To
Senate
SIMON FRASER
MEMORANDUM
UNIVERSITY
f 22
From...
Senate Committe.onUndergraduat
I ?
Studies ?
.
Subject
...
.
Cou r.
ea
nd
. Prçgrarn Changes:
?
.Dat
e
...
.
November 21, ...7
- Psychology
Action taken by the Senate Committee on Undergraduate
Studies at its meeting of November 15, 1977 gives rise to
the following motions:
M(V1'Tt'M 1
"That the change in requirements for the
Psychology Honors program, as set forth
in S. 77-146 be approved and recommended
to the Board for approval.
MOTION 2
"That the proposal for the discontinuance
and deletion from the calendar of PSYC 150-3
(Psychological Factors in Performance) and
PSYC 330-3 (Situation Perception) as set
forth in S.
77-14
be approved and
recommended to the Board for approval".
Note - these courses have not been offered for any
stated period of time. They are not central to the curriculum
of the department and, after careful review the department has
recommended that they be discontinued.
MOTION 3
"That the change of description and title
proposed for PSYC 325-3 (Memory) be appiEoved
and recommended to the Board for approval."
MOTION 4
"That the proposed new courses PSYC 326-3
(Psychology of Consciousness) and PSYC
373-3 (Behaviour Therapies), as set forth
in S.
77-146,
be approved and recommended
to the Board for approval.
2
SCUS/SENATE
?
-
2 -
? November 21/77
MOTION 5
"That the proposed change of prerequisite
for PSYC 456-5 (Psychology of Adulthood
and Aging) , as set forth in S.77-146 be
approved and recommended to the Board for
approval.
Note - the statement "and 90 hours of credit or permission
of the department" was inadvertently ommitted from the pre-
requisite statement for this course in the last edition of
the University calendar. The proposed revision will bring
prerequisites for this seminar into line with those of all
other 400 division seminars in the department.
D. R. Birch
DRB/cg
.
S
DEPARTMENT OF PSYCHOLOGY
UNDERGRADUATE CALENDAR ENTRY
1978-1979
p. 202 Requirements for Honors
?
Change of Requirements
in Psychology
From:
.-
"Continuing
To remain in the Honors program students mu
1.
Obtain a faculty adviser.
2.
Present to the departmental Under-
graduate Studies Committee a coordi-
nated program of approximately 45 credil
suited to a chosen direction within
psychology. Normally the program will
be designed in consultation with the
faculty adviser, and must be presented
before 80 credits have been accumulated
Approval of the program will be based oi
its quality and coherence."
To:
"Continuing
To remain in the Honors program students mu
1.
Obtain a faculty adviser.
2.
Present to the departmental Undergradua
Studies Committee a coordinated program
of approximately 45 credits suited to a
chosen direction within psychology.
Normally the program will be designed i:
consultation with the faculty adviser,
and must be presented before 80 credits
have been accumulated. Approval of the
program will be based on its quality an
coherence.
3.
Have 3.0 or higher grade point average
for all courses taken in each semester.
4.
Have a 3.0 or higher grade point averag
for all psychology courses taken each
semester.
A student not meeting these requirements ma
be dropped from the program. Such a studen
may apply for readmission to the honors
program. Students having difficulty findin
an honors advisor should contact the
D
epartmental Undergraduate Advisor for
2
assistance. A pamphlet describing the
honors program and the requirements for the
honors project (Psych 490-5 and 499-5) can
be obtained from the General Office."
Rationale:
A requirement that honors students must have
at least a 3.0 G.P.A. in psychology and a
3.0 semester G.P.A. in each semester in order
to remain in the honors program is proposed.
This requirement ensures that a student must
maintain at least the same level of achieve-
ment once in the program as was required
to enter it.
p.
204 PSYC 150-3
Psychological Factors in Delete
Performance
p. 206 PSYC 330-3 Situation
?
Delete
Perception
Rationale:
Psychology 150-3 and Psychology 330-3 are
to be dronDed from the calendar. These
courses are not key courses in our
department and since no one wishes to teach
them we have decided to drop them from the
calendar.
p.
206 PSYC 325-3
Memory and Con5cious
Content
CHANGE OF DESCRIPTION AND TITLE
From:
"Examination of the phenomena of memory and
the retention and reproduction of conscious content.
Considers the conditions and princip1e of
retention and recall in short and long term
memory."
