CANs List

Curriculum Action Notice


From:

Academic Affairs Committee

Date:

February 25, 2008

This is a bulletin from the Academic Affairs Committee concerning proposed curricular actions. Please forward any comments or concerns in the next 10 days to the AAC chair, Premalatha Junius, G04C Belknap Hall, ext. 4588.

Curricular Action Notice: Request for GES Approval, AHD 2201

  1. Date:    11-29/07                     Department: Academic and Human Development
  2. Purpose and nature of change:  See attached Course description            
  3. Old Prefix:     AHD            Old Number: 2201  Old CIP:
    New Prefix:   Same           New Number: New CIP:
  4. Old Course Title: Personal Development/Life Choices    
    New Course Title:   Same  
    Abbreviated Title (for Master Schedule), Maximum 20 spaces

    Complete only items below being changed
  5. Credits (Place number of credits beside appropriate types)
    OLD Credit(s)      3     Undergraduate                      
    NEW Credit(s)     3      Undergraduate                     
    OLD Credit(s) Graduate                                
    NEW Credit(s) Graduate                                
    For variable credits, list Minimum Credit   Maximum Credits  
  6. OLD Clock Hours:     Lecture     3                             Recitation          Lab
    NEW Clock Hours:     Lecture     3                 Recitation          Lab
    OLD Contract Hours:         Lecture     3                           Recitation Lab
    NEW Contract Hours:        Lecture     3                           Recitation Lab
  7. To repeat for additional credit (not repeat of previously earned grade), list maximum
    hours of credit that may be earned over multiple semesters semester hours.
  8. Course Description for Catalog (limit to four sentences):
    This course will give each student an opportunity to examine their personality, life management skills, values and the relationship to making appropriate life choices.  The course is designed to increase each student’s awareness of the responsibilities and control they can impact upon their own life experiences through a holistic approach to living.  A strong emphasis will be placed on a rational-emotive, reality-oriented approach to everyday life management skill building and healthy self-esteem development and  leadership.
  9. Prerequisites: (Courses which MUST be completed prior to taking this course)  None  
  10. Co-requisites: (Courses which must be taken prior to or simultaneously with) None 
  11. If taught dual-level or cross-listed with another department, list:  N/A
    Prefix    Number Support Signature
    If dual-level, attach a document that indicates content, assignments and assessments for graduate and undergraduate courses.
  12. New faculty resources needed?   Yes      √  No
  13. Requested date of offering (Must meet new catalog deadline of March 1) Fall or Spring ’08
  14. Estimated Frequency of Offering: 1 Semester per academic year   
  15. List all programs that require this course.  Provide support from affected departments.
                Leadership Minor         
  16. New Library Resources Needed?  Yes  √ No, if yes:
    Signature of appropriate librarian indicating needs can be met:
  17. New Technology Resources Needed? Yes   √  No  If yes:
    Signature of Director of Information Technology indicating that needs can be met: 

  18. New Equipment resources needed?  Yes   √   No  If  yes:
                Describe Equipment: 
                    Source of funding: 
  19. List 1 – 3 sample textbooks for this course: 
     Personal Development/Life Choices
     Materials Compiled by Vincent W. Jenkins
     CAPCO Custom Publishing
     ISBN: 0-604-09699-2
     Adjustment and Growth the Challenge of Life
     
    Spenser A. Tathus, Jeffrey S. Nevid
     Harcourt, Brace, Jovanovich, College Publishers
     ISBN: 0-03-0744180-0
     Choice and Change: The Psychology of Personal Growth and Interpersonal Relationships (7th Edition)
    April O’Connell, Vincent O’Connell
                  
  20. Describe any student enrollment restrictions (limited to majors in program XXX, restricted from majors in program XXX, etc.)
    Maximum 25 per class (will probably add up to five(5) per instructor permission)
  21. Request that Course be considered for General Education Credit.  Please check all applicable boxes.
    a.   √    Satisfy a Group Requirement – specify Group Wellness
    b. Satisfy Global Awareness Requirement
    c. Satisfy Information Literacy Requirement
    d. Satisfy a “Professional Course” for Block 6
    Provide Support for this request.   *See syllabus
  22. Does this course impact any Education Programs?  Yes      √   No
                If  Yes:  Signature of Chair of TEC must appear below.
  23. Attach a topical outline.
  24. Describe Evaluative Techniques – Described in Syllabus in detail
  25. Special Needs, if any:

    Recommendation Dates and Signatures:                   Signature                                                                    Date
    Department:                                                             
    TEC (if any education program):                                                          
    Gen’l Education Subcomm.  (if necessary):                                        
    Graduate Council (if necessary):                                                           
    Academic Affairs Committee:                                                              
    University Senate:                                                                                    
    President:                                                                                                   
    MU Form A41C – Effective 4/1/01


 

AHD 2201
Personal Development/Life Choices


Course Description (MU catalog):
This general education course will give each student an opportunity to examine their personality, life management skills, values and the relationship to making appropriate life choices.  The course is designed to increase each student's awareness of the responsibilities and control they can impact upon their own life experiences through a holistic approach to living.  A strong emphasis will be placed on a rational-emotive, reality-oriented approach to everyday life management skill building and healthy self-esteem development and leadership.


Course Overview:  As an applied human development, (life skills) offering. This course will afford each student an opportunity to explore their personality, life management skills, values and the relationship toward making appropriate life choices.  The course is designed to teach students to be aware of the responsibilities and control they can exact on their own life experiences, with special emphasis on developing healthy life skills.  Each student will learn how to increase their potential to self-empower, utilizing various techniques i.e. lecture, assigned readings, discussions, and group exercises.  Students will gain a practical understanding of psycho-social development, environmental and social conditioning and their effects on individual behaviors and attitudes.  A holistic approach to living and life management is the focus of this course offering.  A strong emphasis will be placed on a rational-emotive, reality-oriented approach to everyday life management, skill building and leadership.

Specific Course Objectives:

            (1)       To increase each students ability to develop a greater understanding of themselves, their interests and values.
            (2)       To foster an increased awareness and understanding of psycho-social issues which influence daily interactions and our subsequent behavior.
            (3)       To assist each student in developing skills and insights that can increase their ability to self-empower.
            (4)       To discuss and understand current trends within human services/human relations issues.
            (5)       To increase the each students' ability to develop and maintain productive life management skills.
           

General Education  skills  developed through this course:
*Thinking Skills - Critical thinking, problem solving and analysis
*Communication
*Knowledge of behaviors that promote well-being

Topics will include but not be limited to:
1. Adjustment theories of personality
2. Growth/humanistic models
3. Personality integration
4. Holistic living
5. Personality traits
6. Time/stress management
7. Critical Thinking
8. Goal setting
9. Responsible decision making/problem solving/conflict resolution
10. Study skills/habits
11. Personal assessment
12. Action planning
13. Career interests
14. Self image/esteem
15. Assertiveness
16. Substance use/abuse
17. Anger management
18. Responsibility/self-discipline
19. Maslow's hierarchy "Qualities of a Self-Actualizing Person"
20. Health Issues/Nutrition
21. Death and Dying
22. Access/discrimination - e.g., racism, sexism, homophobia, ageism, ableism
23. The family and related issues
24. Interactive group experiences


Requirements: Each student will be required to participate in classroom discussions that will culminate into topic area and required reading related group experiences.  Each student will submit two (2) topic related reaction essays, and a journal. Each student is also responsible for a midterm examination and an assigned class presentation.  Grades will be based on attendance, class participation, and completion of assignments, projects, and examinations.

Reaction Essay #1                                     10%
Reaction Essay #2                                     10%
Midterm Exam                                           30%
Class Presentation                                     20%
Journal                                                     20%
Attendance and participation                       10%

Required Textbooks:

Personal Development/Life Choices, materials compiled by Vincent W. Jenkins, CAPCO Custom Publishing, ISBN: 0-604-O9600-2

Adjustment and Growth: The Challenge of Life, Spenser A Tathus, Jeffrey S. Nevid, Hartcourt, Brace, Jovanivich, College Publishers, ISBN: 0-03-0744180-0

Choice and Change: An Introduction to the Psychology of Growth, Vincent O’Conner and April O’Conner, Prentice Hall Publishing, ISBN: 013133140

Personal Development/Life Choices

Assignment Outline

September

Week One                 Course Overview - Holistic Living
                                Personality-Theories of Development - R.E.T.
Week  Two                Personality Integration
                                Maslow’s Hierarchy
Week Three              Self-assessment /Values Clarification/
Week Four                Self-Image/Self- Esteem
                                Assertive Communication
Week Five                 Critical Thinking
                                Decision Making/Problem Solving/Conflict Resolution
                                     

