Psychology (PSY) CPSO
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Course numbers with the # symbol included (e.g. #400) have not been taught in the last 3 years.
PSY 410 - Introduction to Psychology
Credits: 4
This survey course provides an introduction to the science of psychology. It examines many of the major areas of applied and experimental psychology. A selection of topics from the following specialty areas are covered: History of Psychology, Research Methods, Biological Psychology, Cognition, Learning, Memory, Human Development, Stress, Emotion, Health Psychology, Personality Theories, Psychopathology, and Social Psychology. Students will apply knowledge of these topics to interpret personal experiences, current events, societal issues, and practical problems.
Attributes: HumanBehavSocial Sys (Gen Ed); Social Science (Discovery)
Equivalent(s): PSY 501G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Recognize aspects of the scientific nature of psychology, including its methods, history, and/or ethics and describe how science is used in the research and clinical practice of psychology.
- Identify the basic components and functions of the central and peripheral nervous systems and recognize the role of biological function in mental processing.
- Describe cognitive processes and the roles of these mechanisms in human thought and/or problem solving.
- Identify the sociocultural contexts and major theories of human development.
- State the major theories of personality and abnormal psychology as well as identify the role of theories in the definition and treatments of mental health (e.g., stress, anxiety, depression, schizophrenia, etc.).
- Conduct scholarly research using library resources to locate appropriate sources and incorporate these sources into an applied project.
- Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
- Connect psychological theories to everyday events and personal experiences.
PSY 470 - Child Development
Credits: 4
This course focuses on the development of children from birth to early adolescence. It includes the major developmental theories and perspectives as well as an overview of the research methodology used in the field. Through reflective writing, current research in the areas of physical, cognitive, and social and emotional development is explored in the context of the child's environment.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): PSY 508G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain three major issues addressed by developmental theories, e.g., the role of biology vs. the environment, the nature of change (qualitative vs. quantitative), and the role of the individuals in their own development (active vs. passive).
- Compare and contrast the world views from which developmental theories arise.
- Identify major developmental theories including ethological, psychoanalytic, psychosocial, behavioristic, social learning, and cognitive theories and compare them in light of their basic principles and tenets.
- Differentiate between the major research methods and techniques employed in the study of development.
- Identify and describe the major milestones in the physical, cognitive, social, and emotional development of infants and children.
- Summarize current research findings on factors that impact development, e.g., genetics, nutrition, environmental stimulation, and human interaction.
- Analyze the dynamic interaction between biological, psychological, sociocultural, and ecological factors and explain how they affect development.
- Apply knowledge of child development in making recommendations for enhancing development in various situations (e.g., family, child care, education, community).
- Critically reflect on best practices to promote children's development.
- Demonstrate reflective learning skills and professional growth in the NAEYC Standards through a written assignment.
PSY 480 - Infant and Toddler Development
Credits: 4
This course focuses on major theoretical perspectives of child development with particular attention to infant and toddler development. Topics include the physical, social, emotional, and cognitive milestones of the growing child along with factors that contribute to optimal development. There is an emphasis on the importance of creating high quality, safe, and supportive environments as well as on attachment and the role of communication in the development of trust and autonomy. Students observe children to develop strategies for creating and maintaining developmentally appropriate environments. Prior completion of PSY 525 or PSY 470 recommended.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): PSY 510G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain major theories and basic principles of infant and toddler development.
- Compare and contrast biological and environmental factors that influence development.
- Articulate the major physical, cognitive, and social milestones of infant and toddler development.
- Discuss the significance of the development of attachments and trust in infants, explain factors that influence the development of attachment, and develop examples of environments and interactions that are likely to promote secure attachments.
- Describe the sensorimotor orientation of infants and toddlers and explain how it is their primary path for learning.
- Observe and record the physical, cognitive, and social development of an infant and a toddler and evaluate the quality of the environment for promoting development in these domains.
- Analyze the research regarding the significance of the development of autonomy in toddlers.