To: "Memory
"Examination of the phenomena of memory and
the retention and reproduction of information.
Considers the conditions and principles of
retention and recall in short and long term
memory."
Rationale:
A change in the title and course description
for PSYC 325-3 is proposed. The words
"Conscious Content" are to be dropped
. ?
from the title of the courses and the
words "conscious content" in the course
description should be replaced by the word
"information".
SEE APPENDIX A
p. 206 PSYC 326-3
?
"PSYCHOLOGY OF CONSCIOUSNESS"
NEW COURSE
SEE APPENDIX B
p. 207 PSYC 373-3
?
"BEHAVIOR THERAPIES"
NEW COURSE
SEE APPENDIX C
p. 209 PSYC 456-5
?
CHANGE OF PREREQUISITE
From:
"PSYC 351-3 or 355-3"
To:
"PSYC 351-3 or 355-3 and 90 hours of credit
or permission of the department."
Rationale
The phrase "and 90 hours of credit or the
permission of the department" is to be adde
to the pre-requisite to PSYC 456-5. It was
missed in last year's calendar and will
bring the prerequisite to this seminar into
line with those for. our other 400 level
seminars.
SEE APPENDIX D
SEEMITTEE ON UNDERGRADUATE STUDIES
?
t) ))( 1,)
—
COURSE
PROPOSAL PORN
?
C) ?
T,r,.j.'
A.O
- --
?
i
es
PV('Wfl.fl(V
c
reTl
4y
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o
j
o
v
OPJL'/
1.
t.:ilendar Information
?
UdII.UicI&t.__________
Abbreviation Code: PSYCH CótLrse Number: 325
?
Credit Hours:
3
Vector: 2-0-2
iI,
I.%
F Course:
MEMORY
Calendar Description of Course:
?
Examination of the phenomena of memory and the
retention andreproduction of information. Considers the conditions and
principles of retention and recall in short and long term memory.
Natui:e of Course
Prerequisites (or special instructions):
Psychology 101-3
What course (courses), if any, is being dropped from the calendar if this course is
approved:
None
2.
Schnedulin
j
now frequently will the course be offered? Once per year
Semester in which
t
he course will first be offered? 79-1
Which of your present faculty would be available to make the proposed offering
possible? Dr. Modigliani, Dr. Turnbull
3.Objectives
of the Course
?
To communicate how psychologists have tried to
understand remembering and the processes of memory. To review the
recent literature on short and long term memory.
4.
etary and Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty none
Staff none
Library none
Audi" Visual
?
none
Space
?
none
Equipment none
5. Approval
Date: ?
OY-77
J
L'Ji4vr4'J
?
Department Chairman
- ') c)
/C2)) ?
/S////77
Dean' ?
Chairman, SCUS
C
uS 73-34b:-
(When completing this form, for instructions see Memorandum
SCUS 73-34a.
Ai'ach
course outline).
'73
PSYCH. 325
325 Course Outline
In this course we shall examine how psychologists have tried
to understand remembering and the processes of memory. We all
know that memory is necessary for out mental and behavioral
life for, without it, we could not function. But how do we
remember? What do we remember? How faithful to the original
events are our present memories? Is it possible that we
actually reconstruct memories from remembered fragments? Are
all of our memories coded in verbal form, or are they like
faded perceptions? How important is rehearsing in strengthen
memories? What are the ways we can use which will increase the
likelihood we remember, at some later time, material now under
study? And, finally, how are memories, our store of knowledge,
organized in our brain? These are the questions we'll seek
to answer in this course.
TEXTS:
1.
F.C. Bartlett, Remembering: A Study in Experimental
& Social Psychology, Cambridge University Press, 1967
2.
J.M. Gardiner, Readings in Human Memory, Methuen, 1976
3.
R.L. Klatzky, Human Memory: Structures and Processes.
San Francisco: W.H. Freeman, 1976.
READING LIST:
A.
Introduction and general issues
Chapters 2, 4, 5, 6, and 10 in Remembering, by
F.C. Bartlett.
B.
Information Processing Systems
1.
G.A. Miller: The magical number seven, plus or
minus two: Some limits on our capacity for
processing information. Psychological Review,
1956, 63, 81-97.
2.
N.C.Waugh and D.A. Norman: Primary Memory.
Psychological Review, 1965, 72, 89-104.
3.
