Total required credits: 48

Size: px
Start display at page:

Download "Total required credits: 48"

Transcription

1 School of Organizational Leadership & Transformation LIOS Masters in Organizational Systems: Leadership & Organization Development Course Descriptions Courses for: Fall 2013 Entry Cohort Spring 2014 Entry Cohort Leadership and Organization Development professional courses: 27 credits SLO 5200 Professional Consultation 2.5 SLO 5201 Practicum: Consulting Theory in Action 13.0 SLO 5202 Strategic Leadership: Structural Design (B-Corp) 1.0 SLO 5203 Consultation: Executive Coaching Interventions 1.0 SLO 5204 Consultation: Organizational Conflict 0.5 SLO 5205 Leading Change: Organizational Interventions 1.0 SLO 5206 Consultation: Training Interventions 1.0 SLO 5207 Consultation: Facilitation Interventions 0.5 SLO 5208 Organizational Psychology: Cross-Functional Teaming 0.5 SLO 5209 Consultation: Presentation Design and Delivery 0.5 SLO 5210 Operations: Leadership and Management 2.0 SLO 5211 Practitioner Theory Seminar (Oral Exam) 1.0 SLO 5212 Seminar: Legal, Ethical and Professional Issues 1.0 SLO 5220 Mini-Conference: Organizational Systems Coaching 1.5 CORE courses: 21 credits RES 1026L CO Information Competency and Library Use 1.0 SCO 5002 Group Membership 2.0 SCO 5003 Group Development 1.0 SCO 5004 Family of Origin Theory and Practice 1.0 SCO 5005 Introduction to Systems Theory in the Applied Behavioral Sciences 0.75 SCO 5006 Statistics and Research Methodologies 2.5 SCO 5007 Organizational Development 2.0 SCO 5009 Creating Healthy Social Systems 0.75 SCO 5011 Group Leadership 1.5 SCO 5012 Intercultural Intelligence 1.0 SCO 5013 Integrative Learning Lab 1.75 SCO 5014 Developmental Assessment 2.0 SCO 5015 Foundations of Leadership 2.0 SCO 5016 Global Issues Seminar (Elective) 3.0 SCO 5017 Fundamentals of the Coaching Relationship 1.75 Total required credits: 48

2 ORGANIZATIONAL SYSTEMS: LEADERSHIP AND ORGANIZATION DEVELOPMENT COURSES SLO 5200 Professional Consultation This course is concurrent with Practicum: Consulting Theory in Action and the associated consulting projects and serves as an adjunct to the student's experience. The focus during this year-long, small group experience is on developing consulting skills, examining legal and ethical issues, exploring themes within the student's consulting work, relationships with other professionals and organizations, and enhancing the student's development as a professional. 2.5 credits. Course Prerequisites and Co-requisites: Students have SLO 5201 Practicum: Consulting Theory in Action as a co-requisite to this course during both first and second years. SLO 5201 Practicum: Consulting Theory in Action This four-semester sequence of group and individual projects provides students field experience as a means to apply key theories for achieving organizational/group transformation. Foundational theories, concepts and methods are introduced that enable students to consult competently within client systems to improve leader, team/group, and organizational effectiveness. Principal among these are Action Research and performance improvement (quality/process optimization) approaches to organization development; and processes and practices influenced by the theories of Kurt Lewin, Mary Beth O'Neill, and Bob Crosby. These methods are used to facilitate active processes of organizational inquiry in ways that enable work teams to identify and solve important problems, with a goal of increasing their collective capacity to achieve key operational outcomes. Stages of Action Research are fully explained, including building relationship with the sponsor(s), setting initial project goals, gathering relevant data, preparing and facilitating data feedback, setting collaborative goals, planning for implementation, and assessing goal attainment. Dilemmas and paradoxes of the consulting process are explored, with emphasis on your self-awareness as you deploy your presence within a client system. Students enhance their awareness of team dynamics by learning to work effectively in consulting teams for real clients under the supervision of faculty. Students follow a written format to document their approach, interventions, client results, personal reflections and learning credits. Course Prerequisites and Co-requisites: Students have SLO 5200 Professional Consultation as a co-requisite to this course during both first and second years. SLO 5202 Strategic Leadership: Structural Design (B-Corp) The theories and skills of forming and implementing an organization's vision, goals, strategies, and structure are foundational to much of the coursework in the LOD specialization. A critical task of leadership is to assess the strategic environment of the organization so that a future direction may be charted that will enable it to achieve significant competitive advantage in the marketplace. Students are taught to develop visions, missions, core values and strategic goals that allow their own leadership intentions to be realized. They implement and operate a BCorp for the majority of their second year. As formal leaders and professional change agents, students also learn to assist their client managers in this essential leadership endeavor. 1. Students are introduced to a specialization vision for their second year in the program. 2. Lecture and discussion on information about mission, core values, vision, and goals, and the ways in which these concepts are central to personal mastery, strategic leadership and organizational effectiveness. Page 2 of 9

