1 Learning Assurance Report For the Bachelor of Science Program in the Psychology Department College of Humanities and Social Sciences Fall 23 Prepared by the Psychology Assessment Committee Michael Firment (chair) Patrick Devine Randolph Smith Christine Ziegler
2 SECTION I. ARTICULATING STUDENT LEARNING OUTCOMES SECTION I GENERAL AND SPECIFIC STUDENT LEARNING OUTCOMES (SLO S) for the B.S. in Psychology General Student Learning Outcomes GSLO 1. Our graduates will be able to communicate ideas concerning psychology clearly and effectively in both oral and written formats. SSLO 1 a Use APA style correctly in research reports and other written assignments. (skill) SSLO 1 b Demonstrate effective use of written language in research reports and other written assignments. (skill) SSLO 1 c Show effective use of spoken language in class presentations. (skill) SSLO 1 d Demonstrate ability to communicate effectively in non-academic situations. (skill) GSLO 2. Our graduates will be able to perform and critique empirical research through the use of critical thinking and the appropriate statistical techniques. SSLO 2 a Use a statistical program or spreadsheet to do basic statistical functions and tests. (skill) SSLO 2 b Describe the justifications for and limitations of statistical techniques for summarizing data and making inferences. (knowledge) SSLO 2 c Use computer or other data bases to perform a competent literature search. (skill) SSLO 2 d Apply basic probability principles to practical and statistical problems. (knowledge)(skill) SSLO 2 e Recognize ethical and non-ethical research situations. (knowledge) (attitude) SSLO 2 f Evaluate the quality of information. (knowledge) (attitude) SSLO 2 g Recognize the possibility of errors in thinking and the situations in which they will likely occur. (knowledge) SSLO 2 h Make usable connections between knowledge at different levels such as theories, experimental results, correlational results, and observations. (skills) SSLO 2 i Develop logical arguments for conclusions. (skills) GSLO 3. Demonstrate ability to define and use the major theories, constructs, and empirical findings in psychology.
3 SSLO 3 a Demonstrate understanding of the major areas of psychology: learning and cognition; individual differences - clinical, abnormal, and personality; biological bases of behavior; and developmental and social. (knowledge) SSLO 3 b Explain how sociocultural differences can affect behavior and cognition. (knowledge) (attitude) SSLO 3 c Explain how psychology s empirical findings can be used for practical purposes. GSLO 4. Understand and apply psychological knowledge to personal and group issues. SSLO 4 a Describe the major applied areas in psychology. (knowledge) SSLO 4 b Describe techniques used in applied areas in psychology. (knowledge) SSLO 4 c Apply empirically tested psychological principles to personal goals. (knowledge) (skills) SSLO 4 d Recognize how sociocultural factors can affect the application of psychological techniques. (knowledge) (attitude) GSLO. Understand and apply ethical principles in psychological undertakings. SSLO a Recognize ethical and unethical behavior in applied psychology and in psychological research. (knowledge) (attitude) SSLO b Recognize the limitations of applying untested theories or therapeutic techniques. (knowledge) (attitude) SSLO c Recognize and respect cultural differences in values and how those differences may modify the application of psychological findings or techniques. (knowledge, attitude) GSLO 6. Demonstrate ability to plan for a career in psychology or other fields. SSLO 6 a Be able to state how the information gained by obtaining a degree in psychology can be used in careers inside and outside of the field of psychology. (knowledge) SSLO 6 b Describe the requirements for the major professional fields within psychology. (knowledge).