R.C. Atkinson and R.M. Shiffrin: Human Memory:
A proposed system and its control processes.
In K.W. Spence and J.T. Spence (Eds.) The
Psychology of Lear ing and Motivation, Vol 2,
New York: Academic Press, 1968.
•
4.
M. Glanzer and A.R. Cunitz: Two storage mechanisms
in free recall. Journal of Verbal Learning and
Verbal Behavior, 1966, 5, 351-360.
...2
sych. 325
?
' - 2 -
?
.,
Rehearsal Processes
S. D. Rundus: Analysis of rehearsal processes in
free recall. Journal of Experimental Psychology,
1971, 89, 63-77.
6.
V. Modigliani: Effects on a later recall
,
by
delaying initial recall. Journal of Experimental
Psychology: Human Learning and Memory, 1976, 2,
609-622.
Chunking and Organization
7.
G.A. Miller: ?
(Same as B.l.)
8.
G. Mandler: Organization and memory. In K.W. Spence
and J.T. Spence (Eds.) The Psychology of Learning
and Motivation, 1967, Vol. 1. On RESERVE.
9.
G.H. Bower, M.C. Clark, A.M. Lesgold, and D.Winzonz:
Hierarchical retrieval schemes in recall of
categorized lists. Journal of Verbal Learning
and Verbal Behavior, 1969, 8, 323-343.
Imagery
- 10. G.H. Bower: Imagery as a relational organizer is
associative learning. Journal of Verbal Learning
and Verbal Behavior, 1970, 9, 529-533.
11.
G.H. Bower: Analysis of a mnemonic device. American
Scientist, 1970, 58, 496-510.
12.
V. Modigliani and J.G. Seamon: Transfer of
information from short- to long-term memory.
Journal of Experimemtal Psychology, 1974. 102,
768-772.
Levels of Processing
13.
F.I.M. Craik and R.S. Lockhart: Levels of processing:
A framework for memory research. Journal of
Verbal Learning and Verbal Behavior, 1972, 11,
67l-68'4.
l i
i. T.S. Hyde and J.J. Jenkins: Differential effects
of incidental tasks on the organization of
recall in a list of highly associated words.
Journal of Experimental Psychology, 1969, 82,
4/2-481.
Psych. 325
?
- 3
G. Semantic memory: Network models
15.
A.M. Collins and M.R. Quillian: Retrieval time from
semantic memory. Journal of Verbal Learning
and Verbal Behavior, 1969, 8, 20-271.
16.
C. Conrad: Cognitive economy in semantic memory.
Journal of Experimental Psychology, 1972, 92,
1'49-154.
17.
D.D. Wickens: Encoding categories of words: An
empirical approach to meaning. Psychological
Review, 1970, 77, 1-15.
H. Semantic memory: Dual coding systems
18.
G.H. Bower: Same as No. E. 11.
19.
A. Pavio: Perceptual comparisons through the
mind's eye. Memory and Cognition, 1975, 3,
635-6'47.
I. Episodic Memory
20. E. Tulving and D.M. Thompson: Encoding specificity
and retrieval processes in episodic memory.
Psychological Review, 1973, 80, 352-373.
iI
S.ENAT
9U
?
STUDIES.
NEW 001 RSE RROMSAL F.OM
1.
(.:.derd3r Information
?
Department: PSYCHOLOGY
?
-
Abbreviation Code. PSYCH CdtLrs N,uer
:326
?
Credit Hours:
3 ?
Vector:
2-0-2 -.
Ftt1 of Course:
Psycholog!
of
?
ciousn!,
Calendar
Description, of Cour
s
e.
:
Systematic consideration
?
consciousness as a
?
psychological pro.
Tog$.q8
1.
c
p
4,
tl1. icl*4$t
he
. place of coniousns8
in the history
of
p&3
ci4g!; et
ch
,
°R
sa1
?
of
C
ec1ousjtsa, C. g.. dreaming,
hypnosis, n*dtai%, fa;
?
o
?
1ati jip
?
brain and.
consciousns8 apc5tip
?
ciP!S r8ArCh.
Nature of Course
r
2 h
g
itq
aI 2 hour
ia
Prerequisites (or 6pec
i
a 1 . 1
ion5)
Psych 101-3 and
?