3 3. Students are given the opportunity to reflect upon and develop a statement of vision, mission, core values, articles of incorporation, by-laws, and operating agreements. 4. Students apply theory to cases from their projects or their work situation. 5. Lecture and discussion on the link between strategic leadership and successful change management. 1.0 credit. Course Prerequisites and Co-requisites: Successful completion of firstyear curriculum and second-year standing as an LOD student. SLO 5203 Consultation: Executive Coaching Interventions An essential skill for moving organizations towards meeting their goals is coaching executives/leaders to increase their effectiveness in working with their teams. In this course the phases of coaching are discussed and practiced, including contracting, assisting executives/leaders in setting goals for business improvement, team effectiveness and personal growth, and preparation of the leader for "live-action" coaching. The importance of identifying systemic patterns of behavior is emphasized throughout all phases of the coaching and consulting process. IFC Core Competencies are integrated into the phases of coaching. 1.0 credit. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5204 Consultation: Organizational Conflict In this highly experiential course, the theory, concepts and skills of conflict resolution are presented and integrated with theories of interpersonal conflict management. Students then serve in the role of third party coach to an interpersonal conflict, receiving coaching and feedback on their performance from faculty, student observers, and from the students working the conflict. 0.5 credit. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5205 Leading Change: Organizational Interventions Students build on the basic concepts, theories and models of change management begun in the Strategic Leadership curriculum (SLO 5202). More advanced concepts of change practices are introduced. These are applied to the Consulting Projects the students are conducting as change agents in organizations. Students are also encouraged to think critically about theories of change as they relate to the students' own emerging notions about healthy functioning in organizations and intervention strategies. Students function as consultants from their B-Corp to explore and practice change management strategies with a real client (the LOD Program). As formal leaders and professional change agents, students learn to assist their consulting clients in this essential leadership endeavor. 1. Hands-on practices and debriefs will include some or all of the following: Conner's (1998) ideas about enhancing organizational and individual change capacity; Bridges' (2004) distinctions between change and transition; Kotter's (1996) model for successful organizational change; and a variety of large-scale, whole systems strategies for rapid change. 2. Experiential activities will involve application to students' Masters Change Projects, their own work venues, to the LOD Program, or other case studies. Students will engage in critical thinking and dialogue about various theorists' notions regarding appropriate organizational diagnosis, design and intervention and begin to formulate their own theory of change. 1.0 credit. Course Prerequisites and Co-requisites: Successful completion of first-year curriculum and second-year standing as a LOD student. Page 3 of 9

4 SLO 5206 Consultation: Training Interventions Students learn the fundamentals of conducting successful trainings and meetings, including the identification of desired outcomes, the creation of appropriate designs, the delivery of effective presentations, and leading productive meetings. The course is based on utilizing the three classical domains of learning: cognitive (knowledge and understanding), affective (values, feelings and attitudes), and behavioral (skill). The focus of this course is developing training interventions. 1.0 credits. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5207 Consultation: Facilitation Interventions Students learn the fundamentals of conducting successful trainings and meetings, including the identification of desired outcomes, the creation of appropriate designs, the delivery of effective presentations, and leading productive meetings. The course is based on utilizing the three classical domains of learning: cognitive (knowledge and understanding), affective (values, feelings and attitudes), and behavioral (skill). The focus of this course is developing facilitation interventions. 0.5 credit. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5208 Organizational Psychology: Cross -Functional Teaming Students will explore issues related to task team dynamics in work settings, and particularly teams in which multiple functional perspectives make developing a cohesive and wellfunctioning team challenging. The organizational psychology focus is on the application of models and practices from cognitive behavioral therapy and narrative therapy to organizational systems contexts as might arise in crossfunctional teaming situations. Emphasis is given to narrative exploration and reframing, role clarification, decision-making and accountability for cross-functional teams involved in performance improvement, restructuring or product development processes. 0.5 credit. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5209 Consultation: Presentation Design & Delivery Students learn the fundamentals of conducting successful trainings and meetings, including the identification of desired outcomes, the creation of appropriate designs, the delivery of effective presentations, and leading productive meetings. The course is based on utilizing the three classical domains of learning: cognitive (knowledge and understanding), affective (values, feelings and attitudes), and behavioral (skill). The focus of this course is presentation, design, and delivery of proposals, plans, and trainings. 0.5 credit. Course Prerequisites and Corequisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5210 Operations: Leadership and Management This course provides a learning laboratory where the students learn how to cultivate healthy organization systems to optimally return value and support the Bottom-line of organizations (for profit, non-profit or public sectors). The students are required to demonstrate and practice the knowledge and competency required to walk into any group and/or organizational setting and Page 4 of 9

