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ECCC Curriculum Committee
Proposal
New Course
Fall 2017
1. Academic
Unit:
Yavapai
2. Course subject and
AHBY 260
number:
See upper and lower division undergraduate course
definitions.
3
Units:
3. Course Title:
Deviant Behavior and the Development of Personality Disorders
(max 100 characters including spaces)
4. Catalog course description (max.200 words, excluding requisites):
This course will evaluate theories of deviance from sociological, psychological, and
social work perspectives in order to understand the micro, meso and macro implications
of deviant individual and group behaviors. Particular emphasis will be given to the
question of how individuals, groups, and specific behaviors come to be labeled deviant.
Course content will consider what the role of society is in the process of labeling
deviance and what these labels do to shape individual response and development.
Students will be challenged to look at their own assumptions and biases.
Students will learn about the similarities and distinctions between normal and
pathological features of personality as well as the role that personality may play with
regard to the causes and treatment of other kinds of mental disorders. Students will
have the opportunity to review case studies as a predominant way to evaluate and
become familiar with the ways in which personality disorders impact individual’s lives in
negative ways.
.
Section I
Attach the proposed syllabus (approved university format). Use the Syllabus
Guidelines to ensure you have addressed syllabus aspects that will be reviewed
by the College Curriculum and Assessment Committees.
5. Justification for new course (click for examples):
If the description of the role or importance of the course to the university’s educational
programs is the same as the Course Purpose (on the attached syllabus), then use it for
the justification.
Describe the role or importance of the course to the university’s educational programs
such as
 A requirement, elective, or recommended course within the academic unit of origin,
 A requirement, elective, or recommended course within other academic programs,
and/or
 Addressing a university-wide curricular goal (the Global Learning Initiative, a general
elective, university learning outcomes, co-curricular learning outcomes).
For Undergraduate Courses:
 A Liberal Studies course (college’s representative(s) to the Liberal Studies
Committee will review the proposal using LS criteria prior to the review by the
College Curriculum & Assessment Committee), and/or
 A Diversity course (Diversity Sub-committee representative(s) will review the
proposal using Diversity requirement criteria prior to the review by the College
Curriculum & Assessment Committee).
This course is a program requirement. Introduction of this course is a part of a complete
revision of the Applied Human Behavior curriculum in an attempt to improve the
program through aligning course offerings with other NAU programs, partnering with
other NAU extended programs to increase student accessibility to online coursework,
and address student retention.
6. Describe how the course is related to short- and long-term plans of the academic
unit. Ensure your description addresses at least one of the following:
 Improvements to the program (aligning curriculum to new or current curriculum
standards or expectations, improving degree program progression, integration of
learning from one course to another),
 Requirements or recommendations set forth by the program’s periodic review, or in
preparation for its next review (addressing improvements based on input from
external reviewers, industry trends, new or changing governmental regulations or
external accreditation requirements),
 Academic unit goals identified in a unit’s Annual Report on Curriculum &
Assessment,
 Evidence and assessment findings (assessments of student learning, needs
assessments, student or employer surveys, comparisons to other programs in the
field),
 Other important aspects of the academic unit and student learning not identified
above.
This course provides foundation theoretical concepts necessary for students to move
forward into core curricular content.
7. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes
No
If yes, list and include the appropriate plan proposal.
8. Is this course in any CAEP Accredited plan?
No
If yes, list and include the appropriate plan proposal.
Yes
9. Proposed Co-convene
with:
10. Proposed Cross-list with:
Completion of ENG
105/ ENGY 102
If prerequisites, list each pre-requisite and provide a clear description of how each prerequisite supports the learning in the course.
This is an introductory AHBY course that requires students to have the minimum level of
necessary for reading, writing and library research skills taught in ENG 102/105.
11. Proposed Prerequisites:
12. Proposed Co requisites:
If co requisites, list each co-requisite and provide a clear description of how each corequisite supports the learning in the course.
Questions 13-14 for Undergraduate Courses only:
13. Is this course being proposed for Liberal Studies designation?
Yes
No
If yes, which designation:
Aesthetic and Humanistic
Cultural Understanding
Science
Inquiry
Social and Political Worlds
Senior Capstone
Junior Level Writing
Course
If yes, which Essential Skill:
(For Senior Capstone courses, please select 2 skills; For Junior Level Writing Courses,
please select “Effective Writing”):
Critical Thinking
Scientific Inquiry
Effective Writing
Quantitative Reasoning
Oral Communication
Creative or Aesthetic Thinking
14. Is this course being proposed for Diversity designation?
No
If yes, which designation:
US Ethnic Diversity
Global Diversity
Yes
Section II
15. Resource Implications
15a. Will the new course result in:
 an increase in library holdings and electronic or research resources for this course? Yes
No
If yes, list:

the need for equipment or technology, particularly in the classroom?
Yes
No
If yes, list:

changes in the classroom space needed for the course?
Yes
No
If yes, list:

Yes
No
If yes, list:
This course addition is a part of program restructuring. Units previously offered within
the AHBY program will be retired and faculty will move to teaching 3 unit courses
rather than multiple one and two unit courses. This will reduce the number of
necessary adjunct or part time faculty and offer increased opportunity for online
instruction. Course capacities will remain the same in both blended and online
formats.
impacts on scheduling this course or other course offerings of the academic unit?
15b. Projected frequency of offering the new course
 Identify how many sections of this course would be offered each semester or
academic year over the next five academic years.
 Based on the frequency the academic unit would offer this course, what is the
expected impact on enrollments and offerings of other courses within the
academic unit?
This course offering is a part of the restructuring of the Applied Human Behavior course
curriculum to eliminate modularized course offering and encourage standardized 3 unit
courses. This will impact all AHBY courses. It is expected that revision of the curriculum
will streamline the courses offered each session and increase accessibility to students.
 Based on enrollment and course offering projection, will additional resources be
needed to offer the course?
Yes
No
If so, what resources are requested to offer this course?
 If additional resources are not received, how will the unit change its course
offerings, course capacities, and/or teaching loads in order to accommodate the
inclusion of this course into the curriculum?
This course addition is a part of program restructuring. Units previously offered
within the AHBY program will be retired and faculty will move to teaching 3 unit
courses rather than multiple one and two unit courses. This will reduce the number
of necessary adjunct or part time faculty and offer increased opportunity for online
instruction. Course capacities will remain the same in both blended and online
formats. Course offerings will continue to be scheduled based on student need but
the restructuring should decrease student and classroom scheduling conflicts.
16. Impacts to Other Academic Units or Programs
16a. Projected impacts to enrollments and courses in other academic units or
programs: Based on the frequency of offering this course, what is the expected
impact on enrollments and offerings within other academic units or programs?
The AHBY program expects to have a positive impact on program enrollments in
other academic units through the alignment of this course curriculum. This is being
accomplished through increasing the number of courses offered online and in
blended formats, collaborative efforts with the extended campuses Justice Studies
Program, and by creating course offerings that can serve as elective units in a variety
of programs.
16b. If other academic units or programs are impacted by this proposal, what
discussions and actions have been taken for notification and/or resolution?
Ongoing positive coordination with the Justice Studies program has taken place
during the Summer 2015/2016 and Fall 2016/2017 Academic years regarding AHBY
course implementation to Justice Studies students interested in Human Relations
components of this major. This is meant to positively impact the program and does
not conflict with current course offerings.
17. Duplication or Perceived Duplication of Course:
17a. Does this course appear to duplicate other courses offered at Northern Arizona
University?
Yes
No
If so, which courses?
Upon reviewing course materials of other courses which may duplicate the course:
17b. Are each of the course purpose statements specific enough to differentiate the
courses from each other?
Yes
Needs
Improvement
No
If not, or if it needs improvement, what elements need to be specified to differentiate
the course from other courses?
17c. Are the intended course student learning outcomes specific enough to
differentiate the courses from each other?
Yes
Needs
Improvement
No
If not, or if it needs improvement, what elements need to be specified to differentiate
the course from other courses?
Section III
18. May course be repeated for additional
No
units?
18a. If yes, maximum units
allowed?
18b. If yes, may course be repeated for additional units in the
same term?
19. Grading option:
Both
Letter grade
Yes
Yes
Pass/Fail
No
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
21. Does this course include an experiential learning
component?
Yes
No
22. Class Instruction
In-person
Online
Blended
Mode:
If In-person or Blended, where will the course be offered?
FLGMTN
Other
23. Which terms will the course be offered?
Fall
Winter
Other
Spring
Summer
(Fall/Even Yrs, Spring/Odd Yrs,
Intermittent, etc.)
24. Do you anticipate this course will be scheduled outside the regular term?
No
If yes, please refer to: http://nau.edu/Registrar/FacultyResources/Schedule-of-Classes-Maintenance/
25. Will there be a new request for a course fee?
Yes
No
If yes, please refer to: http://nau.edu/Registrar/FacultyResources/Course-Fees/
10/24/16
Jenny Scott
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Dean of College
Date
Yes
Applied Human Behavior Program
AHBY 260 Deviant Behavior and the Development of Personality Disorders
Term/Year: FALL 2017/Spring 2018
Total Units of Course Credit: 3 credit unit hours
Course Pre-requisite(s), Co-requisite(s), Co-convened, and/or Cross-Listed Courses:
Completion of ENG 105/ ENGY 102 or academic advisor approval
Mode of Instruction: Blended or online
Instructor: Kristen Alaniz, MSW/LCSW
Alternate Instructors:
Chris Hout, LPC.
Richard Slatin, LPC.
Carol Bettino, LPC.
E-mail: [email protected]
Phone: (928) 775-4567 extension 41943
Office location: 144, 7351 E. Civic Circle Drive, Prescott Valley, AZ 86314
Office Hours: By phone, email, appointment, or pre/post class time
Course Purpose
This course will evaluate theories of deviance from sociological, psychological, and social work
perspectives in order to understand the micro, meso and macro implications of deviant individual
and group behaviors. Particular emphasis will be given to the question of how individuals,
groups, and specific behaviors come to be labeled deviant. Course content will consider what
the role of society is in the process of labeling deviance and what these labels do to shape
individual response and development. Students will be challenged to look at their own
assumptions and biases.
Students will learn about the similarities and distinctions between normal and pathological
features of personality as well as the role that personality may play with regard to the causes and
treatment of other kinds of mental disorders. Students will have the opportunity to review case
studies as a predominant way to evaluate and become familiar with the ways in which
personality disorders impact individual’s lives in negative ways.
Course Student Learning Outcomes
1. To develop student knowledge of how deviance is defined and produced within micro,
meso and macro social environments.
2. To analyze the most influential sociological, psychological theories of deviance.
3. To apply theories of deviance to relevant social and individual case studies.
4. To critically evaluate institutional responses to labeling, deviance and social control
5. Students will be able to define the presentation of healthy personality development and
unhealthy personality development.
6. Students will be able to identify, define and outline personality disorder diagnoses and
symptomology as defined by the Diagnostic and Statistical Manual of Mental Disorders.
7. Students will recognize and label the different stages of personality development
throughout adult life cycle.
8. Students will be able to discriminate between different types of interventions,
hypothesize and apply best practice as it relates to providing treatment for individuals
who are experiencing specific negative personality symptoms.
Assignments/Assessments of Course Students Learning Outcomes
Key assignments/ assessments that will be used to provide clear indications of student
achievement
1. Students will be able to apply the following in a series of weekly reading related blog
postings in order to:







Identify the most commonly referred to subcultures and deviant groups.
Select and label definitions of deviance as they relate to social norms and mores within a
variety of cultures.
Name the stages of the deviant career and moral panic.
Related course learning outcomes, and summary of the purpose of
assignment/assessments.
To develop student knowledge of how deviance is defined and produced within micro,
meso and macro social environments.
To analyze the most influential sociological, psychological theories of deviance.
To apply theories of deviance to relevant social and individual case studies.
To critically evaluate institutional responses to labeling, deviance and social control.
Key assignments/ assessments that will be used to provide clear indications of student
achievement
2. Students will evaluate how sociological and psychological concepts are applied to
relevant individual and social concepts through a 3 part assignment that engages the
student to attempt to solve one or more case studies through the use of definition and
theory.
Related course learning outcomes, and summary of the purpose of
assignment/assessments.




Students will be able to define the presentation of healthy personality development and
unhealthy personality development.
Students will be able to identify, define and outline personality disorder diagnoses and
symptomology as defined by the Diagnostic and Statistical Manual of Mental Disorders.
Students will recognize and label the different stages of personality development
throughout adult life cycle.
Students will be able to discriminate between different types of interventions,
hypothesize and apply best practice as it relates to providing treatment for individuals
who are experiencing specific negative personality symptoms.
Key assignments/ assessments that will be used to provide clear indications of student
achievement
3. After learning about the ten most prominent sociological theories on deviance students
will choose two theories to compare and contrast as part of completing a community
survey on the perceptions of a deviant behavior in our community.
Related course learning outcomes, and summary of the purpose of
assignment/assessments.


To analyze the most influential sociological, psychological theories of deviance.
To critically evaluate institutional responses to labeling, deviance and social control.
Key assignments/ assessments that will be used to provide clear indications of student
achievement
4. Students will be able to evidence their comprehension of specific diagnosis, personality
presentation, healthy and unhealthy development though a quiz that challenges the
student to recall, recognize and apply definitions to a case study.

