudice by class meeting __Read: Detecting Hidden Prejudice by class meeting

F Chapter 13: Prejudice (cont.) Prejudice Causes and Effects __Read: The Effects of Prejudice on the Victim by class meeting __Read: Causes of Prejudice by class meeting

U __Due: Chapter 12 Quiz by 11:59 PM

WEEK 15 M Chapter 13: Prejudice (cont.)

Decreasing Prejudice: The Promise of Positive Intergroup Contact __Read: Reducing Prejudice by class meeting __Read: Summary: Prejudice: Causes, Consequences, and Cures by class meeting

T __Due: Application paper by 4:00 PM as a hardcopy in my mailbox or under my door

Exam 2 covers assigned sections and lectures of from Ch.7 – Ch.13 The day and time of exam 2 is determined by the college wide final exam period schedule (see below)

U 12/20 __Due: Chapter 13 Quiz by 11:59 PM

Final Exam Period Schedule: DATE OF EXAM EXAM TIME CLASSES THAT MEET ON

Wed. 12/16 7:00 – 9:00 MWF 7:00 Wed. 12/16 9:00 – 11:00 MWF 8:00 Wed. 12/16 11:30 – 1:30 MWF 10:00 Wed. 12/16 2:00 – 4:00 MWF 2:00 Thurs. 12/17 7:00 – 9:00 TR 6:40 Thurs. 12/17 9:00 – 11:00 TR 8:00 Thurs. 12/17 11:30 – 1:30 TR 11:00 Thurs. 12/17 2:00 – 4:00 MWF 12:00 Fri. 12/18 9:00 – 11:00 TR 9:30 Fri. 12/18 11:30 – 1:30 MWF 11:00 Fri. 12/18 2:00 – 4:00 MWF 1:00 Mon. 12/21 9:00 – 11:00 MWF 9:00 Mon. 12/21 11:30 – 1:30 TR 12:30 Mon. 12/21 2:00 – 4:00 MWF 3:00 Tues. 12/22 11:30 – 1:30 TR 2:00 Tues. 12/22 2:00 – 4:00 TR 3:30

IF YOU EXPERIENCE DIFFICULTIES If at any time in the semester you experience circumstances in your life that are likely to significantly impair your ability to complete course work in a timely fashion please discuss this with me as soon as


possible so that we can discuss your options and devise a plan.

CONCERNING STUDENTS WITH SPECIAL NEEDS Every effort will be made to meet the needs and various learning styles of students in this course. It is of the utmost importance that you inform me at the beginning of the semester of your particular needs. If you have concerns about this course, please make an appointment with me. If your concerns are about a learning disability or another specific need, please email me privately or connect with a learning specialist at the QCC Learning Assistance Center, 508-854-7429.

SERVICES FOR VETERANS If you are a veteran of the armed forces, please visit the Veteran Affairs Office located in 125A (Administration Building) or contact them at [email protected] .

ACADEMIC DISHONESTY AND PLAGARISM – FROM THE QCC HANDBOOK Plagiarism will not be tolerated. Instances of plagiarism will be reported to appropriate college officials for disciplinary action. The college defines plagiarism as the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Taking credit for work done by another person or doing work for which another person will receive credit. Copying or purchasing other’s work or arranging for others to do work under a false name.





1. Program Name: Liberal Arts Psychology Option

2. Originator: Maura Stickles Date: 9/22/2015

3. School Dean: James Brown Date: 10/15/15


Accept a Liberal Arts Psychology option in Liberal Arts Program – Associates in Arts Degree










Approved: _________ Not Approved:__________Comments:



Signatures on File


President: __________________________________ Date: _______________







Program: Liberal Arts Psychology Option

School: Public Service and Social Sciences

Degree type: A.A.

CIP code for the degree program or certificate (check with IRaP Office): 42.0101 Attachments: Proposed program grid

Submit separate proposals for any new courses or revised courses in the program. Please list here the new courses or revised courses for which separate proposals will be submitted. New Courses: PSY 250, Psychological StatisticsPSY 251, Research Methods in Psychology PSY 252, Introduction to Cognition (elective) PSY 253, Social Psychology (elective)

Provide a rationale for the proposed new program including a narrative for each of the following: • The Massachusetts Department of Higher Ed. initiated a statewide Academic Transfer

Pathways convening of Psychology Faculty from the Community Colleges, State Colleges and Universities in Massachusetts. The goal of this year long initiative was to have a system-wide agreement on what the foundational courses are for the first two years of study in Psychology. Also, a commitment that campuses will accept these agreed upon courses and count them towards the baccalaureate degree was also finalized.

• The QCC Psychology Program was designed according to thefindings/recommendations/course requirements made during the statewide Academic Transfer Pathways convening.

• This Program was designed/developed following year long meetings with PsychologyFaculty from the Community Colleges, State Colleges and Universities in Massachusetts.

• The Psychology Program is a Transfer Program and will provide optimal opportunitiesfor QCC students to transfer to 4 year Colleges/Universities and pursue a BA/BS degree in Psychology

List the program goals.

1. The Psychology Program prepares students for transfer to four- year colleges anduniversities at which they can continue their education in the field of psychology.