5 lead the performance of simultaneous personal development, cultural awareness, organizational development, and performance improvement (quality and process optimization). In this course, the complexities and paradoxes of leadership, supervision, and process management are explored. The course begins with an inquiry into each individual student's leadership qualities. A variety of leadership theories are then explored to better assist the student in developing his/her own personal leadership principles. Finally, the experiential learning laboratory provides students with an opportunity to apply principles and theories of leadership and management to test their personal effectiveness as leaders. In order to create fully functioning organizations, students develop appropriate organizational structures, functions, and processes to produce products or deliver services at a profit, while maintaining social and environmental responsibility. 2.0 credits. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5211 Practitioner Theory Seminar (Oral Exam) Students delineate their emerging theory of practice as an applied behavioral scientist and leader or coach/consultant in organizational systems. They further explicate their theory of practice in a seminar with their peers and faculty, whose roles are to critique or expand the theory of the presenting student. Students will participate in a Faculty-led Peer-Review Oral Exam based on their Practitioner Theory Paper, and their reflective essays regarding the Marketplace experience. This exam will assess their Leadership Signature Presence in terms of integrity (congruency), knowledge of LOD concepts and theories, and demonstration of behaviorally specific leadership competencies based on that knowledge. This seminar is considered a capstone event, a time for the student to integrate into a coherent theory of practice, learning from their assigned and recommended reading, their academic and experiential learning at LIOS, and their learning in their Team and Individual consulting projects. 1.0 credit. Course Prerequisites and Co-requisites: Successful completion of first-year curriculum and second-year standing as a LOD student. SLO 5212 Seminar: Legal, Ethical and Professional Issues The focus of this course is on the development of a professional attitude and identity as an Applied Behavior Scientist, Organizational Development Consultant, and a Leader or Coach/Consultant to Organizational Systems. Current legal and ethical issues confronting leaders and Organization Development practitioners are explored. Being an ethical leader and developing and maintaining an ethical and prosperous consulting practice (internal or external to organizations), career development, professional affiliations, and continuing education may also be explored. 1.0 credit. Course Prerequisites and Co-requisites: Successful completion of first year curriculum and standing as a second-year LOD student. SLO 5220 Mini Conference: Organizational Systems Coaching The course focuses on organizational coaching as distinct from other coaching specializations. The course positions coaching as a central skill for consultants, coaches, managers, leaders, and social change agents in their organizational work. The coaching frameworks of the International Coaching Federation (ICF) are the primary conceptual foundation of this course. Several aspects of organizational coaching are discussed and practiced with a major emphasis on the ICF Core Competencies. The course employs a theory, practice, reflection and feedback structure with multiple opportunities to serve as coach, observer and client. Experiential activities are designed Page 5 of 9