- Apply principles of development in the design of a physical environment which will maximize freedom to explore and learn.
- Identify and share appropriate resources to support parents of infants and toddlers.
- Critically reflect on best practices to promote children's development.
PSY 525 - Human Development
Credits: 4
This course focuses on the development of the individual from conception to death. Major developmental theories, milestones, processes, and influences are covered. Research findings about these topics are examined. Growth and development are viewed as products of interacting biological, psychological, and social factors. The risks and opportunities in the developing person's social environment, as well as the application of theories and research findings, are emphasized.
Attributes: HumanBehavSocial Sys (Gen Ed); Social Science (Discovery)
Equivalent(s): PSY 509G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the major psychological theoretical perspectives of human development.
- Compare the basic assumptions and concepts of the major developmental theories.
- Identify and explain the major milestones in physical, cognitive, emotional, and social development occurring in each period throughout the lifespan.
- Discuss the dynamic interaction among biological, psychological, and social factors and their contribution to development.
- Describe and analyze the development and behavior of specific individuals using the perspectives of developmental theories and research findings.
- Discuss the ethical considerations and parameters that guide the conduct of research and govern the use of research results in the field of human development.
PSY 530 - Social Psychology
Credits: 4
Social Psychology is the scientific study of how individuals, groups, organizations, and culture influence and are influenced by their social environment. This course provides an overview of classic and contemporary work in this field and explores topics such as aggression, attitude formation and change, social thinking, individual and group influence, prejudice, friendships and romantic relationships, leadership, social influence, altruism, and/or conformity.
Attributes: HumanBehavSocial Sys (Gen Ed)
Equivalent(s): PSY 502G, PSY 608G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explore how social environmental variables impact behavior, belief systems, and affect.
- Describe factors influencing perceptions and beliefs about other people and ourselves, and the impact of these factors on behavior.
- Examine attitude formation and change, persuasion, social influence, and ways to resist persuasion and influence.
- Explore the development of prejudice, discrimination, interpersonal conflict, and aggression.
- Explain the influence of groups on decision-making and performance.
PSY 565 - Core Principles of Addiction
Credits: 4
This course introduces students to the basic issues discussed by addiction support workers, including the Twelve Core Functions of the alcohol and other drug (AOD) counselor. Students will also have an opportunity to explore the possible professional certifications (e.g., Certified Recovery Support Worker (CRSW), Licensed Alcohol and Drug Counselor (LADC), etc.) within this career. A wide array of topics related to addiction may be discussed in this beginning-level course. Topics may include the economic, political, and/or cultural consequences of addiction and potential consequences of addiction on the individual’s relationships, mental health, and physical health.
Equivalent(s): PSY 515G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Name and discuss the Twelve Core Functions of Addiction Counselors.
- Describe and differentiate among the types of addictions-related professions.
- Formulate an inclusive definition of substance use disorders.
- Explain the impact of addiction on the individual, family systems, communities, and/or society.
PSY 602 - Theories of Personality
Credits: 4
This course examines specific theories of personality for the purpose of explaining normal and abnormal development and behavior. Psychoanalytic, trait, humanistic, existential, cognitive, behavioral, and social learning theories, among others, are reviewed and critiqued based on research evidence. Each theory or theoretical perspective is presented in terms of historical context, basic assumptions, and hypothetical constructs. Students explore behaviors and motivations from the perspective of different personality theories. The application of personality theories in helping-profession contexts is introduced.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 602G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Examine and articulate the role of theory and the scientific method to organize, test, and predict various aspects of personality.
- Distinguish between personality assessment and personality research.
- Describe and differentiate the historical context, basic assumptions, and hypothetical constructs of each theory considered.
- Apply contemporary theories to explain normal and abnormal behavior.
- Demonstrate how therapeutic methods that stem from each theory are applied to improve an individual's understanding of self and others.
