1 1 P a g e Introduction The (ACRL) Information Literacy Competency Standards for Higher Education (2000) provides general performance indicators and outcomes to use in undergraduate settings. The following standards map these general guidelines into the domain of psychology. The Education and Behavioral Services Section of ACRL has charged the Psychology Information Literacy Working Group to create standards for undergraduate psychology students. We have followed the example of the Information Literacy Standards for the Anthropology and Sociology Section (2008) in two important ways: a) we have incorporated the legal and ethical aspects of information literacy, which comprise the fifth standard for the general ACRL documents, into the first four standards and, b) we have provided concrete examples of sources and research situations. The American Psychological Association (APA) lists 54 divisions of psychology ranging from experimental psychology to educational psychology to psychotherapy. While each of these areas has specific needs, they all adhere to the same principles of research ethics. For this reason we have also considered those portions of the APA guidelines for the undergraduate psychology major (2007) that are relevant to information literacy. Using these guidelines captures the underpinnings of psychology common to all areas. The standards also build on the guidelines for minimal training for psychology majors first proposed by Merriam, LaBaugh, and Butterfield (1992). In addition, we have examined the research of librarians who provide instruction for psychology and elicited feedback from psychology faculty to help provide specific performance indicators and outcomes. This includes the identification of relevant information resources. The main purposes of the are to: Encourage librarian and faculty collaboration in the teaching of information literacy as a component of research methods in psychology (Thaxton, Faccioli, and Mosby, 2004). Help librarians design the content of information literacy instruction for students in psychology. Make possible an evaluation of the information literacy skills of psychology students by delineating competencies that should be assessed.
2 2 P a g e STANDARD ONE The information-literate psychology student determines the nature and extent of the information needed. Performance Indicators: 1. The information-literate psychology student defines and articulates the need for information. a. Identifies and articulates a research topic. b. Reads background sources to increase familiarity with and understanding of the concept within broader and narrower aspects of the topic. (Merriam, LaBaugh, and Butterfield, 1992). Examples: Encyclopedia of Psychology (APA) and The Corsini Encyclopedia of Psychology and Behavioral Science (Wiley). c. Identifies key concepts and terms that describe the information need using disciplinespecific resources. Example: APA Dictionary of Psychology d. Consults with instructor/advisor on appropriateness of research topic and scope of focus. 2. The information-literate student understands basic research methods and scholarly communication patterns in psychology necessary to select relevant resources. a. Understands the traditional production flow of scholarly communication in psychology from primary to secondary sources: conference papers > primary source journals/conference proceedings> handbooks/subject encyclopedia entries/journal review articles (Sutton, Feinberg and Levin, 1995). b. Understands basic research methods in psychology research, including research design, data analysis, and interpretation (American Psychological Association Board of Educational Affairs, Task Force on Psychology Major Competencies, 2007). Example: Distinguishes between empirical study and literature review.
3 3 P a g e c. Understands the role of peer review in journal articles and the difference between edited and authored books. d. Understands the expanding role of the Web in scholarly communication and applies the criteria of authority to select appropriate web sources. e. Understands the principles of privacy, confidentiality, and other ethical issues related to research methodology in accordance with the principles of the American Psychological Association s Ethical Principles of Psychologists and Codes of Conduct. (American Psychological Association, 2002). 3. The information-literate student understands the costs and benefits of acquiring the needed information. a. Understands that scholarly material can be obtained beyond local holdings. Example: Interlibrary Loan b. Defines a realistic overall plan and timeline to acquire the needed information, conduct research, and analyze data. c. Identifies and discusses issues related to free vs. fee-based access to information, including pertinent inequalities throughout the world. STANDARD TWO The information-literate student accesses needed information effectively and efficiently. Performance Indicators: 1. The information-literate student selects the most appropriate sources and databases for accessing the needed information.