6 to practice theories presented, to enhance the cognitive integration of the coaching concepts, and to provide immediate feedback on the associated skills. Students participate in the following activities: (a) skill practice, working on real time issues from the workplace; (b) debrief of skill practice in order to learn from other participants and to embed the principles of coaching; and (c) modeling of the coaching process. Course Prerequisites and Co-requisites: Successful completion of SCO 5017 Fundamentals of the Coaching Relationship. 1.5 credit CORE COURSES RES 1026L CO Information Competency and Library Use This is a hybrid or blended course, delivered mostly online in the Moodle course management system, and partly face-to-face with the instructor at the residential conferences. Students use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students learn and practice finding, citing, evaluating, and annotating online and printed information sources, assemble an annotated bibliography in APA style, and are introduced to a number of online tools. There are no prerequisites. 1.0 credit. SCO 5002 Group Membership This course (first in a series of three: Group Membership, Group Development, Group Leadership) focuses on the development of fundamental skills in effective participation in groups from the member role. With active faculty coaching, students learn the skills required to be interactive group members by participating in a small group learning laboratory based on Lewin's T-Group model. 2.0 credits. SCO 5003 Group Development The focus of this segment is on combining the fundamental role of group member with that of the advanced group member. Students will make informed and skillful interventions in the service of healthy group functioning as the group demonstrates more mature group processes. Using observation, intuition and internal experience, the advanced group members apply group theory to assess and diagnose the group's level of development and the health of its processes while using interpersonal skill to intervene effectively. Through modeling and appropriate use of informal authority, the advanced group member encourages selfawareness and skillful interaction of others, comments on the group's process, its systemic dynamics, including groupas-a-whole interpretations, and identifies polarities and paradoxes inherent in the life of the group. 1.0 credit. SCO 5004 Family of Origin Theory and Practice This course focuses on the development of the applied behavioral science practitioner through the research and review of one's own family of origin. Students write a personal autobiography and construct a three-generation genogram. Students interview parents, siblings, and other family members in order to learn more about themselves, expand their perspectives and appreciate the complexity of the system(s) in which they developed. During the second year of this curriculum segment, students write an updated autobiography based on learning from the previous year. Group and workplace applications of Family of Origin concepts are focused on during year two. Emphasis is placed on the student's identification and resolution of key family of origin issues Page 6 of 9

7 leading to increased personal authority and professional competence. 1.0 credit. SCO 5005 Introduction to Systems Theory in the Applied Behavioral Sciences This course explores three different approaches to systems theory and ways to apply them within the learning community. This course is the theoretical foundation for understanding and application of systems ideas in all subsequent curricula. Throughout the first year students explore dynamic systems in which they participate, including their families, the learning community, and their larger home communities. In the second year, students apply systems principles in their specialization work as well as continuing the first year explorations credits. SCO 5006 Statistics and Research Methodologies This course provides an overview of basic statistics used in the social sciences, and reviews the principles of empirical investigation and the primary research methods used in the social sciences. Both qualitative and quantitative methods of conducting research are reviewed. Emphasis is given to evaluating, interpreting, and critiquing published research. Empirical research is examined within a larger exploration of epistemology and the development of the critical thinking skills necessary in the evolution of all knowledge. 2.5 credits. SCO 5007 Organizational Development Building on the theories and models covered in Creating Healthy Social Systems, this course enhances the ability of students to apprehend the relative health or dysfunction present in organizations, diagnose what changes will best support healthy and effective functioning, and to utilize their signature presence effectively in influencing those changes from any position within the hierarchy. The overarching framework utilized is the Harrison's Waterline Model which emphasizes examination of each of the following elements as they influence functioning within organizational systems: Organizational structure (goals and roles) Organization/group processes (communication, decision making, problem solving) Interpersonal processes (relationships between individuals) Intrapersonal processes (intrapsychic influences on individual behavior) as they influence functioning within organizational systems. In collaboration with Course SCO5009, Creating Healthy Social Systems, students in this course continue to consider questions they need to answer in writing by the end of the second year in their practitioner theory papers: What is your theory of health in social systems? What are causes of problem formation? What is your theory of change? This becomes the basis of their integrative practice theory prior to graduation. 2.0 credits. SCO 5009 Creating Healthy Social Systems This course is an introduction to the theory and practice of eliciting and sustaining healthy social systems. It seeks to catalyze students in developing their own practitioner theories of healthy functioning in systems. Building on the theories and models covered in Systems Theory in Applied Behavioral Science, this course explores four dominant themes: resiliency, appreciative inquiry, paradoxes and polarities, and sustainability credits. Page 7 of 9