PSY 603 - Crisis Intervention
Credits: 4
This course focuses on crisis theory, methods of crisis intervention, and specific crises that occur with individuals and families such as suicide, unemployment, natural disasters, illness, divorce, and death. Students are expected throughout the course to apply their exploration of theory to their work and life experiences.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): PSY 603G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Differentiate between maturational, situational, and sociocultural crises.
- Define a crisis state, identify the crisis origins, and analyze whether the primary contributors are situational, sociocultural, or maturational.
- Explain the phases of a crisis event.
- Describe crisis intervention techniques and methods and differentiate them from other forms of psychotherapy.
- Apply crisis planning to a case example with reference to its origins and its crisis manifestations.
- Compare and contrast a healthy grieving process and an incomplete or maladaptive one.
- Differentiate between self-destructive and suicidal behaviors and recognize when professional mental health treatment is needed.
- Discuss the impact of violence or other trauma on vulnerable individuals.
- Examine and evaluate the crisis plan of a social institution or a business in light of the research in the field.
PSY 626 - Educational Psychology
Credits: 4
This course focuses on the study of teaching and learning, including several theoretical perspectives specific to human and cognitive development. Course topics include motivation, critical thinking, student assessment and achievement, and implications of approaches to each. The course critically examines the relationship between research and education, including the contributions and limitations of measurement in instructional settings and the interplay with educational policy.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): (IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-) and (EDC 500 with a minimum grade of D- or EDU 510G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D-).
Equivalent(s): PSY 606G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Articulate the role of the teacher in the teaching/learning environment.
- Apply principles of cognitive theory in teaching strategies.
- Utilize instructional theory in the development, implementation, and delivery of instructional material.
- Develop specific classroom management strategies.
- Develop various motivational strategies and describe characteristics of the students who would benefit most from them.
- Discuss individual differences, including those related to ethnicity, socioeconomic status, gender, and exceptionality, in the teaching/learning environment.
- Develop specific assessment strategies and measurement instruments for assessing student learning.
- Interpret standardized tests accurately and demonstrate effective reporting of the information to parents and school officials.
PSY 630 - Psychology of Adulthood
Credits: 4
This course is a life-span developmental approach to adulthood in contemporary American society that includes the major theoretical perspectives regarding developmental transitions and age-related tasks. The following topics are included: 1) methodological issues related to the study of development, 2) patterns of stability and change across adulthood with regard to processes such as biological functioning, sensation and perception, cognition, personality, identity, gender and social roles, relationships, career, and mental health, and 3) death and dying as the final stage of life. Students can consider their own development in light of this content.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 615G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify and explain the major issues and controversies concerning the nature of adult development and aging.
- Articulate the developmental process from the perspectives of the traditional theoretical models, e.g., biological, psychoanalytic, psychosocial, cognitive, and personality theories.
- Compare and contrast traditional perspectives with more recently developed perspectives.
- Describe changes in the biological, perceptual, and cognitive processes associated with age.
- Describe the research regarding age-related change/stability in identity and personality.
- Examine the social processes associated with adulthood, for example, intimacy, marriage, sexuality, career choice/adjustment, parenting, divorce, retirement, and widowhood.
- Analyze the perspectives and processes related to gender, ethnicity, and socioeconomic status.
- Relate theories and research on the psychology of adulthood to one's own psychological processes and development, explaining which perspectives are useful in understanding oneself.
- Discuss death and dying as the final stage of life.
PSY 646 - Psychology of Occupational Stress
Credits: 4
This course focuses on occupational stress research, including the identification of organizational and psychosocial sources of stress. It defines workplace stress and eustress and explores factors including work environments, stress perception, diversity stress, personality, and interpersonal relationships with managers, staff, and co-workers. This course evaluates measurement tools, prevention and remediation strategies for individuals and organizations, and other approaches that create healthy workplaces. Each area is examined from the individual worker's perspective and that of management. Learners apply the major theoretical principles and processes to their own experiences as employees, employers, or military personnel.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or ECO 470 with a minimum grade of D- or ECO 512G with a minimum grade of D- or MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D- or PSY 502G with a minimum grade of D- or PSY 530 with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.