4 Self Evaluation SECTION 1 ARTICULATING STUDENT LEARNING OUTCOMES INDICATOR SELF-EVALUATION I A. Knowledge/Skill/Attitude Balance Describe the degree to which the general and specific SLOs strike a balance of educational focus across the categories of knowledge-oriented, skills-oriented, and attitude/value-oriented student learning outcomes (provide a self-assessment rating and a response supporting the rating). Rating Strong Response The ratios of knowledge, skill, and attitude outcomes are approximately ½, 1/3, and 1/6. These ratios seem appropriate for a college science program. The skill outcomes generally build upon earlier educational experiences. An examples of these are effective use of written and spoken language (SSLO 1 b and c). The knowledge and attitude outcomes are more specific to our program. Examples of these are describing the limitations of statistical techniques and recognizing unethical research situations (SSLO 2 b and e). I B. SLO Differentiation Comment on the degree to which the program has differentiated specific SLOs from general SLOs (provide a self-assessment rating and a response supporting the rating). Rating Exemplary Response Our GSLO s are concerned with a set of general, well differentiated, and fairly exhaustive areas. The SSLO s provide measurable outcomes within those areas. For example the general GSLO dealing with the ability to perform and critique empirical research (GSLO 2) contains SSLO s concerned with doing library research, evaluating the quality of information, and using statistical programs (SSLO 2 c, f, and a). I C. Compliance with Disciplinary Conventions & Guidelines Describe the degree to which this program's student learning outcomes correspond to accepted conventions in the academic discipline and/or SLO guidelines published by professional associations in the discipline (if any) (provide a self-assessment rating and a response supporting the rating). Rating Strong Response Our outcomes are directly based on those of the American Psychology Association (www.apa.org/ed/pcue/taskforcereport.pdf). Some of the outcomes were combined in order to make the process of assessing them more efficient. For example the APA critical thinking skills goal was not included, but its sub-goals were part of several of our GSLO s. For example, under GSLO which dealt with ethical principals, we included the SSLO dealing with knowing the limitations of applying untested therapeutic techniques (SSLO b), a critical thinking skill as well as an ethical skill.
5 I D. Building Upon Prior Learning For undergraduate programs, describe the extent to which the SLOs build upon, deepen, and focus the knowledge, skills, and attitudes initially developed in the lower division general education program. For graduate programs, describe the extent to which the SLOs build upon, deepen, and focus the knowledge, skills, and attitudes initially acquired in undergraduate programs (provide a self-assessment rating and a response supporting the rating). Rating Strong Response Our first GSLO - communication, directly builds on our general education program, as does GSLO 6 - career preparation. Many of our SSLO s under other GSLO s do the same. These specific outcomes can be categorized as: critical thinking outcomes -- SSLO 2g - recognizing errors in thinking, and 2i - developing logical arguments; sociocultural awareness outcomes -- SSLO 3b - the effects of culture on behavior and thought, SSLO 4d - the effects of culture on psychological practice, and SSLO c - cultural differences in the expression of values; technological literacy -- SSLO 2a - use of statistical programs, and SSLO 2c - using computers to conduct literature searches. I E. Lower-Order and Higher-Order Thinking Describe the degree to which this educational program s SLOs reflect a progression from lower-order to higher-order thinking (provide a self-assessment rating and a response supporting the rating). Rating Strong Response All of our GSLO s contain a combination of lower-level and higher-level SSLO s. For example, in the first GSLO, the use of APA style (SSLO 1 a) is lower-level skill and demonstrating effective use of written language (SSLO 1 b) is a higher-level skill. The higher-level skills are strongly demonstrated in one of the last course that students take, the Senior Seminar. In this course, students are required to bring together material from several areas in psychology (SSLO 2 h, SSLO 2 i), and report both in written and spoken formats on their conclusions (SSLO 1 b, SSLO 1 c). Overall Summary of the Strength of the Student Learning Outcomes Rating Strong Response As seen below, there is a good balance of knowledge, skills and attitudes; as well as a balance of higher and lower-level intellectual tasks. The outcomes are based on those of the American Psychological Association, and have been condensed in order to make their assessment more practical.
6 SECTION II. CONNECTING OUTCOMES TO THE PROGRAM REQUIREMENTS Listing of Key Course Requirements PSYCHOLOGY DEGREE REQUIREMENTS Requirements for graduation from Kennesaw State University with a major in psychology may be broken down into the following broad areas: BACHELOR OF SCIENCE DEGREE IN PSYCHOLOGY AREA COURSES COURSE LEVEL EARNED HOURS General Education Requirements Major Field Lower Level Major Field Upper Level General Electives Upper Level Free Electives TOTALS MAJOR FIELD REQUIREMENTS For a major in psychology the student must satisfactorily complete a minimum of 39 semester hours (12 courses) in psychology (3 hours of which are from the lower level major field requirement, PSYC 221, and 36 hours of upper level courses from the Psychology Major Field). A grade of C or better must be earned in ALL Major Field Requirements. An upper level Psychology course completed with a grade of "D" may be credited toward graduate requirements as a free elective but may not be included in courses credited toward the major field in the psychology major. Before enrolling in 3 or 4 level psychology courses, students must have completed the appropriate pre-requisites as noted in the university catalog. PSYCHOLOGY CORE COURSES One of the most appealing aspects of the psychology program at KSU is its flexibility. Of the required 39 semester hours (12 courses) of psychology course work, there are only core courses that must be completed by all students majoring in psychology. These core courses are designed to ensure that all psychology students have a solid, broad understanding of the field and the basic research techniques used by psychologists. These psychology core courses include: PSYC 221 General Psychology (3 hrs.) PSYC Careers in Psychology (3 hr.) PSYC 33 and 33L Research Methods (4 hrs.) PSYC 331 and 331L -- Experimental Psychology (4 hrs.) PSYC Senior Seminar in Psychology (3 hrs.) REQUIRED AREA COURSES It is desirable for psychology students to acquire more advanced, specialized knowledge of the field in addition to the broad overview provided by the core courses listed above. Therefore, all psychology majors are required to complete one course selected from each of the following four groups. Selections from each of the groups should be made in consultation with your psychology faculty advisor so as to maximize their relevance to your personal and career goals.