8 SCO 5011 Group Leadership This course presents major theories of group leadership. Students are placed in the leader role to develop skills in guiding groups through appropriate stages of development in an intensive small group learning laboratory based on Lewin's T-Group model. 1.5 credits. SCO 5012 Intercultural Intelligence The purpose of this course is to help students understand the perspective that difference is necessary to systemic flexibility and learn to work skillfully with multiple differences. Students develop the following: an operational knowledge of culture as a concept and how it shapes and influences human perception and behavior in general; awareness of their own cultural identity; and basic practitioner skills in intercultural communication.. Further, students become aware of and apply their knowledge and skills to the dynamics of inequality in systems. 1.0 credit. SCO 5013 Integrative Learning Lab Integrative Group I is a process group which is designed as an experiential learning lab for skills development in both group membership and group leadership. First year students focus on skills of self awareness and self management as well as curiosity and inquiry into the other's experience. Students practice leadership from the member position as they develop skills of personal authority, capacity to engage with conflict and difference, and a capacity to hold multiples realities and a diversity of experience. Integrative Learning Lab II Integrative Group II is a course which is designed as an experiential learning lab for skills development in both group membership and group leadership. Second year students focus on advanced membership skills and leading from the positions of leader and member. The skills which are developed include facilitation and coaching, identification of group patterns and dynamics, and intervention at various levels of group. Students develop their personal authority and capacity to influence as well as enhance the functioning and health of the group credits. SCO 5014 Developmental Assessment This course includes three formal integrative assessments during the two years. Self-assessment papers are written by each student reviewing both technical and adaptive work to date. Students review and evaluate demonstrations of learning within their course of study, including curriculum participation in experiential designs and practicum, papers, projects, internships. Students also evaluate their demonstration of leadership and personal authority as well as contributions to the development of the learning community. Students also provide similar assessment and feedback to peers. 2.0 credits. SCO 5015 Foundations of Leadership The purpose of this course is to provide a contextual overview that focuses is on leadership as a discipline and as an art of relationship and influence. The course design is experiential and integrative, building on key knowledge, skills, and competencies in the CORE curriculum over the full two years of the degree program. This course takes the position that Leadership is an evolutionary function in living systems, the complement to the stabilizing function, which can be thought of as management. While we have tended to ascribe these functions to specific roles, a system's sustainability is dependent upon all members of the system contributing to these functions. In other words, the expression of these functions is manifested in individual human Page 8 of 9

9 behaviors and needs to be spread across the system rather than isolated within a role or title. The course uses the Adaptive Leadership framework, which emphasizes the importance of learning in response to challenges to the system and the ability to both be in and reflect upon the emergent moment. The objective of this course is the development of the student's Signature Presence, which we consider to be the intersection of the individual's unique gifts and the needs of the social systems they seek to serve. The development of this Signature Presence emphasizes the student's personal voice and agency, essential capacities if the individual is to speak up and stand for the health of the system. As part of this course, students will take part in a Writing Process Seminar, delivered in RC1, intended to hone their writing skills in order to enhance their capacity to effectively communicate their Signature Presence. 2.0 credits SCO 5016 Global Issues Seminar (Elective) Using a social media platform, this elective course provides an opportunity to explore and engage in the study of international events, historical and current issues, and human behavior in our global society. This course explores the complex development of social and political issues in the global context and the role that culture plays in their formation, maintenance, and possible resolution. The topics will deal with cultural groups, organizations, and institutions. This course involves critical thinking specifically in the development of awareness of the relationship between individuals, cultural groups and political challenges, and the interface between those dealing with issues. The final project may include the presentation of a project via social media and the option of travel to a particular country to explore and discuss issues with representatives of social, political, and cultural groups. 3.0 credits SCO 5017 Fundamentals of the Coaching Relationship This course focuses on humanistic methods of helping as applied to the coaching relationship as well as models of understanding and managing conflicts. Students participate in faculty supervised and coached activities designed to develop practitioner skills essential to both creating and maintaining an effective coaching relationship as well as effectively engaging in and exploring conflicts credits Page 9 of 9

School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014

School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014 School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014 Courses for: Fall 2013 Entry Cohort Spring 2014 Entry Cohort Counseling professional courses:

More information

Saybrook University. School of Clinical Psychology. LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions

Saybrook University. School of Clinical Psychology. LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions Saybrook University School of Clinical Psychology LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions PSYCHOLOGY COUNSELING COURSES RES 1026L Information Competency and Library Use This

More information

Department of Leadership and Organizational Psychology

Department of Leadership and Organizational Psychology Azusa Pacific University 1 Department of Leadership and Organizational Psychology Department Overview The Department of Leadership and Organizational Psychology (http://www.apu.edu/bas/leadershippsych)

More information

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals

More information

Organizational Systems. Leadership and Organization Development Student Learning Objectives

Organizational Systems. Leadership and Organization Development Student Learning Objectives Organizational Systems Leadership and Organization Development Student Learning Objectives Revised March 2011 All materials presented in this manual are for the express purposes of education at the LIOS

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) 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

More information

Graduate Program Course Descriptions

Graduate Program Course Descriptions Graduate Program Course Descriptions The following section provides course descriptions for courses offered and required in the Research College of Nursing Graduate Programs: the Family Nurse Practitioner

More information

HAMPTON UNIVERSITY ONLINE School of Education and Human Development PhD in Educational Management

HAMPTON UNIVERSITY ONLINE School of Education and Human Development PhD in Educational Management Program Overview This accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