4 4 P a g e a. Identifies and selects library catalogs for locating relevant books. b. Identifies and selects appropriate article databases. Distinguishes the difference between discipline-specific databases and aggregate databases when using library resources. Distinguishes between vendors and databases. Examples: Identifies databases with significant content for psychology, such as PsycINFO and MEDLINE. Distinguishes between EBSCO and CSA versions of PsycINFO. c. Incorporates relevant Web search engines and government databases into scholarly research. Examples: Google Scholar and PubMed d. Knows and complies with laws and institution rules on access to information resources. 2. The information-literate student constructs and implements effectively designed search strategies. a. Uses appropriate psychological terminology for searching databases, recognizing the different effects of using keywords, synonyms, and controlled vocabulary from the database. b. Creates and uses effective search strategies in relevant databases using advanced search features, such as Boolean operators, truncation, and proximity searches. Example: (adolescent OR teen) AND episodic memory. c. Retrieves scholarly journals, books, and sources appropriate to the inquiry. Example: Understands how to locate books in the shelves using appropriate classification scheme such as Library of Congress. d. Seeks out knowledgeable individuals in the library and academic department as part of the research plan. e. Assesses results to ascertain if there are information gaps and revises or expands search strategy as necessary.
5 5 P a g e 3. The information-literate student effectively organizes and credits his information sources. a. Records systematically all relevant citation information for future use. Examples: Utilizes vendor storage space such as MyEBSCOhost, exports to bibliographic manager software such as EndNote or RefWorks. b. Produces accurate citations and reference lists using the most current documentation style of the American Psychological Association. c. Demonstrates citation of sources to respect intellectual property rights and accurately indicates where the words and ideas of others have been used. STANDARD THREE The information-literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Performance Indicators: 1. The information-literate student summarizes the main ideas to be extracted from the information gathered and synthesizes to restate or to construct new concepts. a. Selects the main ideas from resources and restates in his/her own words or identifies verbatim material to be quoted. b. Recognizes interrelationships between concepts, research results, and psychological theories and restates or combines them to produce new ideas with supporting evidence. c. Recognizes that existing information can be combined with original thought, and/or analysis to produce new information and insights into human behavior and mental processing. 2. The information-literate student combines critical and creative thinking, implementing the scientific approach to solve problems related to behavior and mental processes (American
6 6 P a g e Psychological Association Board of Educational Affairs, Task Force on Psychology Major Competencies, 2007). a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias. Examples: Compares information on group dynamics from Wikipedia article to Encyclopedia of Psychology article. b. Understands the role of viewpoint and theory. Example: Compares articles on language development from Journal of Child Language to articles in First Language. c. Recognizes the structure and logic of supporting arguments or methods within a psychology framework. d. Understands the need to weigh the evidence and tolerate ambiguity. (American Psychological Association Board of Educational Affairs, Task Force on Psychology Major Competencies, 2007) e. Understands what constitutes valid evidence and recognizes prejudice, deception or manipulation. Example: Examines research on mathematics ability through the lens of gender. f. Recognizes, understands, and respects the complexity of socio-cultural and international diversity (American Psychological Association Board of Educational Affairs, Task Force on Psychology Major Competencies, 2007). Example: Compares the concept of intelligence cross-culturally. g. Understands issues related to censorship and freedom of speech as it relates to psychological research. 3. The information-literate student compares new information with prior knowledge to determine its value, contradictions, or other unique characteristics.
7 7 P a g e a. Documents the information seeking process to explain and evaluate the research conducted. b. Demonstrates familiarity with the relevant concepts, theoretical perspectives, empirical findings, and historic trends in psychology (American Psychological Association Board of Educational Affairs, Task Force on Psychology Major Competencies, 2007). c. Evaluates the information collected by comparison with other sources and current theoretical knowledge; notes the limitations of the research instruments and samples available for study. d. Draws conclusions based upon information gathered and integrates new information with previous information. e. Seeks expert opinion from advisor or other subject specialist to validate the research results and interpretation of the information. f. Extends information query based on new information when necessary, g. Outlines future research suggested by new information. STANDARD FOUR The information-literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Performance Indicators: 1. The information-literate student applies new and prior information to the planning and creation of a particular project, paper, or presentation. a. Organizes the content in a manner that supports the purposes and format of the product. Examples: draft or outline.