7 Majors must select one course from each group. Group I: Foundations of Behavior: Individual and Cultural (3 hrs. -- Prerequisite: PSYC 221) PSYC 33 - Developmental Psychology PSYC Theories of Personality PSYC 33 - Cross-Cultural Psychology Group II: Foundations of Behavior: Variability (3 hrs. -- Prerequisite: PSYC 21 or 221) PSYC Social Psychology PSYC Learning and Conditioning PSYC Principles of Psychological Testing Group III: Advanced Topics: Applied Approaches (3 hrs. -- Prerequisite: One PSYC 3 level course) PSYC Applied Psychology PSYC Abnormal Psychology PSYC 447 Psychology of Workplace Motivation and Leadership Group IV: Advanced Topics: Scientific Approaches (4 hrs. -- Prerequisite: PSYC 33 & 33L) PSYC Physiological Psychology PSYC Theories of Perception PSYC 44 - Cognitive Psychology PSYCHOLOGY ELECTIVES 3 & 4 LEVEL Psychology major s must take 9 semester hours (3 courses) of psychology electives. The electives may be any 3 4 psychology course offering, including such special courses as the applied field practicum (PSYC 448), research practicum (PSYC 448), special topic courses (PSYC 449), and directed study (PSYC 4). Credit for a psychology co-op (PSYC 3396) can only be applied as a free elective. Selection of elective courses in psychology should be discussed with a PAAC advisor. MAJOR GENERAL ELECTIVES 3 & 4 LEVEL Students are required to complete 12 semester hours of 3-4 level electives. The general electives may be selected from any discipline, other than psychology. Be mindful that many upper level courses have prerequisite requirements. Be sure to check for prerequisite coursework. Please note that upper level psychology courses cannot be used in this area. FREE ELECTIVES 1 4 LEVEL Free electives can be any lower or upper level course offered at Kennesaw State University, including psychology. Students are strongly encouraged to consider upper level arts and humanities courses in this area so that they develop ample breadth in their bachelor s degree.
8 LINKING OF COURSE AND PROGRAM REQUIREMENTS TO GSLO S AND SSLO S 1 a Use APA style correctly in research reports and other written assignments. b Demonstrate effective use of written language in research reports and other written assignments. 1 c Show effective use of spoken language in class presentations. 1 d Demonstrate ability to communicate effectively in nonacademic situations 2 a Use a statistical program or spreadsheet to do basic statistical functions and tests 2 b Describe the justifications for and limitations of statistical techniques for summarizing data and making inferences 2 c Use computer or other data bases to perform a competent literature search 2 d Apply basic probability principles to practical and statistical problems 2 e Recognize ethical and nonethical research situations 2 f Evaluate the quality of information 2 g Recognize the possibility of errors in thinking and the situations in which they will likely occur 2 h Make usable connections between knowledge at different levels such as theories, experimental results, correlational results, and observations 2 i Develop logical arguments for conclusions 3 a Demonstrate understanding of the major areas of psychology: learning and cognition; individual differences - clinical, abnormal, and personality; biological bases of behavior; and developmental and social 3 b Explain how sociocultural differences can affect behavior and cognition PSYC 33 and PSYC 331 each require at least two research reports written in APA style. All 3 and 4 level classes require papers or reports written in APA style. As above. PSYC 33 and PSYC 331 require oral presentations of research reports. PSYC 228, 321, 33, 331, 33, and 4499 all require spoken presentations. PSYC 211 and 444 both use a Sequential Analysis of Verbal Interactions exercise. The two practicums, 448 and 448 both require negotiating responsibilities with the site director and practicum director. PSYC 321 requires an interview with a psychology professional. PSYC 332 requires the keeping of a journal. PSYC 33 and 331 require the use of SPSS and in some cases a spreadsheet program for laboratory exercises. Examinations, research reports, and laboratory exercises in PSYC 33 and 331 require this outcome. A library assignment and research reports in PSYC 33 and 331 are directly related to this outcome. Papers or other written reports in all other 3 and 4 level courses also require this ability. This material is covered in PSYC 33 and 331 and tested by examination and quiz questions. PSYC 33 and 331 require consideration of ethics when the research proposal is written. PSYC 33 also explicitly covers this area in tests. Assignments, quizzes, and examinations cover this topic in PSYC 33 and 331. Papers in advanced classes generally require a critical review of the literature. PSYC 332 and 44, social and cognitive psychology explicitly cover this and test it in quizzes and examinations. PSYC 221, 