Equivalent(s): PSY 616G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify characteristics of healthy workplaces and discuss how “stess” and “eustress” apply to the occupational field of study.
- Summarize the current research to understand the relationships among psychosocial environments, physical enviroments, organizational structures, personality types, and workplace stress.
- Recognize individual reactions, both positive and negative, to workplace stress and compare best-practice approaches for both individuals and orgranizations to mitigate negative and promote positive outcomes.
- Examine the dynamics and root causes of “diversity stress” and investigate inclusive initiatives that have proven effective.
- Differentitiate the role of government, private industry, unions, and the individual in developing and implementing social policy pertaining to work conditions in the United States and other countries.
- Integrate theoretical findings and personal observations to develop a program for promoting workplace health and reducing stress in a specific work organization.
PSY 654 - Counseling Theories
Credits: 4
This course provides an overview of counseling theories developed by major theorists. The course examines how both the historical context and the scientific knowledge of the time helped to shape the theories developed during the past century. Research findings evaluating the effectiveness of therapeutic modalities are reviewed. Important elements of the counseling process, which include assessments, confidentiality, the therapeutic alliance, and the impact of funding sources on decision making, are examined.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 604G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify the key elements characteristic of a formal counseling relationship.
- Identify the key concepts of major theories and illustrate how they correspond to their developed techniques.
- Describe an assessment process used to establish a working diagnosis.
- Compare and contrast how several theorists would evaluate a case study.
- Analyze research findings evaluating the effectiveness of therapeutic modalities.
- Examine several ethical dilemmas that counselors may encounter.
- Describe how counselors frequently have to manage the conflicting requests of the individual client, the family system, and outside influences.
- Illustrate how the counselor needs to develop an effective level of self-knowledge to be able to make good use of this asset in the counseling process.
PSY 665 - Principles of Assessment
Credits: 4
This course is a survey of assessment issues and methods for students pursuing studies in education-related fields or the behavioral sciences. Topics include differences between formal and informal assessment and evaluation, reliability and validity, differences between norm-referenced and criterion-referenced tests, development of assessment and evaluation instruments and plans, methods for observing and recording behavior, and how to use assessment information to develop and/or modify programs and environments. NOTE: MTH 402 or MTH 504 is recommended.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.
Equivalent(s): PSY 605G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Discuss the meaning and uses of assessment in various fields.
- Explain the differences between objective and subjective assessments and evaluations.
- Compare and contrast the psychometric properties of assessment instruments, i.e., objectivity, reliability, and validity, and how they influence the interpretation of assessment data.
- Explain basic statistical concepts used in testing, including measures of central tendency and variability (e.g., mean, median, mode, range, and standard deviation).
- Compare and contrast norm-referenced and criterion-referenced tests, including an explanation of normative data (e.g., normal curve, percentiles, z-scores, T-scores, and stanines), and discuss appropriate uses of each.
- Describe various types of observational methodology and the usefulness of each.
- Discuss how information from both formal and informal assessment measures can be used to plan individualized programs.
- Explain the importance of multifaceted approaches to both formative and summative evaluation with particular attention to the relationship of outcomes to assessment and evaluation.
PSY 675 - Foundations of Addictions Counseling
Credits: 4
This course provides students with an opportunity to study the important theories, strategies, and skills of addictions-related counseling. Topics are derived from the Twelve Core Functions of Addiction Counselors and will include concepts like screening, referral, intake, assessment, crisis management, treatment, recovery, support, and/or client education.
Prerequisite(s): PSY 565 with a minimum grade of D- or PSY 515G with a minimum grade of D-.
Equivalent(s): PSY 625G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Explain the key elements involved in the therapeutic treatment of clients.
- Describe theories that inform the techniques employed by addictions counselors.