8 8 P a g e b. Articulates knowledge and skills transferred from prior experiences to planning and creating the product or presentation with appropriate software and technology. c. Integrates the new and prior information, including quotations and paraphrasing with relevant citations to authors of original ideas and information; includes reference section d. Accurately represents team member contributions in collaborative projects. 2. The information-literate student communicates the product effectively to others. a. Chooses a communication medium and format that best supports the purposes of the product or presentation and the intended audience. b. Uses appropriate information technology applications in creating the product or performance. c. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material; posts permission granted notices as needed for copyrighted material.
9 9 P a g e References (2000). Information literacy standards for higher education. Washington, DC: Author. Retrieved November 20, 2008 from American Psychological Association Board of Educational Affairs, Task Force on Psychology Major Competencies. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved April 24, 2008, from American Psychological Association. (2002). Ethical principles of psychologists and codes of conduct. American Psychologist, 57(12), Retrieved November 25, 2008 from Anthropology and Sociology Section Instruction and Information Literacy Committee Task Force on IL Standards. (2008). Information Literacy Standards for Anthropology and Sociology Students. Retrieved November 23, 2008 from Merriam, J., LaBaugh, R. T., & Butterfield, N. E. (1992). Library instruction for psychology majors: Minimum training guidelines. Teaching of Psychology, 19(1), Sutton, E. D., Feinberg, R. P., & Levine, C. R. (1995). Bibliographic instruction in psychology: A review of the literature. Reference Services Review, 23(3), Thaxton, L., Faccioli, M. B., & Mosby, A. P. (2004). Leveraging collaboration for information literacy in psychology. Reference Services Review, 32(2),
10 10 P a g e Other Works Consulted Bieschke, K. J., Fouad, N. A., Collins, F. L., Jr., & Halonen, J. S. (2004). The scientifically-minded psychologist: Science as a core competency. Journal of Clinical Psychology. Special Issue: Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, 60(7), Chamberlain, K. (1986). Teaching the practical research course. Teaching of Psychology, 13(4), Daugherty, T. K., & Carter, E. W. (1997). Assessment of outcome-focused library instruction in psychology. Journal of Instructional Psychology, 24(1), Faix, A., & Hughes, J. (2006). Suntanning as a risky behavio(u)r: Information literacy for research methods in psychology. In D. Cook & N. Cooper (Eds.), Teaching information literacy skills to social sciences students and practitioners: A casebook of applications (pp ). Chicago: Association of College and Research Libraries. Hayes-Bohanan, P., & Spievak, E. (2008). You Can Lead Students to Sources, but Can You Make Them Think? College & Undergraduate Libraries, 15, 1-2. Halonen, J. S., Bosack, T., Clay, S., & McCarthy, M. (2003). A rubric for learning, teaching, and assessing scientific inquiry in psychology. Teaching of Psychology, 30(3), Lampert, L. (2005). "Getting psyched" about information literacy: successful faculty-librarian collaboration for educational psychology and counseling. The Reference Librarian (89/90), Larkin, J. E., & Pines, H. A. (2005). Developing information literacy and research skills in introductory psychology: A case study. The Journal of Academic Librarianship, 31(1), McCarthy, M., & Pusateri, T. P. (2006). Teaching students to use electronic databases. In W. Buskist & S. F. Davis (Eds.), Handbook of the teaching of psychology (pp ). Malden, MA: Blackwell Publishing. Paglia, A., & Donahue, A. (2003). Collaboration works: Integrating information competencies into the psychology curricula. Reference Services Review, 31(4),
11 11 P a g e Schlotzhauer, N. (2006). Psychology. In P. Ragains (Ed.), Information literacy instruction that works: A guide to teaching by discipline and student population. New York: Neal-Schuman. Thaxton, L. (2002). Information dissemination and library instruction in psychology revisited: "Plus ca change..." Behavioral & Social Sciences Librarian, 21(1), 1-14
California Lutheran University Information Literacy Curriculum Map Graduate Psychology Department Student Learning Outcomes Learning Outcome 1 LO1 literate student determines the nature and extent of the
California Lutheran University Information Literacy Curriculum Map Graduate Psychology Department Student Outcomes Outcome 1 LO1 determines the nature and extent of the information needed. Outcome 2 LO2
The Library Instruction Program: A Plan for Information Literacy at Oglethorpe University Introduction Information literacy, the ability to access, evaluate, and incorporate information effectively, is