221, 444, and 448 also test some of this material. Assignments, quizzes, and examinations cover this topic in PSYC 33 and Assignments, quizzes, and examinations cover this topic in PSYC 33 and 331. It is a major portion of the capstone work in PSYC 4499 Assignments, quizzes and examinations in the courses that directly cover topics presented in the outcome; PSYC 228, 33, 331, 332, 333, 334, 334, 33, 336, 338, 338, 441, 441, 442, 443, 444, and 44. Assignments, quizzes and examinations in the courses that cover broad areas of psychology; General Psychology - PSYC 221, Senior Capstone - PSYC 4499, and History and Systems of Psychology - PSYC 444. This is a major portion of our Cross-cultural course PSYC 33 and our Interacting effectively in a Diverse Society course PSYC 221 and is evaluated in many or most of the assignments and tests in these courses. It
9 3 c Explain how psychology s empirical findings can be used for practical purposes. 4 a Describe the major applied areas in psychology 4 b Describe techniques used in applied areas in psychology 4 c Apply empirically tested psychological principles to personal goals 4 d Recognize how sociocultural factors can affect the application of psychological techniques a Recognize ethical and unethical behavior in applied psychology and in psychological research b Recognize the limitations of applying untested theories or therapeutic techniques c Recognize and respect cultural differences in values and how those differences may modify the application of psychological findings or techniques 6 a Be able to state how the information gained by obtaining a degree in psychology can be used in careers inside and outside of the field of psychology 6 b Describe the requirements for the major professional fields within psychology is a large portion of our Social Psychology course PSYC 332, our Psychology of Gender course PSYC 442 and our Theories of Personality course PSYC 333. PSYC 221, which is taken by all Psychology majors has an introduction to this topic. In Developmental Psychology, PSYC 33, as in other courses, it is assessed in assignments and tests. Our business and career oriented courses; PSYC 332, 337, 337, and 447 have this as a central theme. Counseling Psychology, Learning and Conditioning, and Abnormal Psychology; PSYC 334, 443, and 444 discuss the use of psychology in changing emotions and behavior. Our Field Practicum, PSYC 448, directly engages the student in the use of psychology. All of these courses encourage learning this material through assignments, papers, and tests. Our General Psychology class, PSYC 221 broadly covers this topic. The Careers in Psychology class, PSYC 321, is centered on this outcome. Knowledge is tested through assignments, papers, and tests. Our business and career oriented courses; PSYC 332, 337, 337, and 447 have this as a central theme. Counseling Psychology, Learning and Conditioning, and Abnormal Psychology; PSYC 334, 443, and 444 discuss the use of psychology in changing emotions and behavior. Our Field Practicum, PSYC 448 directly engages the student in the use of psychology. All of these courses encourage learning this material through assignments, papers, and tests. PSYC 228, Psychology of adjustment is devoted to this topic. Various projects and tests covering this material are given in the course. Also, the behavior modification assignment in Learning and Conditioning, PSYC 334 is applicable to this outcome. This outcome is taught directly in our Diverse Society, Cross Cultural, Abnormal, Counseling and Field Practicum courses; PSYC 211, 332, 33, 443, 444, and 448. Knowledge is tested through assignments, papers, and tests. The research sequence, PSYC 33 and 331, spend much time covering research ethics. Ethics in social psychology research is covered in PSYC 332. Abnormal and Counseling Psychology, PSYC 443 and 444 cover ethics in applied areas. Knowledge is tested through assignments, papers, and tests. PSYC 33 and 331 cover this in their discussions of program evaluation and clinical versus actuarial prediction. Testing, PSYC 338, includes a discussion testing treatment efficacy. Counseling and abnormal psychology, PSYC 443 and 444 also cover the ethics of therapy. Knowledge is tested through assignments, papers, and tests. This is a major portion of our Cross-cultural course PSYC 33, our Psychology of Gender course PSYC 442, and our Interacting effectively in a Diverse Society course PSYC 221 and is evaluated in many of the assignments and tests in these courses. It is a large portion of our Social Psychology course PSYC 332 and our Theories of Personality course PSYC 333. PSYC 321, Careers in Psychology, and PSYC 337, Psychology of Career Development are both centered on this topic. Tests, assignments, and papers in these courses are used to encourage learning. PSYC 321 is directly related to this topic. PSYC 221 also includes some information concerning these requirements.