PSYD CURRICULUM AND COURSE DESCRIPTIONS

PSYD CURRICULUM AND COURSE DESCRIPTIONS PSYD CURRICULUM AND COURSE DESCRIPTIONS 0999A D The Evolving Professional This sequence begins with practice in the acquisition of the growth oriented counseling skills necessary for working with individuals,

More information

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

American Psychological Association D esignation Criteria for Education and

American Psychological Association D esignation Criteria for Education and American Psychological Association D esignation Criteria for Education and Training Programs in Preparation for Prescriptive Authority Approved by APA Council of Representatives, 2009 Criterion P: Program

More information

2015-2016 Academic Catalog

2015-2016 Academic Catalog 2015-2016 Academic Catalog Master of Science in Organizational Development and Leadership Chair, of the Department of Educational Leadership: Will Place, Ph.D. Director: Felice Tilin, Ph.D. Merion Hall,

More information

Program Identity: The EdD in Educational Leadership advances critical inquiry for deliberate intentions.

Program Identity: The EdD in Educational Leadership advances critical inquiry for deliberate intentions. Program Identity: The EdD in Educational Leadership advances critical inquiry for deliberate intentions. The EdD in Educational Leadership is a scholar-practitioner degree designed to provide leaders throughout

More information

GRADUATE PROGRAM CURRICULUM

GRADUATE PROGRAM CURRICULUM GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Neal Grey, Chair SCHOOL OF COUNSELING & HUMAN SERVICES MASTER OF ARTS IN COUNSELING OFFERED IN HICKORY, ASHEVILLE

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

Comprehensive Product of Learning COLLEGE STUDENT DEVELOPMENT PROGRAM. Appalachian State University

Comprehensive Product of Learning COLLEGE STUDENT DEVELOPMENT PROGRAM. Appalachian State University Comprehensive Product of Learning COLLEGE STUDENT DEVELOPMENT PROGRAM Appalachian State University 1 Table of Contents I. Introduction.3 II. Mission Statement..3 III. Learning Outcomes and Point System.4

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

Is the General Education program purpose congruent with the overall mission of the institution?

Is the General Education program purpose congruent with the overall mission of the institution? Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with

More information

Year of Entry into Clinical Program: 2 0

Year of Entry into Clinical Program: 2 0 Clinical Student Competency Tracking Form v20051207 Howard University Clinical Psychology Program This form is largely based on CCTC ADPTC Draft Version March 2004. Students and their research/academic

More information

Management Courses-1

Management Courses-1 Management Courses-1 MGT 201/Management Principles and Practices Provides an introduction to the core concepts and theories of management. Emphasis is on developing a theoretical foundation in the various

More information

MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015

MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 Rationale: 1. MSN courses for both tracks need to delete specific reference to the CNL or make reference

More information

Online CMHC Program Course Descriptions

Online CMHC Program Course Descriptions Online CMHC Program Course Descriptions Students must meet with their advisor prior to registering for courses. If a student wishes to take a course outside the suggested schedule of study, they must first

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

Psychology. REQUIREMENTS FOR A MAJOR IN PSYCHOLOGY (B.A.): 12 courses (45-49 credits)

Psychology. REQUIREMENTS FOR A MAJOR IN PSYCHOLOGY (B.A.): 12 courses (45-49 credits) Psychology MAJOR, MINOR PROFESSORS: Bonnie B., George W. (chair) ASSOCIATE PROFESSORS: Richard L. ASSISTANT PROFESSOR: Tiffany A. The core program in psychology emphasizes the learning of representative

More information

Doctor of Philosophy in Counseling Psychology

Doctor of Philosophy in Counseling Psychology Doctor of Philosophy in Counseling Psychology Program Description Objectives The program aims to develop competent and effective academicians and practitioners in counseling psychology by: a. Exposing

More information

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003 Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.

More information

Bachelor of Arts in Leadership

Bachelor of Arts in Leadership Bachelor of Arts in Leadership LEAD ON A NEW LEVEL You work hard, but now you re ready for something more. A promotion, a new way to approach your work, or a new career altogether. You re ready to take

More information

Counselor Education Courses (COUNSED)

Counselor Education Courses (COUNSED) Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 Travel Study 1-3 u COUNSED 696 Special Studies 1-3 u COUNSED 712 Foundations of Clinical Mental Health Counseling 3 u This course

More information

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Forensic Psychology Major Learning Objectives (adapted from APA)

Forensic Psychology Major Learning Objectives (adapted from APA) 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

More information

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA MASTER OF SCIENCE IN NURSING (MSN) COURSE DESCRIPTIONS 600. THEORETICAL FOUNDATIONS OF ADVANCED NURSING (Credit, 3 hours). A systematic examination of the concepts of nursing, human beings, health, and

More information

Master of Arts in Criminal Justice

Master of Arts in Criminal Justice Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,

More information

Goals & Objectives for Student Learning

Goals & Objectives for Student Learning Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.