Related course learning outcomes, and summary of the purpose of
assignment/assessments.
Students will be able to define the presentation of healthy personality development and
unhealthy personality development.


Students will be able to identify, define and outline personality disorder diagnoses and
symptomology as defined by the Diagnostic and Statistical Manual of Mental Disorders.
Students will recognize and label the different stages of personality development
throughout adult life cycle.
Key assignments/ assessments that will be used to provide clear indications of student
achievement
5. Students will be able to engage in a critical discussion of personality development and
clinical/case management intervention through the participation in a peer to peer blog
posting in which students role play a variety of provider roles. Students will be
challenged to analyze the case study strengths, weaknesses, diagnoses, resources and
their personal roles in order to dissect content and create a comprehensive plan to
support the individual case study to success.

Related course learning outcomes, and summary of the purpose of
assignment/assessments.
Students will be able to discriminate between different types of interventions,
hypothesize and apply best practice as it relates to providing treatment for individuals
who are experiencing specific negative personality symptoms.
Key assignments/ assessments that will be used to provide clear indications of student
achievement
6. Students will construct and present their own case treatment plan after reviewing a case
study of an individual currently challenged with difficult personality disorder symptoms
and life challenges.



Related course learning outcomes, and summary of the purpose of
assignment/assessments.
Students will be able to identify, define and outline personality disorder diagnoses and
symptomology as defined by the Diagnostic and Statistical Manual of Mental Disorders.
Students will recognize and label the different stages of personality development
throughout adult life cycle.
Students will be able to discriminate between different types of interventions,
hypothesize and apply best practice as it relates to providing treatment for individuals
who are experiencing specific negative personality symptoms.
Course Grading System
100-90 Points= A
Superior performance, showing excellent comprehension of course content and above
average written/oral expression, leadership qualities in classroom participation
89-80 Points= B
Above average, good conceptual understanding, good expression, possibly lacking in areas of
organization and/or mechanics of assignments
79-70 Points= C
Acceptable work for this level of college work
69-60 Points= D
Barely passing, below standard for given level of college work
59-50 Points= F
Unacceptable work; may reflect lack of attendance, effort, or non- compliance with course
policies
Grades will be issued consistent with NAU-Yavapai procedures and practices.
Readings and Materials
Title: Deviance Across Cultures
Subtitle: Constructions of Difference
Author: Heiner, R.
Edition: Second Ed
Publisher: Oxford University Press, New York, NY
ISBN-10: 0199973520
ISBN-13: 978-0199973521
*American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders
(5th Ed.) Arlington, VA. Students are not required to purchase this text.
Clarkin, J.F., Caligor, E., Stern, B. & Kernberg, O.F. (2007) Structured Interview of Personality
Organization (STIPO). Personality Disorders Institute: Weill Medical College of Cornell
University. Ithaca, NY
Effective Fall 2016
Fraley, R., & Roberts, B. (2005). Patterns of continuity: A dynamic model for conceptualizing
the stability of individual differences in psychological constructs across the life course.
Psychological Review, 112, 60-74.
Kendler, K.S. et al. (2008). The structure of genetic and environmental risk factors for DSM-IV
personality disorders.Archives of General Psychiatry, 65, 1438-1446.
Krueger, R.F. (2005). Continuity of Axis I and II: Toward a unified model of personality,
personality disorders, and clinical disorders. Journal of Personality Disorders, 19,
233-261.
Lynam, D., & Widiger, T. (2001). Using the five-factor model to represent the DSM-IV
personality disorders: An expert consensus approach. Journal of Abnormal
Psychology, 110, 401-412.
Monroe, S.M., & Reid (2009). Life stress and major depression. Current Directions in
Psychological Science,
Oltmanns, T.F., & Turkheimer, E. (2009). Person perception and personality pathology. Current
Directions in Psychological Science. 18, 32-36.
Paris, J. (2003). Personality disorders over time: Precursors, course, and outcome. Washington,
D.C.: American Psychiatric Press.
Shea, S.C. (1995). Psychiatric interviewing: The art of understanding. Philadelphia, PA:
Saunders. Read Chapter 7, "Personality disorders: Reflections of the social history."
Skodol, A.E. (2005). Manifestations, clinical diagnosis, and comorbidity. In J.M. Oldham, A.E.
Skodol, and D.S. Bender(Eds), Textbook of personality disorders. Washington,
D.C.: American Psychiatric Publishing. Pp. 57-88.
Ullrich, S., & Coid, J. (2009). The age distribution of self-reported personality disorder traits in a
household population. Journal of Personality Disorders, 23, 187-200.
Widiger, T., & Samuel, D. (2009). Evidence-based assessment of personality disorders.