21-3
That course (coux9es), i,f a,
ia bA
?
dogp,4.
fro the clenr if this course is
approe4:
?
pne
2.
edulin
now Irequeptly.
course
will thf
?
of fee? 1-2 pe.r yar
Semester in which the cour,w,ill.
fira,t
be offered? 78-3
Which ofyour preea I
?
i4
b available
to ak the
proposed
offering
possible?
?
Dr. Baka, Ir. Bey,eytei., Dr. Pa$njpe
3.
Object ivea of th.e
CoursA
To
?
students ith coFepts,, research methods,
and eMq
h
fi4 ?
f;
?
a,pproçh to th prob1 of
consciousness.
s;
?
e,. a
l
to critiçl1y eivate rqe.arc
h
in the
?
area, of consciousness-
Th
s,qi1d
a,Is
,
p
be
ç
1e to fqçjiat
e
and conduct
reseatch ?
the
.
4. lludgetar,y
and.
Space
Rgptzenta. (for, tnfornçion
only.)
What ad4tiofl1
;
re
?
w1l ?
j.re4
in the foiloiig
areas:
Faculty
nO..
Staff
qo
Library
no
Audio Visual
none
Space
none
Equipment
none except for min e
r purchases
5. Approyal
Date: ?
,.2oOcJ'77'
De' p
ar.t ?
••Ctt
j
?
/ ?
7
7
/
?
Dean ?
Chai'man'SCUS
V
73-J4
14,
,
:- (When completing this
form,
for instructions see Memorandum SCUS 73-34a.
ALtach co,urse outline).
PSYCHOLOGY 326-3
..
PSYCHOLOGY OF CONSCIOUSNESS
1.
Historical background: Pre-scientific views of consciousness;
Win. James and the stream of consciousness; the concept of
consciousness in Structural psychology, Functional psychology,
Gestalt psychology, Behaviorism, and Psychoanalysis; non-Western
approaches to consciousness; consciousness and the brain in
historical context.
2.
States of consciousness: Contemporary research on various states
of consciousness as:
a *
waking consciousness, attention
b. sleep and the dream state
co hypnosis and trance state
d.
imagery, daydreaming, fantasy
e.
biofeedback
f.
meditation
g.
drug states
h.
mystical states
i.
pathological states of consciousness
. ?
3. Consciousness and the brain: Consideration of research on
physiological correlates of conscious states, including:
a.
functional asymmetry of right and left cerebral
hemispheres and consciousness
b.
brain injury and consciousness
C.
EEC and evoked potential
d. biochemical correlates
4. Consciousness research: implications and applications among topics
to be considered are:
a.
educational implications
b.
consciousness and the human potential
C.
medical implications
d.
implications for psychopathology and psychotherapy
e.
implications for psychological theory
Pèychology of
CnsciouineSS
Rêdi Lilt
Textbooks
1.
Altered Stat
of K*àrènëàs:
èà11êt1Oñ
of Scientific Athéricañ
páperá,
176.
2.
Oinstein,
L.
!
ftig
N&tÜë of
iià
CbñciouSnèss: a BoOk of
Reaine,
1973
3.
Pelletier, K.R. Mid Càfi1d, C. CdfièciOunesS: East and West,
1976.
bthe
-
'i Eóóks
1.
Baring,
E.G.
±h, ?
J.c1
ihà.On
df.. dcidusnees
2.
d Ropp,
Ls.
iid
II ?
I;
ib
3.
Gárdnér, ?
Tbi
iãtèiêd Mind, 1974
4.
Hàrimaiin,
E.L.
i-!h "
g
hifibtiofis 6k
Sië'ep,
1973
5.
huxley,
A.
The Ddó Sf Pèrcp±ón
6.
iynéê; i TI't
dHiié.óf
Câhciiilh1nthébreakdOWñ of
t1
Eii
Mia;
1977
7.
Ohitëii;
Liz. ?
ch61Oy o CónscioñSñèS 1972
8.
P4nH.èId 1
W.
h6 14&?
Of
9.
Tért, C. ?
tatêi 6i Consciousfik
g
gi
1975
10.
Wii, A. i%
g
thirá1 11Üd, 172
11.
AAAS, ?
óit C6ci6uêi6sS, 1976
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
f)-
PP vv , i
?
C
NEW COURSE PROPOSAL FORM
1. :.dendar Information
?
Department: PSYCHOLOGY
,\I,hrevlation Code:
PSYCH
Cdttrse Number: 373
?