standards and guidelines Information literacy competency standards for nursing Approved by the ACRL Board of Directors, October 2013 The Information Literacy Competency Standards for Nursing were completed
The Essentials of Baccalaureate Education for Professional Nursing Practice & The Essentials of Master s Education in Nursing As They Apply to the ACRL Information Literacy Competency Standards Sponsored
The Information Literacy (IL) and Information Technology (IT) Teaching and Learning Circle Summary, Overview and Index The IL-IT Teaching and Learning Circle met during the summer and fall of 2002. The
Forensic Psychology (BA) Mission Statement & Learning Objectives The mission of the Forensic Psychology major is to enhance understanding of behavior, in terms of its biological, cognitive, social, emotional
School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization of
Information Literacy Competency Standards for Higher Education Approved by the Board of Directors of the Association of College and Research Libraries on January 18, 2000 Endorsed by the American Association
Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical
LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR Goal 1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
San Jose State University SJSU ScholarWorks Faculty Publications University Library 1-1-2005 Information Competencies Checklist: A Resource for Intersegmental Collaboration Susan Klingberg San Jose State
[Type here] Finding Journal Articles Last updated On Oct 2014 This document and other Information Services documents are held online on our website: https://staff.brighton.ac.uk/is University of Brighton
The SCONUL Seven Pillars of Information Literacy Core Model For Higher Education SCONUL Working Group on Information Literacy April 2011 The SCONUL Seven Pillars of Information Literacy: Core Model 2 Introduction
Psychology Learning Goals and Outcomes UNDERGRADUATE PSYCHOLOGY MAJOR LEARNING GOALS AND OUTCOMES: A Report (March 2002) American Psychological Association, Task Force Members: Jane S. Halonen, Drew C.
Information Technology Curriculum St. Francis School District Committee Review Members: Sue Dohr, Peter Graven, Sandy Korom, Michelle Mancl District Websites: http://www.wggators.org http://www.dcchargers.org
CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM GOALS AND OBJECTIVES FOR UNDERGRADUATE PSYCHOLOGY MAJORS Goals -- Knowledge, skills and values unique to psychology 1.
MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (email@example.com) Support for University and College Missions Marshall University is a multi-campus public university providing
PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES The goals and directives for the psychology major are taken directly from the work of the Task Force on Undergraduate Psychology Major competencies
American psychological association 2012 Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches Guidelines for Preparing High School Psychology Teachers: Course-Based
WRITING ACROSS THE CURRICULUM Writing in Social Work The Hunter College social work curriculum is divided into four major methods: Casework, Group Work, Community Organizing and Planning, and Administration.
Collection Development Policies Counseling, Educational & School Psychology A. Purpose of Collection 1. Program Information The Department of Counseling, Educational & School Psychology (CESP) offers graduate
PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);
233 Psychology Mission The mission of the psychology department is to assist students in the development of lifelong professional, spiritual, scholarly and scientific talents. Talents in psychology involve
General Psychology - Course Syllabus PSY-001-4 Location: Murchison Gymnasium, Room 4 Fall Semester 2015 Time: MWF 8:00 9:05 a.m. Professor: Ronald E. See, PhD Office: Winter Hall 338 Phone: 805-565-7062
November 17, 2010 Marcus M. Kolb, PhD Program Officer Lumina Foundation for Education P.O. Box 1806 Indianapolis, IN 46206-1806 Dear Marcus, It was with great interest that we read about the call for comments
College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship
Resources and Tools for Your College Research and Writing Table of Contents Preparing to Research Choosing your Research Topic or Question Research Resources & Tips Catalogs of Libraries Available on the
Chapter 5 Use the technological Tools for accessing Information 5.1 Overview of Databases are organized collections of information. Ex: Online Catalogs. 1. Structure of a Database - Contains record and
BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (firstname.lastname@example.org) Support for University and College Missions Marshall University is a multi-campus public
Master Technology Teacher Standards FINAL Approved on January 4, 2002 Texas State Board for Educator Certification MASTER TECHNOLOGY TEACHER STANDARDS Standard I. Standard II. Standard III. Standard IV.