Personality Disorders: Theory, Research, and Treatment, S(1), 3-17.
Class Outline
Week 1: Introduction to deviance in micro, meso, and macro environments
Healthy Personality Development in Adults and Older Adults
Week 2: Primary sociological theories of deviance
Personality, Pathology, and Psychopathology
Week 3: Precursors & Life Narratives
Assessment & Evaluation
Week 4: Perceptions of mental illness across cultures
Effective Fall 2016
Culture, Moral Panic & Religious Deviance
Week 5: Presentation & Clinical Diagnosis
Week 6: Deviance in relationships, family & sexuality
Week 7: Treatment and Intervention
Week 8: New trends in social deviance
Individual Life Course and Outcomes
All assignment rubrics with assignment grading measurements can be found in the AHBY 260
course Blackboard shell under the tab Assignment Rubrics on the left hand tool bar of the
course interface. Additionally questions should be directed to the instructor either in class, via
email, or during office hours.
Assignment
1.
2.
3.
4.
5.
Syllabus Quiz & Introduction post
Weekly blog
Case Study posted to blog
Community Survey posted to blog
STIPO Evaluation Summary posted to blog
Points
Assigned
5
20
10
40
25
Timeline for
Assessment
Week 1
2,3,5,8
Weeks 3
Week 4
Week 7
Class Policies
Library & Research Resources
Quick links to the NAU Cline Library and Research Paper
Resources can be found on the left navigation bar in Blackboard. Quick links include:
Library Link
Course Specific Custom
Library Guides
Ask the Librarian (24/7)
American Psychological
Association Tutorial
APA Guidelines
MLA Guidelines
CSE Guidelines
Legal Citation
Plagiarism Policy
Writing a Research Paper
Writing Expectations
All students should write at college level in all course communication and assignments.
Please pay particular attention to the information listed below.
Writing should be clear, concise, and non-incendiary. Your opinions should be backed with
evidence that supports them. Observe common web Netiquette rules when posting; language
should be professional and courteous.
Citation and Reference Style
Effective Fall 2016
Students should use the APA citation style, when citing sources.
Here is a handy website with information on APA citation
style: https://owl.english.purdue.edu/owl/resource/560/01/
Communicating with the Instructor
When questions arise during this course, please remember to check these three sources for an
answer:
1. Course Syllabus;
2. Announcements in Blackboard; and
3. Your email
If you have questions of a personal nature such as relating a personal emergency, questioning a
grade on an assignment, or something else that needs to be communicated privately, please
contact the instructor via the email. Please allow 24/48 hours for the instructor to respond.
All instructor correspondence should be conducted within your course (university)
mail.
Attendance/Participation
Preparation for class means completing all study activities required for that week. Attendance in
an online/hybrid course means logging into the Learning Management System (Blackboard) on a
regular basis and participating in the all of activities that are posted in the course.
Studying and Preparation Time
The course requires you to spend time preparing and completing assignments. For every credit
hour you should expect to spend at minimum of three (3) hours working on the course per week.
Therefore, a 3-credit course would require approximately 9 hours of time per week.
Late or Missed Assignments
All assignments must be finished and turned in to complete the course. Unless the instructor is
notified BEFORE the assignment is due and provides an opportunity for the student to submit
his/her assignment late, points may be taken off for a late assignment.
The Instructor determines the late guidelines for the course. Emergency medical or family
events that occur during the course of life must be discussed with the instructor
immediately. Appropriate documentation may be required by the school.
Submitting Assignments
Effective Fall 2016
All assignments, unless otherwise announced by the instructor, MUST be submitted via
Blackboard. Each assignment will have a designated location for submission.
Instructor Feedback
Your instructor will provide feedback within 7 to 14 days.
Subject to change notice
All material, assignments, and deadlines are subject to change with prior notice. It is your
responsibility to stay in touch with your instructor, review the course site regularly, and
communicate with other students to adjust as needed if there is any change in the course.
Statement on plagiarism and cheating The University takes an extremely serious view of
violations of academic integrity. As members of the academic community, NAU’s
administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty
and are committed to maintaining the academic integrity essential to the education
process. Inherent in this commitment is the belief that academic dishonesty in all forms violates
the basic principles of integrity and impedes learning. Students are therefore responsible for
conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic
dishonesty. Faculty members then recommend penalties to the department chair or college dean
in keeping with the severity of the violation. The complete policy on academic integrity is in
Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
Effective Fall 2016