Credit Hours:
3
V ector:2_2 -
W ?
lit Ic
of Course: The Behavior Therapies
Calendar Description of Course:
?
Considers the 4hiloaophy, theory, and practice
of the behavior therapies. Theories of learning which have generated techniques
for behavior change are critically examined and a broad range of techniques is
reviewed with therapeutic efficacy the primary focus. The influence of cognitive
psychology on behavior theory is also presented.
Nature of Course
7
Prerequisites (or special instructions):
Psych 101-3, Psych 201-3 and one other psychology course (Psych 302-3 recommended)
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
None
2.elin
now frequently will the course be offered?
?
Once per year
Semester in which the course will first be offered? 78-3
Which of your present faculty would be available to make the proposed offering
possible? ?
Dr. Wright and Dr. Coles
3.Objectives
of the Course
?
To familiarize the student with the philosophical,
.
?
?
historical, theoretical, and empirical/therapeutic characteristics of the?
Behavior Therapies. - Inasmuch as
the
Behaviour Therapies constitute one of
psychology's major contributions to both the applied and theoretical literature
on human welfare, critical evaluation of both theory and technique will
comprise a major part of the course.
4.
Budgetary and Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty none
Staff none
Library none
;Ludio Visual
?
none
Space ?
none
Equipment none
5. Approval
Date: ?
2o
Department Chairman
CJ '/
C7
hi
De'an
?
/
Chairman, SCUS
73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.
Ai'ach
course outline).
'73
Km
('.ouree Outline - Psych 373-3
Name:
The Behavior Therapies
Level : 3
00
Prerequisites: I. Introductory P3ycho]oy
?
1.03-3
2. Research Methods in
Psychology ?
203-3
3.
One other psychology course
(Psych 3O2-3 recommended)
Format: Lecture -
Two one-hour ]!ectures
Laboratory—'
One
two-hour
laboratory
Course Objectives: The Behavior Therapies would be designed to familiarize the student
with:
a).
the philosophical/metaphysical foundations and assumptions of the behavioral view
of mankind;
b).
the theoretical beginnings of the behavior therapies, notably in the work of Pavlov,
Skinner, Woipe, Lazarus, Bandura, N. Miller etc.
c).
the history of the development of behavior therapeutic techniques, beginning
with
Skinner's work with psychotic patients, through to present day applications.
Some attempt will be made through readings and lectures to cover the range of
clinical problems treated and techniques employed by the behavior therapies;
d).
the impact behavioral, theory and therapy have had on social awareness and scientific
interest in psychotherapeutic process and outcome;
e).
the relationships (weak, most often) between theories of learning and behavior
therapeutic techniques. This objective guides the major critical portion of the
course. A detailed examination of the validity of the behaviorists' explanations
for therapeutic success in terms of learning theory is indicated here. Alternative
explanations will. be
explored and modern behavioral derivatives (e.g., cognitive
behavior modification) which attempt to reinsert the Person into the S-R equation
will be discussed.
f).
the ethics of behavior therapy.
Lectures: In general, the lecture outline would be a breakdown of the course objectives,
(a) through (f). In particular:
a).
theoretical material: operant and classical conditioning, social - learning
theory, cognitive - behavior theory, contrasts, comparisons and critiques of
same.
b).
Research material: Token economies, aversion therapy, modelling, assertivene
training, self control, training, systematic desensitization, treatment of
behavior disorders in children, psychotic and neurotic in/out patients,
alcoholism, obesity, etc.
• ?
2.
c).
Ethical material: Use of
punishmeffi:,
time-out, aversion therapy,
(Iuestions of "control."
and "manipulation",
treatment of homosexuals.
d).
Phi] sophica] material : Skinner, Rogers, Mahoney and Thoreson, Lazarus.
Labs: Two hour lab periods would he spent as follows:
a).
Student presentation - two per student, the first being a brief review
of a published research article and the second, the students' presentation
of his or her term paper.
b).
As time permitted, the presentation of relevant case material from the
literature,
Student Evaluation:
3.
Midterm and final short answer/essayexams: 25 and 35%
2. First lab presentation, 30%. Term paper and second lab
presentation, 30%.
It might be noted that the ]eve] of enquiry sought through this course can be
maintained, indeed enhanced, with an emphasis on the considerable Canadian
contribution made to the area.