More information

THE MASTER OF ARTS PROGRAM IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY

THE MASTER OF ARTS PROGRAM IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY THE MASTER OF ARTS PROGRAM IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY GRADUATE SCHOOL OF ARTS AND SCIENCE NEW YORK UNIVERSITY Information Booklet for Applicants Director: Barry H. Cohen, Ph.D Telephone: 212-998-7815

More information

Purpose. Admission Requirements. Vision. Mission. Provisional acceptance. Conditional acceptance

Purpose. Admission Requirements. Vision. Mission. Provisional acceptance. Conditional acceptance BUSINESS ADMINISTRATION (MBA) The Master of Business Administration program is part of the Jay S. Sidhu School of Business and Leadership, which combines a strong core business education with the development

More information

LSU Clinical Psychology Program Annual Student Evaluation

LSU Clinical Psychology Program Annual Student Evaluation LSU Clinical Psychology Program Annual Student Evaluation Student: Faculty Supervisor: Year in Program: Date of Evaluation: Course/Degree Requirements 1. Proposed master s thesis (Fall, Year 2) 2. Defend

More information

YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING

YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Master of Arts in Criminal Justice

Master of Arts in Criminal Justice Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,

More information

Clayton State University Master of Health Administration Program Fall 2009 Assessment

Clayton State University Master of Health Administration Program Fall 2009 Assessment Clayton State University Master of Health Administration Program Fall 2009 Assessment MHA Program Mission: The mission of the Health Care Management program is to prepare ethical and socially responsible

More information

SCHOOL OF NURSING Philosophy Statement

SCHOOL OF NURSING Philosophy Statement SCHOOL OF NURSING Philosophy Statement Nursing is a discipline, a profession, and a service. The discipline of nursing is a body of knowledge, formalized in philosophical and scientific theory/theoretical

More information

Industrial/Organizational Psychology Master s Program Course List

Industrial/Organizational Psychology Master s Program Course List Industrial/Organizational Master s Program List Required s Number Title PSY 6070 Advanced Industrial O rganizational Training and PSY 6085 Pre-Practicum: PSY 6090 Practicum: PSY 6280/ 72 80 PSY 6281/ 72

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

South Texas Community College Division of Nursing/Allied Health Master Syllabus Occupational Therapy Assistant Program Spring 2003

South Texas Community College Division of Nursing/Allied Health Master Syllabus Occupational Therapy Assistant Program Spring 2003 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

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

ACADEMIC DIRECTOR: Carla Marquez-Lewis Email Contact: THE PROGRAM Career and Advanced Study Prospects Program Requirements

ACADEMIC DIRECTOR: Carla Marquez-Lewis Email Contact: THE PROGRAM Career and Advanced Study Prospects Program Requirements Psychology (BA) 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, carla.marquez-lewis@cuny.edu

More information

Business Psychology Department 2014 2015 Program Guidebook

Business Psychology Department 2014 2015 Program Guidebook Business Psychology Department 2014 2015 Program Guidebook PhD Business Psychology (IO and Consulting Track) MA Industrial/Organizational Psychology (Internship, Thesis, and ARP Tracks) PhD Organizational

More information

EDLR EdD Program Handbook

EDLR EdD Program Handbook EDLR EdD Program Handbook Mission Statement Neag s EdD program in Educational Leadership aims to provide professional educational leaders with the essential habits of mind and sophisticated reasoning skills

More information

OCCUPATIONAL THERAPY ASSISTANT CURRICULUM DESIGN

OCCUPATIONAL THERAPY ASSISTANT CURRICULUM DESIGN OCCUPATIONAL THERAPY ASSISTANT CURRICULUM DESIGN The design of the content, scope, and course sequencing for the Occupational Therapy Assistant ( OTA ) curriculum combines the mission of the OTA program,

More information

Psychology. Academic Requirements. Academic Requirements. Career Opportunities. Minor. Major. Mount Mercy University 1

Psychology. Academic Requirements. Academic Requirements. Career Opportunities. Minor. Major. Mount Mercy University 1 Mount Mercy University 1 Psychology The psychology major presents a scientific approach to the study of individual behavior and experience. The goal of the major is to provide an empirical and theoretical

More information

(Revised Curriculum 2008)

(Revised Curriculum 2008) Master of Nursing Science Program in Community Nurse Practitioner (Revised Curriculum 2008) Curriculum Master of Nursing Science Program in Community Nurse Practitioner Academic Degree Master of Nursing

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

Health Care Administration M.B.A.

