V. List the major objectives of the proposed minor and describe its chief features briefly.

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1 I. School: Science Department: Psychology II. Proposed Minor: Health Psychology III. Related Major: Psychology IV. Projected Date of Implementation: Fall 2013 V. List the major objectives of the proposed minor and describe its chief features briefly. The goal of Health Psychology, as defined by the American Psychological Association (div. 38) is to: Understand the etiology and promotion and maintenance of health in the prevention, diagnosis, treatment and rehabilitation of physical and mental illness; (2) Study psychological, social, emotional, and behavioral factors in physical and mental illness; (3) Contribute to improving the health care system; and (4) Formulate health policy. Our minor in Health Psychology aims to prepare students for a strong introduction to this sub-discipline of psychology that will complement their broader interests in health and health-related careers. The objectives of this minor are to: 1. To promote a better understanding of the interrelationships among behavioral, emotional, cognitive, social, and biological processes and physical illness and health. 2. To help students interested in pursuing health care broadly defined (medical school, nursing, occupational therapy, physical therapy, etc.) become better health care providers. 3. To help pre-med students be better prepared for the new MCAT exam to be offered starting The outline of the minor is as follows: Required (12 Credit Hours) Health Psychology Minor (15 Credit Hours) PSY-B365 Health Psychology (3 CR) P: 3 credits of introductory psychology or consent of instructor. This course will familiarize students with the study of physical health within the field of psychology. Topics include the relationship between stress and health, health promotion, health behaviors, chronic illness, and the patient-physician relationship. Research methods in health psychology as well as major theories underlying the field will be examined and evaluated. Psychological variables related to physical health will be examined within the framework of these theories. Practical application of constructs will be emphasized through activities and writing assignments. PSY-B370 Social Psychology (3 CR) P: 3 credits of introductory psychology. Study of the individual in social situations including socialization, social perception, social motivation, attitudes, social roles, and small group behavior. 1

2 PSY-B380 Abnormal Psychology (3 CR) P: 3 credits of introductory psychology or consent of instructor. Various forms of mental disorders with emphasis on cause, development, treatment, prevention, and interpretation. PSY-B320 Behavioral Neuroscience (3 CR) P: 3 credits of introductory psychology. This course focuses on how behavior emerges from the organ that produces it, the brain. Topics include evolution and anatomy of the brain, neurophysiology, how brain networks function, and what happens to behavior when the brain has problems. A better understanding of structure-function relationships within the central and peripheral nervous system will be achieved through examples from human neuropsychology and animal behavior. Choose 1 (3 Credit Hours) PSY-B203 Ethics and Diversity in Psychology (3 CR) P: 3 credits of introductory psychology. This course introduces students to values and professional issues in psychology, with an emphasis on ethics and diversity. Students will learn to recognize the importance of ethical behavior in all aspects of science and practice of psychology and that sociocultural factors and personal biases may shape research and practice. PSY-B310 Lifespan Development (3 CR) Emphasizes the life span perspective of physical and motor, intellectual and cognitive, language, social and personality, and sexual development. Commonalities across the life span, as well as differences among the various segments of the life span, are examined. Theory, research, and practice applications are stressed equally. PSY-B396 Alcoholism and Drug Abuse (3 CR) P: 3 credits of introductory psychology or consent of instructor. Provides introduction to the use, misuse, and dependent use of alcohol and other moodaltering drugs. Topics include basic principles of drug action, the behavioral and pharmacological effects of drugs, and the factors that influence use, abuse, and addiction. Addiction assessment, treatment, and treatment outcome also will be covered. PSY-B386 Intro to Counseling (3 CR) P: 3 credits of introductory psychology, PSY B310 and PSY B380. This course will help students acquire a repertoire of basic counseling interview skills and strategies and expose students to specific helping techniques. This will be an activity-based course and students will enhance the general-education goals of listening and problem solving. *SOC-R321 Women and Health (3 CR) P: SOC-R100 or consent of instructor. A review of the relationships among cultural values, social structure, disease, and wellness, with special attention focused on the impact of gender role on symptomatology and access to health care. Selected contemporary health problem areas will be examined in depth. Alternative models of health care delivery will be identified and discussed. *SOC-R381 Social Factors in Health and Illness (3 CR) P: SOC-R100 or consent of instructor. Focus on the reciprocal relationships between social and physiological factors in health and illness. Specific considerations include ways in which physical status influences social behavior and the manner in which social structure enhances or endangers physical health. Other approved course *Sociology courses 2