10 Self Evaluation SECTION II- CONNECTING OUTCOMES TO THE COURSE & PROGRAM REQUIREMENTS INDICATOR SELF-EVALUATION IIA. Linkage of All Program Requirements to SLOs Response: All courses that are required for the program are matched to the several of the outcomes. All of the members of all of the sequences of courses from of which one course is required are matched to several of the outcomes. All of our courses are matched to more than one outcome. IIB. Reinforcing SLO Attainment through Multiple Program Requirements Rating: Strong Response: All outcomes are covered by several courses. They are not covered by several required courses. However, the great majority of students are likely to take at least one course where the outcome is taught. For example, SSLO 3 c -- Explain how psychology s empirical findings can be used for practical purposes, is covered in Counseling Psychology and Abnormal Psychology (as well as by other courses). Few of our students fail to take one of these two courses. IIC. Lower Division, Program Admission, & Prerequisite Requirements Response: We have no program admission requirements. The one lower division requirement, PSYC 221 is linked to many of the outcomes. IID. Core Upper Division Course Requirements Rating: Response: Our 4 level classes require the completion of PSYC 33. This course is linked to over ten SSLO s. IIE. Elective Upper Division Requirements of the Program Response: Each course in the four groups from which students are required to take one course; PSYC 33, 333, 33; PSYC 332, 334, 338; PSYC 442, 443, 447; and PSYC 441, 441, 44; are linked to multiple learning outcomes. Overall Strength in Connecting Outcomes to Program Requirements Response: The linkage between our outcomes and our courses is very strong. All of our courses, including prerequisites, required courses, and the capstone course, are linked to multiple outcomes; and every outcome is linked to several courses. A large proportion of our SSLO s build upon foundations given by the University s General Education program.
11 IIF. Building Upon General Education Outcomes Response:: We have two GSLO s and many SSLO s under other GSLO s that build upon General Education outcomes. The general outcomes are; GSLO 1 - communicating ideas, and GSLO 6 - preparing for a career. The specific outcomes can be categorized as: critical thinking outcomes -- SSLO 2g - recognizing errors in thinking, and 2i - developing logical arguments; sociocultural awareness outcomes -- SSLO 3b - the effects of culture on behavior and thought, SSLO 4d - the effects of culture on psychological practice, and SSLO c - cultural differences in the expression of values; technological literacy outcomes -- SSLO 2a - use of statistical programs, and SSLO 2c - using computers to conduct literature searches. IIG. Required Practicums & Internships Rating: Not applicable. Response:: We have no required practicums or internships. IIH. Capstone Experience Response:: The capstone course, PSYC 4499, is linked to many learning outcomes.