The following is a list of possible reference and required readings:
Franks, C.M. and Wilson, G.T. (Eds.) Annual review of behavior therapy theory and
?
practice. Volumes 1. - 4 (1973-1977). New York: Bruner/Mazel, ]973-]977.
Waschtel, P. Psychoanalysis and behavior therapy. New York: Basic Books, 3977
Mahoney, M.J. Cognition and behavior modification. Cambridge: Ballinger, 3974.
Lazarus, A.A. Multimodal behavior therapy. New York: Springer, 1976.
Ulrich, R., Stachiok, T. and Mabry, J. (Eds.) Control of human behavior (Vols. I-Ill).
Glenview, Illinois: Scott, Foresman, 1966.
Morris, R.J. Behavior modification with children. Cambridge, Mass.: Winthrop, 3976.
Rachman, S. and Teasdale, J.
Aversion
therapy and behavior disorders. Coral Crables,
Florida; University of Miami Press, 1969.
Bandura, A. Principles of behavior modification. New York: Holt, Rinehart and Winston,
1969.
Goldfried, M.R. and Merbaum, M. (Eds.) Behavior change through self-control. New
York: Holt, Rinehart and Winston, 1973.
Watson, D.L. and Tharp, R.G. Self-directed behavior. Monterey, Ca: Brooks-Cole, 3972.
Sager, C.J. Marriage contracts and couple therapy. New York: Bruner/Mazel, 1976.
Mash, E.J., Handy, L.C. and Hamerlynck, L.A. (Eds.) Behavior modification approaches
to parenting. New York: Bruner/Maze]., 1976.
'p
Kanfer, F .H.
A.11.
md 'o2dstcin,
(eds.) He]pLng people harise. New York: Porgamon,
1975.
?
[J
Yates, A.J. Theory and practice in behavior therapy. New York: Wiley, 1975.
Graziano, A.M. (Ed.) Behavior therapy with children (Vols. I and II) Chicago: Aldine
1973 and 1975.
Olsen, P. Emotional flooding. !ew Yor
k:
Human Sciences Press, 1976.
Beck, A.T. Cognitive therpy and the emotional disorders. New York: Intl]
University Press, 1976
Kanfer, F.H. and Phillips, J.S. Learning foundation of behavior therapy. New York:
Wiley, 1070.
Mahoney, N.J. and Thoresen, C. Self-control: Power to the person. Monterey, Ca.:
Brooks-Cole, 1974.
Strupp, H.H. at al. Psychotherapy and behavior change. Chicago: Aldine, 3073.
Meidenbaum, D. Cognitive-behavior modification. New York: Plenum, 1977.
Craighead, W.E.. Kazdin, A.E. and Mahoney, M.J. (Eds.) Behavior modification. Boston:
Houghton-Mifflin, 1976.
n.b.:
In addition to the above texts, and the original research papers combined in
the numerous edited volumes, the Journal of Abnormal Psychology, Journal of
Consu
l
ting and Clin
i
cal. Psychology, and the Psychelogical Bulletin are journals
replete with both
?
il'ical and theoretical papers germane to the material of the
course. More directly, Behavior therapy, the Journal of Behavior Therapy and
Experimental Psychiatry, B6hv1or Therapy and Research, and Cognitive Therapy
and Re àih wiird
i'b'iide
ample resource material for term papers etc.
0
- ?
- -:
?
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
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APPENDIX D
NEW COURSE PROPOSAL FORM
1.
i:dendar
Information ?
S ?
Department:
PSYCHOLOGY
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Abbreviation Code:
PSYC
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Cötrse
Number:
4
.
.
56
Credit Hours:
5
Vector:
_____
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11t ?
of
Cour8e:
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Psychology of Adulthood and Aging
Calendar Description of Course:
Nature of Course
Prerequisites (or special instructions):
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PSYC 351-3 or 355-3, and 90 hours
of credit or permission of the department.
What
course
(courses), if any, is being dropped from the calendar if this
course is
approved:
2. Scheduling
flow frequently will the course be offered?
Semester in which the course will first be offered?
Which of your present faculty would be available to make the proposed offering
possible?
3.
Objectives of the Course
4.
Budgetary and Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty
Staff
Library
Audio Visual
Space
Equipment
5. Approval
Date:__________________________
/
uepartment Chairman
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c) ?
fA
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/77
iUL 4r ____
c
i ?
Dean ?
Chairman, SCUS
..s 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.
Aiach course
outline).
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S
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