- Identify techniques used throughout the continuum of care.
- Develop strategies for working with individuals, families, and groups.
- Evaluate the effectiveness of treatment methods and modalities.
- Examine unique ethical dilemmas that counselors may encounter in addiction-related situations.
PSY 685 - Principles of Psychopathology
Credits: 4
The focus of this course is on the societal definitions and impact of abnormal and deviant behavior, and what is considered psychopathology. It examines both how mental illness is recognized and regarded, and how its treatment may vary, in different societies and cultures. It deals with major disorders and personality syndromes considered to be abnormal or deviant and examines the various etiologic factors known or believed to play a role in each of the disorders, considering them from varying perspectives, such as psychoanalytic, cognitive behavioral, biological, and humanistic.
Attributes: HumanBehavSocial Sys (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 617G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Compare and contrast historical and contemporary conceptions of abnormal and deviant behavior.
- Describe different theories used to explain major psychological disorders.
- Compare and contrast therapeutic interventions for psychological disorders.
- Examine varying philosophical and cultural perspectives of psychological disorders and how those perspectives inform treatment.
PSY 710 - The Biology of Addiction
Credits: 4
This course introduces the biological mechanisms of substance use and misuse (e.g., nervous system activity, tolerance, withdrawal, and metabolism) and the resulting behavioral and health consequences. Students will also examine the classification of various substances, epidemiological data and trends, the diagnoses and diagnostic criteria of substance use disorders, genetic and biological influences on addiction, and biological theories of addiction. Other potential topics include behavioral addictions (e.g., gambling, eating, video games, or sex) and the effects of drugs on individuals, families, and society.
Attributes: Phys Natural World (Gen Ed)
Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.
Equivalent(s): PSY 610G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Describe the key aspects of physiology, neurotransmission, and brain anatomy.
- Analyze the impact of functional changes to physiology, neurotransmission, and brain anatomy on the development of addiction.
- Identify the mechanisms and classification of specific substances used recreationally and medicinally.
- Demonstrate an understanding of the genetic and biological influences on addiction.
- Critically evaluate the biological theories of addiction and explain how these views may impact stigma, treatment, and recovery.
- Apply an understanding of the biological mechanisms of addiction to interpret personal experiences and real-world events.
PSY 725 - Cognitive Psychology
Credits: 4
This course introduces some of the major topics related to human cognition, including perception, attention, memory, knowledge acquisition, language, problem solving, reasoning, and decision making. Students will explore the historical context, current theories, neurobiological underpinnings, research methods, and empirical research relevant to the field of cognitive psychology. Comprehension will be enhanced through the application of cognitive principles to understand everyday behavior and solve practical problems.
Attributes: HumanBehavSocial Sys (Gen Ed); Writing Intensive Course
Prerequisite(s): IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-.
Equivalent(s): PSY 609G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Analyze the major topics within the study of cognitive psychology to demonstrate an understanding of current theoretical perspectives.
- Identify and critically evaluate the research methods used in the relevant empirical research within cognitive psychology.
- Conduct scholarly research using library resources to locate peer-reviewed sources and incorporate these sources into an applied project.
- Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
- Connect cognitive principles to everyday events and personal experiences.
- Apply specific cognitive principles to address a practical problem.
PSY 740 - Biopsychology
Credits: 4
This course addresses the relationship between the brain and behavior to provide an overview of the biological basis of thoughts, actions, and feelings. Topics may include basic functional neuroanatomy and physiology, sleeping and dreaming, emotion, biopsychological research methods, learning and memory, development of the brain, sensation and perception, motor control, language and lateralization, substance use and neuropharmacology, emotion, and behavioral health problems (for example, stress-related disorders, anxiety, depression, or schizophrenia) and their pharmacological treatment. Comprehension will be enhanced through the application of biopsychological principles to understand everyday behavior and solve practical problems. NOTE: SCI 490 recommended.