3 All courses are currently taught. The minimum grade requirements for the minor are consistent with the policies of the Psychology major. Specifically: No grade lower than C- (1.70) is acceptable for any course in the minor. A minimum grade point average of 2.00 in minor courses is required. A minimum of 6 credit hours of the minor must be taken at IUPUI. VI. Why is the minor needed? (Rationale) The leading drivers of morbidity and mortality stem from lifestyle behavior (e.g., smoking, poor diet, and physical inactivity). It is therefore helpful for students to better understand the cultural, social/societal, biological, psychological, and related factors that influence health behavior and health outcomes. The Health Psychology minor also addresses an important change to the MCAT exam for which future health care providers will need more in-depth preparation. Here are some key highlights from a press release about the MCAT 2015: The new MCAT exam, which was developed by a 21-member advisory panel known as the MR5 Advisory Committee, will balance testing in the natural sciences with testing in the behavioral and social sciences and in critical analysis and reasoning. The revised MCAT exam will include a new section, Psychological, Social, and Biological Foundations of Behavior, that will test students understanding of how these disciplines influence behavior and behavior change; cultural and social differences that affect well-being; and the relationship among socioeconomic status, access to resources, and well-being. This new section recognizes recent findings highlighted in the AAMC report Behavioral and Social Science Foundations for Future Physicians that integrating social and behavioral sciences into medical education can improve health care. A second new section, Critical Analysis and Reasoning Skills, will test students reasoning ability by asking them to analyze and evaluate passages from social science and humanities disciplines, including ethics and philosophy, cross-cultural studies, and population health. This section will not require specific subject matter knowledge, but by focusing on these disciplines, it will encourage students to read broadly in preparation for medical school. After the scheduled 2015 launch, the new MCAT exam likely will be in place until VII. Describe the student population to be served and market to be targeted. School of Science students (e.g., biology); those interested in medical school (primarily), nursing school, occupational therapy, physical therapy, and other allied health sciences; students in other social sciences who may want to broaden their understanding of biopsychosocial aspects of health (e.g., sociology students). VIII. How does this minor complement the departmental and campus missions? Address how it conforms with IUPUI s Principles of Undergraduate Learning. 3

4 The IUPUI mission is strongly focused on the health sciences, and this minor is directly relevant to that mission. The minor will provide a strong overview to undergraduate students who seek a strong, comprehensive overview of the biopsychosocial underpinnings of human health and wellness. In addition, the Psychology Department s mission is to engage in research and teaching particularly in the area of health and life sciences. For example, the PhD program in clinical psychology has an emphasis in health psychology, so this undergraduate minor is a strong complement in a vertical integration fashion. Finally, as all of the required courses in the minor and at least two of the electives are being developed for online course delivery, this minor complements the IU Online initiative to broaden the impact of IU educational opportunities throughout the world. The Principles of Undergraduate Learning that are addressed by the courses are delineated in the table below: IUPUI Principles of Undergraduate Learning Addressed by Health Psych Minor Courses 1A: Language Skills 1B: Quantitative Skills 1C: Information Resources Skills 2: Critical Thinking 3: Integration and Application of Knowledge 4: Intellectual Depth, Breadth and Adaptiveness 5: Understanding Society and Culture 6: Values and Ethics Course PSY-B365 * X X X PSY-B370 ** X X X PSY-B380 * X X X PSY-B320 ** X X X PSY-B203 X X X PSY-B310 * X X X PSY-B396 ** X X X PSY-B386 X X X SOC-R321 SOC-R381 * Currently offered in an online format ** Being developed for an online delivery format X X All courses listed for the Health Psychology minor are available to any IUPUI student subject to course availability and completion of any necessary prerequisites. All prerequisites are listed in section V above. Additional information on student outcomes appears in Section XII below. For ease of reference, the Principles of Undergraduate Learning are appended to the end of the proposal. IX. List and indicate the sources (including reallocation) of any resources (personnel, financial, learning, library holdings, equipment, etc.) required to implement the proposed program. We anticipate there may be a need for an additional section to be taught for one or more of the courses, and this will depend on enrollment. These resources will be handled through internal reallocation within the Psychology department. No additional resources, including library resources, will be required. 4

5 X. Describe any innovative features of the program (e.g., involvement with local or regional agencies, offices, etc., cooperative efforts with other institutions, etc.). The proposed Health Psychology minor will be largely housed within the Psychology department. Two courses from Sociology are listed as well, and students may take one of those courses if they choose. In addition, the minor will be offered as an online program by 2015 (all required courses and several electives will be offered online). XI. List the major student outcomes (or set of performance-based standards) for the proposed minor. That is, what learning will the program produce in a comprehensive sense? The minor is intended prepare students for a strong introduction to this sub-discipline of psychology that will complement their broader interests in health and health-related careers. Show familiarity with the major concepts, theoretical perspectives, empirical findings and historical trends in health psychology. Understand and generate applications of health psychology to individual, social and organizational issues. Understand and abide by the ethics of psychology, including those that encourage the recognition, understanding and respect for the complexity of socio-cultural and international diversity. Understand self and others. Use critical and creative thinking in the scientific approach to problem solving. For those applying to medical school: perform satisfactorily on the Psychological, Social, and Biological Foundations of Behavior section and the Critical Analysis and Reasoning Skills section of the MCAT. See also Section V and table in Section XII. XII. Explain how each of the student learning outcomes identified in XI above will be assessed using, for example, course-embedded assessments, graduate follow-up, employer surveys, standardized tests, etc. Evaluation of the minor will be performed by a departmental Undergraduate Committee already established for review of undergraduate programs. The curriculum will be compared annually to the standards for best practice in this rapidly evolving field, and annual reviews will provide impetus for curriculum change, course development, and course replacement. Student success and satisfaction will be monitored continually. This function will be performed by the Director of Undergraduate Studies, who will keep records of student applications, matriculation, performance, and completion rates, etc. Student satisfaction surveys will also be collected to assess student satisfaction with courses and other program elements. In consultation with the department s Undergraduate Committee, the Director of Undergraduate Studies will review assessment data for the individual courses and for the minor as a whole on an annual basis to ensure continuous improvement of the minor. See Chart of Student Learning Outcomes below. 5