Does any aspect of the proposed program affect another department? Please confer with the coordinators of affected departments. Affected department(s): Liberal Arts, Math For an associate degree program, does the proposed program meet the general education credit requirement for MassTransfer? Yes


If no, please provide a rationale. Does the program or certificate qualify for financial aid? Check with the Director of Financial Aid and fill out the Gainful Employment Form as needed. Yes Will any of the following be required: Additional staff ___ Additional space ____ Additional equipment ___ Provide a rationale for any needs indicated and include approximate cost of equipment. Start-up collection of library resources in support of this program: $2,500



PROGRAM STUDENT LEARNING OUTCOMES FOR (Liberal Arts Psychology Option ** Learning Outcomes are APA specific**


I, M, E

1 Upon completion of the program graduates will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

PSY 101 PSY 123 PSY 124 PSY 181 PSY 261 PSY 262

E E E E E E

2 Upon completion of the program graduates will understand and apply basic research methods in psychology, including research design, data analysis and interpretation.

PSY 101 PSY 121and 123 PSY 181 PSY 262 PSY 250 PSY 251 PSY 252 PSY 261

E E M M M M M M M

3 Upon completion of the program graduates will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific

PSY 101 I


approach to solve problems related to behavior and mental processes. 4 Upon completion of the program graduates will understand and apply

psychological principles to personal, social, and organizational issues. PSY 101 PSY 261 PSY 262 PSY 121 PSY 124

E M M M M

5 Upon completion of the program graduates will be able to weigh evidence, tolerate ambiguity, act ethically and reflect other values that are the underpinnings of psychology as a discipline.

PSY 101 E

6 Upon completion of the program graduates will acquire analyze, organize, and utilize data to determine appropriate solutions to myriad work/life/personal challenges

PSY 101 PSY 250 PSY 252

I E E

7 Upon completion of the program graduates will demonstrate comprehensive scientific, mathematical and computer/technological competencies.

PSY 101 PSY 121 PSY 124 PSY 181 PSY 262 PSY 261 PSY 252 PSY 251 PSY 252 MAT 122 BIO 101 BIO 111

I I I I I I I E I E E E


GENERAL EDUCATION STUDENT LEARNING OUTCOMES FOR (Liberal Arts Psychology Option)


I,M,E

Communication Skills: Students will write and speak effectively. ENG 101 ENG 102 SPH 101

E E E


ENG 101 ENG 102 PSY 101 PSY 124 PSY 123 PSY 181 PSY 261 PSY 262 PSY 252 PSY 250 HST Elective SOC Elective Multiple Perspec.

E E I I I M M M M E I I

Quantitative Reasoning: Students will apply the concepts and methods of MAT 122 E


mathematics to solve problems. PSY 250 PSY 251

E E/M


PSY 101 PSY 250 PSY 251 PSY 262 BIO 101 BIO 111

I E E E M M


PSY Stats xxx PSY Research PSY 101 ENG 100 ENG 101

E E I I I


HUM Elective Foreign Language

E


Multiple Perspective Elective Foreign Language Requirement SOC elective All Psych Course work

E E E I


PSY 101 PSY 262 BIO 101 BIO 11

I M M M


PSY 101 BIO 101 BIO 111 PSY 251

I I I M


PSY 101 SOC Elective HUM 101, Critical Thinking

I I I


LIBERAL ARTS - PSYCHOLOGY Option- Associate in Arts (42.0101) – Proposed


Semester 1


Statistics MAT 122 F/S/SU 3 MAT 099 with a “C” or higher on the MAT 099 departmental final or appropriate placement score

Critical Thinking and Problem Solving HUM 101 F/S/SU 3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher, or appropriate place score



Semester 2 Composition II ENG 102 F/S/SU 3 ENG 101 Psychological Statistics PSY 250 F/S/SU 3 MAT 122, PSY 101, ENG 101

Introduction to Sociology SOC 101 F/S/SU

3 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score

U.S. or World History Survey1 HST F/S/SU 3 ENG 101 Program Elective2 --- F/S/SU 3

Semester 3 Foreign Language Elective3 --- F/S/SU 3

General Biology: Core Concepts BIO 101 F/S/SU

4 ENG 091 with a grade of “C” or higher, ENG 096 with a grade of “C” or higher; or approp place score, MAT 095 with a “C” or higher on the MAT 095 departmental final exam or appropriate placement score

Creative Arts Elective4 --- F/S/SU 3 Multiple Perspectives Elective5 --- F/S/SU 3 Research Methods in Psychology PSY 251 F/S/SU 3 PSY 250

Semester 4 Foreign Language Elective3 --- F/S/SU 3 Anatomy and Physiology BIO 111 F/S/SU 4 BIO 101, Corequisite: ENG 101 Program Elective2 --- F/S/SU 3 Program Elective2 --- F/S/SU 3 Elective --- F/S/SU 3


Program Notes: 1. U.S. or World History Survey are QCC courses: HST 104, 105, 106, 115, 1162. PSY 123, PSY 124, PSY 210, PSY 252, PSY 253, PSY 261, PSY 2623. Foreign Language credits may be earned in one of the following: Completion of six college level credits in one foreign language; Successful completion of Advanced Placement

Exam, CLEP, or Challenge Exam; Students are strongly encouraged to discuss this requirement with Academic Advisor4. Creative Arts Elective is ENG 202, 203, 204; or a course designated as ART, MUS, or THA5. Multiple Perspectives Elective: Please see College Catalog


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