General education component: Cultural diversity Honors Writing centered Writing intensive X Writing active

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1 Banner/Catalog Information (Coversheet) Agenda Item # Eastern Illinois University Effective Spring 2016 New Course Proposal PSY 3518, Psychology of Language Development 1. X New Course or Revision of Eisting Course 2. Course prefi and number: PSY Short title: Language Development 4. Long title: Psychology of Language Development 5. Hours per week: _3_ Class _0_ Lab _3_ Credit 6. Terms: Fall Spring Summer X On demand 7. Initial term: Fall X Spring Summer Year: Catalog course description: Overview of how children typically progress in the development and use of language from birth to maturity, including eamination of relevant issues, theoretical positions, and methodologies used in the study of language development. Topics may include the role of genetics, brain, and culture, as well as the development and use of language in special populations, such as bilingual children. Students receiving credit for CDS 2200 will not be allowed to receive credit for this course. This course is restricted to Psychology and BGS majors. 9. Course attributes: General education component: Cultural diversity Honors Writing centered Writing intensive X Writing active 10. Instructional delivery Type of Course: X Lecture Lab Lecture/lab combined Independent study/research Internship Performance Practicum/clinical Other, specify: Mode(s) of Delivery: X Face to Face X Online Study Abroad Hybrid, specify approimate amount of on-line and face-to-face instruction 11. Course(s) to be deleted from the catalog once this course is approved. None 12. Equivalent course(s): None a. Are students allowed to take equivalent course(s) for credit? Yes No 13. Prerequisite(s): PSY 1879 (Introductory Psychology) a. Can prerequisite be taken concurrently? Yes X No

2 b. Minimum grade required for the prerequisite course(s)? C c. Use Banner coding to enforce prerequisite course(s)? X Yes No d. Who may waive prerequisite(s)? No one X Chair Instructor Advisor Other (specify) 14. Co-requisite(s): None 15. Enrollment restrictions a. Degrees, colleges, majors, levels, classes which may take the course: Psychology majors and Bachelor of General Studies majors, or permission of instructor. b. Degrees, colleges, majors, levels, classes which may not take the course: May not have previously taken PSY4585D-600 (CRN#38170) or PSY4585D-800 (CRN#38839); these are Special Topics in Psychology: Language Development courses. 16. Repeat status: X May not be repeated May be repeated once with credit 17. Enter the limit, if any, on hours which may be applied to a major or minor: _3_ 18. Grading methods: X Standard CR/NC Audit ABC/NC 19. Special grading provisions: Grade for course will not count in a student s grade point average. Grade for course will not count in hours toward graduation. _X Grade for course will be removed from GPA if student already has credit for or is registered in: CDS 2200 _X_ Credit hours for course will be removed from student s hours toward graduation if student already has credit for or is registered in: CDS Additional costs to students: Supplemental Materials or Software Course Fee X No Yes, Eplain if yes 21. Community college transfer: X A community college course may be judged equivalent. A community college may not be judged equivalent. Note: Upper division credit (3000+) will not be granted for a community college course, even if the content is judged to be equivalent.

3 Rationale, Justifications, and Assurances (Part I) 1. Course is required for the major(s) of Course is required for the minor(s) of Course is required for the certificate program(s) of X Course is used as an elective 2. Rationale for proposal: This course has been previously taught online as a 4000-level special topics course. Psychology special topics courses require PSY1879 and 6 additional psychology course credit hours as pre-requisites. As a 3000-level course with only PSY1879 as a prerequisite, the course will be accessible to more students. A course in Language Development is a complement to our current Child Psych course. 3. Justifications for (answer N/A if not applicable) Similarity to other courses: There are several language courses already offered at EIU, most notably in the ENG and CDS Departments. The English Department offers: ENG Structure of Language and ENG 3901-Language and Linguistics; and CDS offers: CDS Language Acquisition and CDS 2100-Phonetics and Phonological Development. However, the proposed course will differ in that it epands beyond the technical aspects of normal linguistic development to cover neurobiological and psychological theories of the child s use of language, such as how language serves the child s cognitive and sociocultural development and vice versa. Prerequisites: An introductory level of psychology knowledge is required to prepare students for this course, which will provide greater in-depth analysis of language development. Language development is only briefly touched upon in some Introductory Psychology classes; but most Intro classes will present basic principles of child cognitive development. This background will prepare students to succeed in this course. Co-requisites: N/A Enrollment restrictions: The course has previously been offered as a 4000-level Special Topics course. Writing active, intensive, centered: Essay eams, Discussion Questions and Activities, and a Term paper are appropriate requirements for a 3000-level course; they will help the student master course content and strengthen students' writing skills. 4. General education assurances (answer N/A if not applicable) General education component: N/A Curriculum: N/A Instruction: N/A Assessment: N/A 5. Online/Hybrid delivery justification & assurances (answer N/A if not applicable) Online or hybrid delivery justification: The Psychology Department already offers online courses and there is a clamor for more online courses, particularly for upper-division psychology classes that Psychology undergraduate majors and minors can apply toward fulfilling their degree requirements. Instruction: Faculty teaching online will have gone through EIU s OCDI training and certification. Instruction will be asynchronous, requiring student engagement through discussion boards, online activities, quizzes, eams, and a research paper. Integrity: The course syllabus will include a statement about academic dishonesty. Multiplechoice quizzes will be time-restricted and emphasize conceptual and applied understanding.