Attributes: Phys Natural World (Gen Ed); Writing Intensive Course
Prerequisite(s): IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-.
Equivalent(s): PSY 601G, SCI 600G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Identify the structures and functions of a neuron and regions of the brain.
- Explain the role of specific brain regions in producing basic functions such as eating, drinking, sex, sleep, and/or emotions.
- Explain the role of specific brain regions in producing higher-level functions such as addiction, sensation and perception, learning and memory, language and cognition, and/or lateralization.
- Describe the dynamic interactions among evolution, genetics, neuroplasticity (neural networks, apoptosis, etc.), environment, and/or behavior across the lifespan (prenatal to death).
- Analyze the biopsychological basis of contemporary behavioral health problems such as stress, depression, anxiety, schizophrenia, and/or violence as well as the biology-based treatments of these behavioral health problems.
- Conduct scholarly research using library resources to locate peer-reviewed sources relevant to specific topics in biopsychology.
- Connect biopsychological principles to everyday events and personal experiences.
PSY 795 - Integrative Capstone: Internship in Applied Psychology
Credits: 4
This capstone course is a field-based internship designed to develop and hone the practical application skills of an Applied Psychology major. The course requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Students apply for an internship at a self-selected site and negotiate the terms of the internship experience with a site supervisor under the auspices of their faculty mentor. The internship requires documented evidence of eighty hours of supervised experience and practice in a field setting where psychology-related knowledge and skills are applied. NOTE: Registration for this course, an internship, is by permission of Academic Affairs. Early registration deadlines may apply. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): BEHS 651G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Complete an in-depth, supervised experience in a field setting that is related to Applied Psychology and reflective of the student’s professional development.
- Apply knowledge of systems, operations, and roles fundamental to the field in the context of an individually developed project that includes evidence-based sources of information.
- Apply discipline knowledge, skills, and methods to a specific field setting, client population, or service clientele.
- Demonstrate professionalism and standards of ethics while working in a field setting.
- Clearly and professionally communicate all aspects of the project, including the student's reflections on the integration of knowledge achieved through the completion of the internship.
PSY 797 - Integrative Capstone: Project in Applied Psychology
Credits: 4
This capstone course in applied psychology requires students to integrate the knowledge and skills gained from other courses in the program and to demonstrate the ability to apply their knowledge to new subject matter and practical situations. Students will complete an independent project that requires conducting scholarly research on a chosen topic, critically evaluating the relevant literature, and synthesizing peer-reviewed sources into a scientific paper that conforms to APA formatting standards. Students will become familiar with the APA ethical standards regarding human research, and students choosing to conduct an empirical study collecting data from human participants will be required to undergo a review and approval process by the Institutional Review Board (IRB). Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.
Attributes: Writing Intensive Course
Prerequisite(s): (CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and (IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).
Equivalent(s): BEHS 650G
Grade Mode: Letter Grading
View Course Learning Outcomes
- Write an APA style literature review or research report on a topic within psychology that fully examines, critically evaluates, and synthesizes current theory and research and generates a new understanding of the subject matter.
- Conduct scholarly research using library resources to locate evidence-based, peer-reviewed sources and incorporate these sources into the capstone project.
- Demonstrate skills in scientific writing and use of American Psychological Association (APA) formatting.
- Integrate prior course work with new information gathered through the literature search and expand the breadth and depth of existing knowledge and skills.
- Evaluate relevant behavioral concepts, constructs, and theories and express these findings in ways appropriate for different audiences. For projects that involve collecting data from human participants, establish conceptual and operational definitions for behavioral variables relevant to the research topic.
- Clearly and professionally communicate all aspects of the project, including its nature, theoretical foundations, conclusions, and the student's reflections on the integration of knowledge achieved through the completion of the project.
- Demonstrate a thorough understanding of the American Psychological Association's ethical standards for researchers, and for all research activities involving human participants, follow college policy requiring review and written approval by the College’s Institutional Review Board prior to data collection.