12 Matrix of Program/Course Requirements Linked to Specific Student Learning Outcomes a X X X X X X X X X X X X X X X X X X X X X 1 X X X X X X X X X X X X X X X X X X X X X b 1c X X X X X X X X 1 X X X X X d 2a X X 2 X X b 2c X X X X X X X X X X X X X X X X X X X X X 2 X X d 2e X X 2f X X X X X X X X X X X X X X X X X X X X X 2 X X X X X X g 2 X X h 2i X X X 3a X X X X X X X X X X X X X X X X X X 3 X X X X X X b 3c X X X X X X 4a X X 4 X X X X X X b 4c X X 4 X X X X X d a X X X X X X X X X X b c X X X X X 6a X X 6 X X b Courses that all psychology majors are required to take are in bold. One of the courses - 33,333, 33 is required One of the courses - 332, 334, 338 is required One of the courses - 442, 443, 44 is required One of the courses - 441, 441, 44 is required A replacement course covering many of the topics of 228 has been proposed as a required course Note. Program (course requirements) are listed at the top of the matrix and specific student learning outcomes are listed on the left side of the matrix. A X represents that the course contributes to attainment of the specific student learning outcome
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Department of Dr. Brian Cronk, Chairperson email@example.com 271-4444 http://www.missouriwestern.edu// The study of psychology provides a better understanding of human nature and of the behavior
REGULATIONS FOR THE DEGREE OF MASTER OF SOCIAL SCIENCES (MSocSc) (See also General Regulations and Regulations for Taught Postgraduate Curricula) These regulations apply to candidates admitted to the Master
Course Descriptions Psychology PSYC 1520 (F/S) General Psychology. An introductory survey of the major areas of current psychology such as the scientific method, the biological bases for behavior, sensation
VCU 1 PSYCHOLOGY, BACHELOR OF SCIENCE (B.S.) WITH A CONCENTRATION IN PRE- GRADUATE SCHOOL The Bachelor of Science in Psychology curriculum reflects the discipline s major functions scientific research,
Undergraduate Degree Program Assessment Progress Report Cover Sheet Degree: B.A. For Calendar Year: 2014 (Date submitted to college committee:) 02/20/2015 (Date posted on college assessment website:) By:
DEPARTMENT OF PSYCHOLOGY Brandon University Faculty of Science This document is meant as a planning guide only. Students are advised to consult with the Chair of the Department if they have specific questions
INFORMATION FOR APPLICANTS FOR LICENSURE AS A PSYCHOLOGIST Enclosed are the application materials to practice as a Licensed Psychologist in Kentucky under the provisions of KRS 319. A copy of the law and
The Department of Psychology 313 Life Science Bldg. Box 19528 817-272-2281 www.uta.edu/psychology Academic Advising: 320 Life Science Bldg. 817-272-0858 Overview The Department of Psychology offers two
Psychology Chair: Basma Faour, Ed.D. The Department of Psychology offers a B.A. program in General Psychology and M.A. programs in General Psychology, Clinical Psychology, Counseling, Industrial/Organizational
VCU 1 PSYCHOLOGY, BACHELOR OF SCIENCE (B.S.) The Bachelor of Science in Psychology curriculum reflects the discipline s major functions scientific research, teaching, acting as a healing profession and
Courses Descriptions Courses Generally Taken in Program Year One PSY 602 (3 credits): Native Ways of Knowing Covers the appropriate and valid ways of describing and explaining human behavior by using the
Program Approval Form For approval of new programs and deletions or modifications to an existing program. Action Requested: Type (Check one): Create New (SCHEV approval required except for minors) B.A.
Forensic Psychology (BA) Mission Statement & Learning Objectives The mission of the Forensic Psychology major is to enhance understanding of behavior, in terms of its biological, cognitive, social, emotional
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
CJ 515 Budgetary Planning in Public Agencies Examines the nature of public budgeting and financial management from the perspective of a public manager. Explores public budgeting from an analytical perspective.
Log # 08/09-324 APC 3 BS- Major College of Arts and Sciences Program Evaluation The College of Arts and Sciences offers the Bachelor of Science degree in Biology, Chemistry, Communications, Interdisciplinary
Psychology Courses (PSYCH) PSYCH 545 Abnormal Psychology 3 u An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American
WASHINGTON STATE UNIVERSITY Counseling Psychology Ph.D. Program Proposed Program for: Program Planning Guide Last First MI Prior Education: Dates Degree Major Prior Education: Dates Degree Major Undergraduate
Student Outcomes Assessment Plan (SOAP) I. Mission Statement CSM Psychology, BS The mission of the Department of Psychology is to provide quality instruction in behavioral science to the students of California
136 / Department of Social and Behavorial Sciences THE BACHELOR OF ARTS DEGREE IN PSYCHOLOGY (PSYC) Psychology is a relevant field of study for many professions and careers in psychology as well as other
Psychology (MA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, firstname.lastname@example.org
As of 01/07/03 South Texas Community College Division of Nursing/Allied Health Master Syllabus Occupational Therapy Assistant Program Spring 2003 Chair's (Author's) Information: 1. Name of Chair: Esperanza