Mounce Volume 3, Issue 2, November, 2013 102 Delta Journal of Education ISSN 2160-9179 Published by Delta State University Teaching Information Literacy Online: One Librarian s Experience Michael Mounce
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
ASSESSMENT 5: Masters Degree ECE Summative Assessment Project, Thesis or Paper This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early Childhood Teacher Leader
BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (email@example.com) Support for University and College Missions Marshall University is a multi campus public university providing
PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (firstname.lastname@example.org) Support for University and College Missions Marshall University is a multi campus public university providing
CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,
Section Three Nursing Research Procedures Page 25 Research Competency Nursing majors are expected to develop their research skills throughout the program and demonstrate this skill in the final research
Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements (compiled from current WSU undergraduate catalog at http://catalog.winona.edu/preview_program.php?catoid=7&poid=884)
This document represents the work of the Task Force on Undergraduate Psychology Major Competencies appointed by the American Psychological Association s Board of Educational Affairs. The document has been
Political Science Research Competency Guidelines Approved by the ACRL Board July 1, 2008 Introduction The following guidelines and associated examples developed by the Law & Political Science Section of
Information and Technology Literacy Framework PreK-12 Approved January 2006 Introduction to the Information and Technology Literacy Framework Background Information In 1998, the State Department of Education
PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING Psychology 1010: General Psychology Learning Goals and Outcomes LEARNING GOAL 1: KNOWLEDGE BASE OF PSYCHOLOGY Demonstrate familiarity with
2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) College-wide Goal 1: Intellectual Engagement PG1 Students will demonstrate the ability to think critically and
InformationLiteracyStandardsforTeacherEducation EBSSInstructionforEducatorsCommittee2006 2007 2010 2011 Approved by the ACRL Board of Directors at the Spring Executive Committee Meeting May 11, 2011 Introduction
Academic Standards for Writing in History and Social Studies* Grades 6 12 August 6, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the
DEPARTMENT OF PSYCHOLOGY Brandon University Faculty of Science This document is meant as a planning guide only. Students are advised to consult with the Chair of the Department if they have specific questions
1 What is a literature review? A literature review is more than a list of bibliographic references. A good literature review surveys and critiques the body of literature in your field of interest. It enables
Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively
PROPOSED PENNSYLVANIA STATEWIDE PROGRAM-TO-PROGRAM ARTICULATION AGREEMENT IN PSYCHOLOGY As required by Act 50 of 2009 and the Commonwealth s Transfer and Articulation Oversight Committee (TAOC), the Pilot
PSY101: GENERAL PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: RDG099 Introduction to College Reading III This is an introduction to the study of behavior. The scientific
How to undertake a literature search and review for dissertations and final year projects As part of your project or dissertation, you will need to undertake a literature search. This is a search designed
Psychology Courses (PSYCH) PSYCH 545 Abnormal Psychology 3 u An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
Department of Psychology 159 Chair Assistant Chair Adjunct Faculty Hiroshi M. Sasaki, PhD Kin Cheung (George) Lee, PhD Morgan Blackledge, MFT Lauren Ford, MFT John Gallacci, LMFT Schuyler Ha, LMFT David
PhD in Information Studies Goals The goals of the PhD Program in Information Studies are to produce highly qualified graduates for careers in research, teaching, and leadership in the field; to contribute
NATIONAL INFORMATICS STANDARDS for NURSES AND MIDWIVES Australian Nursing and Midwifery Federation Standards funded by the Australian Government Department of Health and Ageing NATIONAL INFORMATICS STANDARDS
Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.