6 Students graduating with a bachelor s degree in psychology are expected to demonstrate a number of student learning outcomes, which are based on the American Psychological Association s Undergraduate Psychology Major Competencies. These have been adapted for the Health Psychology Minor: Student Outcome Show familiarity with the major concepts, theoretical perspectives, empirical findings and historical trends in health psychology. Understand and generate applications of health psychology to individual, social and organizational issues. Understand and abide by the ethics of psychology, including those that encourage the recognition, understanding and respect for the complexity of socio-cultural and international diversity. Understand self and others. Use critical and creative thinking in the scientific approach to problem solving. *For those applying to medical school: perform satisfactorily on the Psychological, Social, and Biological Foundations of Behavior section and the Critical Analysis and Reasoning Skills section of the MCAT. Summative Outcome Where will students learn this knowledge or skill? Primarily Course PSY- B365 and also courses PSY-B370, PSY-B380 and PSY- B320 Courses PSY-B365, PSY-B370, PSY-B380, PSY-B320 and most electives Primarily course PSY- B203 and PSY-B386 and also courses PSY-B365 PSY-B370 and PSY-B380 and most electives Primarily courses PSY-B203 and PSY- B386 and also courses PSY-B370, PSY-B380, PSY-B310 Courses PSY-B365, PSY-B370, PSY-B380, PSY-B320, PSY-B203, PSY-B310, PSY-B396, and other electives Entire curriculum Completed Minor How will student achievement of the outcome be assessed? Exam and project Exams and project Exams and project Exams and project Exams and project MCAT scores Students will have the minor that has emphasis on PULS 2, 4, and 5 In what setting will the assessment take place? Course PSY-B365 Specific courses listed in the minor Specific courses listed Specific courses Specific courses Survey of graduates of the Health Psych minor. 6

7 IUPUI Principles of Undergraduate Learning (PULs) The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework for all students' general education but necessarily permeate the curriculum in the major field of study as well. More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree. I. Core Communication and Quantitative Skills [Definition:] The ability of students to express and interpret information, perform quantitative analysis, and use information resources and technology--the foundational skills necessary for all IUPUI students to succeed. [Outcomes:] Core communication and quantitative skills are demonstrated by the student s ability to a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual formats; b. comprehend, interpret, and analyze ideas and facts; c. communicate effectively in a range of settings; d. identify and propose solutions for problems using quantitative tools and reasoning; e. make effective use of information resources and technology. II. Critical Thinking [Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new information. [Outcomes:] The process of critical thinking begins with the ability of students to remember and understand, but it is truly realized when the student demonstrates the ability to a. apply, b. analyze, c. evaluate, and d. create knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems, and make informed decisions. III. Integration and Application of Knowledge [Definition:] The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives. [Outcomes:] Integration and application of knowledge are demonstrated by the student s ability to 7

8 a. enhance their personal lives; b. meet professional standards and competencies; c. further the goals of society; and d. work across traditional course and disciplinary boundaries. IV. Intellectual Depth, Breadth, and Adaptiveness [Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems. [Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student s ability to a. show substantial knowledge and understanding of at least one field of study; b. compare and contrast approaches to knowledge in different disciplines; c. modify one's approach to an issue or problem based on the contexts and requirements of particular situations. V. Understanding Society and Culture [Definition:] The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. [Outcomes:] Understanding society and culture is demonstrated by the student s ability to a. compare and contrast the range of diversity and universality in human history, societies, and ways of life; b. analyze and understand the interconnectedness of global and local communities; and c. operate with civility in a complex world. VI. Values and Ethics [Definition:] The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. [Outcomes:] A sense of values and ethics is demonstrated by the student s ability to a. make informed and principled choices and to foresee consequences of these choices; b. explore, understand, and cultivate an appreciation for beauty and art; c. understand ethical principles within diverse cultural, social, environmental and personal settings. 8