October

Week Six                   Time/Stress Management-Academic Survival
Week Seven               Bias/Intolerance/Sexism
                                Bias-Sexism/Homophobia/Ableism/Ageism
Week Eight               Spirituality/Religion: Exploring a World in Conflict
                                Global Diversity: Embracing Universal Citizenship
Week Nine               Bias/Discrimination-Racism
                                Bias/Discrimination-Racism
Week Ten                  Death and Dying - The Grieving Process
                                Mental Health Issues

November

Week Eleven            Sexual/Violence - Rape/Date Rape
                              Relationship Issues - Developing Healthy Relationships
Week Twelve            Politics of “The Family”
                              Substance Abuse: Victims of a Self Medicating Society  
Week Thirteen          Leadership and Healthy Life Management 


                                    Thanksgiving Holiday -

December    

Week Fourteen        Presentations
Week Fifteen           Presentations

 

General Education Skills  Developed Through This Course
(from Paul Breen)

* Critical thinking/Problem solving and analysis: 
a. identify quickly and accurately the critical issues when making a decision or solving a problem
b. identify a general principle that explains related experiences or factual data
c. define the parameters of a problem
d. analyze the interrelationships of events and ideas from several perspectives
e. identify reasonable criteria for assessing the value or appropriateness of an action or behavior to changing conventions and norms
f. adapt one’s concepts and behavior to changing conventions and norms
g. apply appropriate criteria to strategies and action plans
h. take given premises and reason to their conclusion
i. analyze the interrelationships of events and ideas from several perspectives

*Communication
a. listen with objectivity and paraphrase the content of a message
b. use various forms and styles of written communication
c. speak effectively to individuals and groups
d. express one’s needs, wants, opinions, and preferences without violating the rights of others
e. identify and communicate value judgments effectively
f. describe objects or events with a minimum of factual errors

*Knowledge of behaviors that promote well-being
a. analyze and learn from experience—both one’s own and the experience of others
b. relate to skills developed in one environment (e.g., school) to the requirements of another environment (e.g., work)
c. match knowledge about one’s own characteristics and abilities to information about job or career opportunities identify, describe, and assess the relative importance of one’s needs, values, interests, strengths, and weaknesses
d.  interact effectively with peers, superiors, and subordinates
e.  express one’s feelings appropriately
f.    understand the feelings of others
g. demonstrate effective social behavior in a variety of settings and under different circumstances
h. identify, describe, and assess the relative importance of one’s needs, values, interests, strengths, and weaknesses
i. develop personal growth goals that are motivating
j. identify and describe skills acquired through formal education and general life experience
k. identify one’s strengths and weaknesses
l. accept an lean from negative criticism


                       


This application is for course AHD 2201 to be considered for approval to become part of the CORE General Education listing as a Wellness course. The following outlines the content which meets one or more of the Objectives of General Education.

- It is a holistic approach to healthy living
- The focus is a comprehensive wellness model, emphasizing social, physical, psychological, and emotional growth, throughout a lifetime.
- Its foundation is based on the research, writings and teachings of several humanistic theorist and practitioners. We examine, for example:
- Psychologist Abraham Maslow’s Hierarchy of Needs and what he calls Qualities of a Self-Actualizing Person which means, in part, healthy and creative.
- Psychologist Carl Roger uses the term Fully Functioning and said that those who dedicate our lives to a greater awareness are people in progress.

O’Connell & O’Connell call it Personality Integration
I. Development of intellectual understanding of the world and ourselves
II. The purposeful furthering of emotional awareness.
III. The striving always to direct one’s own destiny.
IV. The guest to relate oneself to one’s world.

Personality Integration is the ongoing process in which the person attempts to coordinate their (his) biological, emotional, social and intellectual experiences toward purposeful action and further growth throughout (his) their lifetime”.

Personal self assessment is emphasized, as well as, developing and maintaining a healthy self-esteem, (self worth). Dr. Nathaniel Brandon calls self-esteem the Immune System of Consciousness.

We will also focus on developing healthy life management skills, i.e., time/stress/anger management, managing and embracing diversity, assertive communication and behavior, managing and embracing change, having a clearer understand of politics of the family, living in a self-medicating society, healthy decision making/problem solving/conflict resolution, values clarification, leadership, global diversity: Embracing Universal Citizenship, responsibility and self-discipline, death and dying, setting goals while examining many other life challenges and demands.

We will explore living and decision making from a rational emotive, (R.E.T./Albert Ellis), reality oriented approach:
- accepting individual responsibility for change and growth
- skill building
- students will learn to look at situations the way they are, not how they want them to be
- learning how our belief systems influence how we respond in many situations, often, our emotions control our responses and our behaviors do not reflect our intellect and ability to reason.

 

 

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