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Viewing: PSY 751 : Intervention Planning & Evaluation

Last approved: Sat, 12 Nov 2016 09:01:42 GMT

Last edit: Mon, 31 Oct 2016 13:22:03 GMT

Catalog Pages referencing this course
Change Type
PSY (Psychology)
Dual-Level Course
Cross-listed Course
Intervention Planning & Evaluation
Intervention & Evaluation
College of Humanities and Social Sciences
Psychology (16PSY)
Term Offering
Spring Only
Offered Alternate Years
Spring 2016
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Sarah Desmarais
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1515NoCore graduate class for Applied Social and Community PHD program. Will be drawing students from 2 cohorts, students from other Psychology PHD programs, and possibly from other PHD programs (Sociology, Public Administration, Design)
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: Graduate standing or PBS status, Corequisite: ST 507
Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
PSY/PSPApplied Social and Community PsychologyRequired
Review of the literature, methods and research issues in the field of program intervention, planning and evaluation. Goal-setting, needs assessment, information systems, subjective probability, human resource accounting, decision processes, incentive programs, human productivity and related subjects. Focus on planning and evaluation methods for communities and organizations.

This is primarily an update of the course catalog to reflect a change in the name and focus of the PHD program. The current name reflects the program name which was changed in 1999 and again in 2015.  


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

This course will taught as part of regular course load.

1. Help students understand concepts, theories and approaches of planning and evaluating psychological interventions (outcomes 1 & 2)

2. Teach students how to apply the concepts theories and approaches of planning and evaluating psychological interventions (outcomes 3 & 4)

3. Demonstrate appropriate application of of psychological ethics, research methodology and statistical analysis related to planning and evaluating psychological interventions. (outcomes 5, 6, 7, 8)

Student Learning Outcomes

1. Describe the general fundamental concepts and theories of planning and evaluating psychological interventions;

2. Analyze the need and individual, group, or community readiness for interventions;

3. Identify different methodological approaches to planning, implementation, and evaluation research/practice, including their strengths and weaknesses;

4. Determine the appropriate intervention targets and evaluation inputs and outputs;

5. Demonstrate the capacity to synthesize program evaluation results into practical summaries which could be presented to stakeholders;

6. Critically evaluate the analytical findings of evaluation reports based on quality of methodological approach and the data collected;

7. Discuss relevant ethical principles as they relate to planning, implementing, and evaluating psychological interventions;

8. Communicate information through formal, professional writing typical of the social sciences and the field of psychology, specifically.

Evaluation MethodWeighting/Points for EachDetails
Participation20%This means self-motivated, regular, and thoughtful in-class verbal contributions that illustrate your mastery of the readings (scientific observations and thoughts). Grades will reflect observed evidence of advance preparation for class, in-class comments, and earnest questions (not simply class attendance or coming to class on time, which are assumed). You can earn up to 2% per class, but no more than 20% total.
Discussion15%This involves identifying one or two peer-reviewed journal articles reporting on some aspect of intervention planning, implementation, and evaluation in your substantive area of interest that will be assigned to your classmates to read prior to the class (5%), presenting an overview of the main points covered in the readings to the class (5%), and generating discussion among your classmates (5%).
You are not required to create slides or other “formal” materials covering the main points of the readings, but you are welcome to do so, if you find it helpful. You will be evaluated on your ability to lead a group discussion on the readings, so in addition to being prepared to answer questions your classmates may have for you, also come with questions or issues to raise with the class based on the readings. Be creative! Plan for each of the discussions to be no less than 30 minutes and no more than 60 minutes in length.
Multiple exams40%You will complete two closed-book, in-class exams worth 20% each, for a total of 40% of your final grade. Each exam will include some short answer questions (15%) and one essay question (5%) designed to demonstrate your mastery of the use of psychological science and methods to plan and implement evidence-based interventions.

Questions are to be answered clearly and concisely. The exams will be graded on 3 main criteria: (1) accurate understanding, representation and synthesis of information; (2) evidence of critical thinking and analysis; and (3) clarity of expression and writing, including spelling and grammar. Details will be provided two weeks prior to the exams.
Project25%The evaluation project will be conducted in groups and may be approached in one of two ways: a) conduct an evaluation synthesis of an existing program; or b) develop an evaluation plan for an existing program. Groups will be assigned during the first class; each group will have about three members.

Proposals for the evaluation project must be submitted via Moodle. Proposals should consist of a paragraph identifying the program to be evaluated, the evaluation strategy (i.e., project option A or B), the proposed outline of the paper, and the beginnings of a properly formatted reference list in APA format containing at least 10 sources. The proposal will be worth 5% of your final grade.
The final paper must be between 15-20 pages (double-spaced, 12-point Times New Roman font, 1 inch margins) and include at least 10 references that were not assigned as readings for the class. Course readings may be used as additional references. The page limit does not include your title page and reference list, which are required. The project must follow APA 6th edition format and be submitted via Moodle. The proposal will be worth 20% of your final grade.
TopicTime Devoted to Each TopicActivity
Planning6 weeks1. Reading
2. class presentations and discussion
3. Exam 1
Implementation6 weeks1. Reading
2. Class presentations and discussion
3. Project proposals
4. Exam 2
Evaluation4 Weeks1. Reading
2. Class presentations and discussion
3. Evaluation project proposal
mlnosbis 10/25/2016: No overlapping courses.

ghodge 10/25/2016 Ready for ABGS reviewers

ABGS Reviewer Comments:
-No concerns
lbward (Thu, 11 Feb 2016 19:31:29 GMT): Rollback: 1) Change NO to YES for Required or Elective Item. 2) Check offering schedule. You list "offered alternate even years" which would be every four years. You indicate elsewhere that two cohorts are involved. So I believe you mean to indicate offered even years in the spring semester.
lbward (Thu, 11 Feb 2016 19:49:48 GMT): Rollback: See previous comment about "alternate even years."
despain (Tue, 12 Apr 2016 01:09:17 GMT): Rollback: CIM/Syllabus changes
Key: 4712