4 Essay eams will require comparing and contrasting of concepts/theories, critical thinking, and application, which will discourage plagiarism. Other writing assignments will emphasize individual applications and eperiences. Term papers will be submitted to Turnitin.com for plagiarism checks. Interaction: The instructor and students will be able to communicate with each other through e- mail, discussion boards, and chat functions provided by EIU s learning management system (e.g., D2L). Model Syllabus (Part II) Please include the following information: 1. Course number and title PSY3518: Language Development (3 credit hours; SP16) Online 2. Catalog description This course eplores how children typically progress in the development and use of language from birth to maturity. Relevant issues, theoretical positions, and methodologies used in the study of language development are presented. The role of genetics, brain, and culture are critically discussed. The development and use of language in special populations, such as bilingual children, are reviewed. 3. Learning objectives. The general goal of this course is to provide students with a basic understanding of how children develop and use language. The materials, activities, assignments, and evaluations assembled for the course are design to culminate in eight specific learning outcomes. 4. Course materials. Upon completion of this class, students will be able to 1. Describe different methods that are used to test infants and children s language ability. (CT-2, WR-2) 2. Understand basic genetics and the brain, and be able to defend the view that particular behaviors have an innate basis. (CT-2, WR-2) 3. Analyze the ages at which normally developing children engage in particular language behaviors. That is, analyze the progress of typical language development from birth to maturity. (CT-3, WR-2)) 4. Compare and contrast the major theories of language development. (CT-5, WR-2) 5. Eplain the relationships between culture, language, and children's home language. (CT- 1, WR-6, RC-1) 6. Discuss characteristics of language development specific to bilingual children. (CT-1 and 2, WR-6, RC-1) 7. Read and comprehend scientific research on language development. (CT-5) 8. Write clearly and succinctly about the scientific study of language development. (WR-1, 2, 3, 4, and 7) Tet: Hoff (2014). Language Development (5th. Ed.). Cengage. Desire-2-Learn (D2L): For the online course, all of the content for the course (handouts, supporting materials, quizzes, eams, assignments, etc.) will be administered, collected, and processed electronically via D2L. Some activities will require specific web browsers and plug-ins. Links to those will be posted and/or noted on D2L.

5 5. Weekly outline of content. 6. Assignments and evaluation, including weights for final course grade. Chapter Activity: For each chapter, an activity will be posted. These will require that students review some materials beyond the tetbook. Some activities will be viewing videos, some will require that students interview people, some require a web search, others might simply be reflecting on a question posted. Each activity will incorporate some writing element. For each activity, students will either respond to a Discussion question or prepare a document to submit via D2L Dropbo. Students will have two weeks to complete each activity. Activities will be worth 25% of the course grade. Chapter Quizzes: For each chapter, students will have to complete a 15-item multiple-choice quiz with time limits. Quizzes will be very detailed and wording-specific, requiring that students critically engage both the tetbook and notes. Quizzes will be worth 25% of the course grade. Eams: There will be four essay eams. Each will only cover specific chapters they are not cumulative, with, typically, one to two questions per chapter. Eams will be worth 25% of the course grade. Term Paper: Students will write a 10+ page term paper (not counting references) on a specific topic in language development. The goal of the paper is for students to research details about a particular area within the study of language development, and practice critical thinking by analyzing, comparing and contrasting, describing the origins, tracing the evolution, eplaining the influence, and/or describing some peculiarities about that topic. The paper should be written in APA style. Papers will be submitted via a Dropbo folder on d2l, and it will be checked for originality (i.e., plagiarism) via turnitin.com s interface. Turnitin software is a plagiarism checker (see the Academic Integrity section below). The term paper will be worth 20% of the course grade.

6 Final Eam: The final eam will be a meta-cognitive reflective essay. It will be due by the day and time listed. The Final will be worth 5% of your course grade. 7. Grading scale. Grading: The final grade will be based on a simple arithmetic average calculated as follows: Final Class Grade % = (% Activities *.25) + (% Quizzes *.25) + (% Eams *.25) + (% Term Paper *.20) + (% Final Eam*.05) Letter grades will be based on a traditional scale of 90% or better for an A, 80-89% for a B, 70-79% for a C, 60-69% for a D, and anything below a 60% will be an F. 8. Correlation of learning objectives to assignments and evaluation Describe different methods that are used to test infants and children s language ability. Understand basic genetics and the brain, and be able to defend the view that particular behaviors have an innate basis. Analyze the ages at which normally developing children engage in particular language behaviors. That is, analyze the progress of typical language development from birth to maturity. Compare and contrast the major theories of language development. Eplain the relationships between culture, language, and children's home language. Discuss characteristics of language development specific to bilingual children. Read and comprehend scientific research on language development. Write clearly and succinctly about the scientific study of language development. Chapter Quizzes Written Chapter Activities Essay Eams Term Paper Final Eam Date approved by the department or school: September 14, 2015 Date approved by the college curriculum committee: September 18, 2015 Date approved by the Honors Council (if this is an honors course): Date approved by CAA: October 1, 2015 CGS: Not applicable.