FACULTY S USE OF THE LIBRARY IMPROVE STUDENTS GRADES ELIMINATE LIBRARY ANXIETY MAKE BETTER USE OF LIBRARY SERVICES Edward G. Schumacher Memorial Library www.northwesterncollege.edu/library Edward G. Schumacher
Course Description Leadership for Diverse Communities Our candidates are Ethical, Reflective, Critical Thinkers, Valuing Diversity and Life-Long Learning The faculty of the Kremen School of Education and
Millersville University Graduate Studies and Adult Learning Master s Thesis Guidelines and Requirements Updated November 2015 I. Definition of a Thesis & Why to Complete One A master s thesis is an approved
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate to create and communicate
Cert Behavioral Statistics (2014 2015) Program Information Point of Contact Marianna Linz (email@example.com) Support for University and College Missions Marshall University is a multi campus public university
226 Transforming BI Activities Into an IL Program: Challenges and Opportunities Introduction A core goal of an academic library s mission is to teach students the skills and knowledge they need to be lifelong
Searching for systematic reviews Candida Fenton Information Scientist University of Glasgow Session outline Introduction Identifying search concepts Selecting databases Building term lists Limiting searches
Indiana Statewide Transfer General Education Core Preamble In 2012 the Indiana legislature enacted Senate Enrolled Act 182, thereby establishing the requirements for a Statewide Transfer General Education
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
College of Social and Behavioral Sciences Criminal Justice Program Outcomes Assessments Map Measuring Graduation Competencies Through The Criminal Justice Program WU Graduation Competencies Program Competencies
CHE Competencies Starting in the early 1990s, three national professional organizations the Society for Public Health Education, the American Association for Health Education, and the American Alliance
Table of Contents pg. SUBAREA I. THE LIBRARY MEDIA PROGRAM COMPETENCY 0001 UNDERSTAND THE ROLE OF THE LIBRARY MEDIA PROGRAM AND ITS RELATIONSHIP TO THE TOTAL SCHOOL PROGRAM...1 Skill 1.1 Skill 1.2 Skill
Psychology Chair: Basma Faour, Ed.D. The Department of Psychology offers a B.A. program in General Psychology and M.A. programs in General Psychology, Clinical Psychology, Counseling, Industrial/Organizational
Purpose of the Special Project GUIDELINES FOR SPECIAL PROJECTS DEPARTMENT OF GLOBAL HEALTH The Master s Special Project in the Department of Global Health is a major requirement for the Master s in Public
B.A. in Psychology Program Assessment Plan June 30, 2005 Program Mission Statement: The Bachelor of Arts in Psychology provides a foundation for traditional and non-traditional students who wish to become
1 MA THESIS AND MA CAPSTONE PROJECT GUIDELINES MA in Corporate Communication Communication Studies Department Baruch College, The City University of New York 2013-2014 COM 9991 MA THESIS IN CORPORATE COMMUNICATION
Psychology Senior Exit Interview Spring, 20XX We value your input as to how well we are meeting the goals for the psychology major at Wells. Given your experience as a graduating senior, please look over
Psy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
Position Statement Scholarship among Nursing Faculty As the national voice for nursing education in Canada, the Canadian Association of Schools of Nursing (CASN) has a mandate to promote high standards
Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy
College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals
Allegheny College CIC Information Fluency Workshop February 2013 Information Literacy Plan Report to CIC The Allegheny plan has two parts one for promoting and tracking information literacy over the entire
GENERAL OVERVIEW NAT 11852-08.2004 SEGMENT FORMAT PRODUCT ID INFORMATION MANAGEMENT STRATEGIC FRAMEWORK In the context of the Information Management Strategic Framework, information is defined as: information