Health Care Administration M.B.A. Loma Linda University 2015-2016 - DRAFT COPY 1 Health Care Administration M.B.A. Program director Elisa J. Blethen Description The School of Public Health offers a Master of Business Administration (M.B.A.)

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems. 202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation

More information

DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP

DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP DNP 910/EDD 910 Applied Research This course in advanced research provides students with knowledge and skills for understanding, analyzing and designing research

More information

RN-BS Nursing Program Handbook 2014-2015

RN-BS Nursing Program Handbook 2014-2015 Academic Policies Professional Standards Program Curricula Student Resources RN-BS Nursing Program Handbook 2014-2015 www.canton.edu Table of Contents Purpose.p.4 About the Program...p.4 Mission of the

More information

Doctoral Study in Applied Developmental Psychology

Doctoral Study in Applied Developmental Psychology Doctoral Study in Applied Developmental Psychology Department of Psychology University of New Orleans College of Sciences New Orleans, LA With a Ph.D. in Applied Developmental Psychology from the University

More information

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS A Letter from the 2011-2012 ADHA President Dear Colleagues, Partnering with ADEA to develop the Core Competencies for Graduate Dental Hygiene Education was a very positive and rewarding experience for

More information

Counselor Education Courses (COUNSED)

Counselor Education Courses (COUNSED) Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 COUNSED 696 Special Studies 1-3 u COUNSED 718 Principles Of Counseling 3 u Principles of the roles and functions of professional

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

Associate Dean: Justin Matus, Ph.D. Academic Advisor: Karen Alessi Coordinator ABE: Allison Pinckley

Associate Dean: Justin Matus, Ph.D. Academic Advisor: Karen Alessi Coordinator ABE: Allison Pinckley BUSINESS ADMINISTRATION Associate Dean: Justin Matus, Ph.D. Academic Advisor: Karen Alessi Coordinator ABE: Allison Pinckley 1 Wilkes University Graduate Bulletin 2015-2016 BUSINESS ADMINISTRATION (MBA)

More information

CURRICULUM INFORMATION BABSON MBA TWO-YEAR PROGRAM

CURRICULUM INFORMATION BABSON MBA TWO-YEAR PROGRAM CURRICULUM INFORMATION BABSON MBA TWO-YEAR PROGRAM MODULE I (8 credits) Entrepreneurial Thought and Action: Creating and Scaling Effective Businesses Module 1 sets the stage for Babson s focus on entrepreneurial

More information

HAMPTON UNIVERSITY ONLINE Hampton University School of Nursing MHA in Health Administration

HAMPTON UNIVERSITY ONLINE Hampton University School of Nursing MHA in Health Administration Program Overview The need for innovative management leaders in the health care industry is critical to the overall operation of the health care system. The facilitates the education and training of interested

More information

REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION

REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION The Master of Science degree prepares rehabilitation counselors for a wide variety of positions in public and private agencies, and private

More information

GRADUATE PROGRAM CURRICULUM

GRADUATE PROGRAM CURRICULUM GRADUATE PROGRAM CURRICULUM SCHOOL OF COUNSELING AND HUMAN SERVICES MASTER OF ARTS IN COUNSELING OFFERED IN HICKORY AND ASHEVILLE The LRU Master of Arts degree in Counseling is designed to prepare individuals

More information

M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling

M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and

More information

B2aiii. Acquiring knowledge and practicing principles of ethical professional practice.

B2aiii. Acquiring knowledge and practicing principles of ethical professional practice. PhD Degrees in the Clinical and Social Sciences Department Program Learning Objectives, Curriculum Elements and Assessment Plan Degree title: PhD in Clinical Psychology This degree in the Department of

More information

School of Advanced Studies Doctor Of Health Administration. DHA 003 Requirements

School of Advanced Studies Doctor Of Health Administration. DHA 003 Requirements School of Advanced Studies Doctor Of Health Administration The mission of the Doctor of Health Administration degree program is to develop healthcare leaders by educating them in the areas of active inquiry,

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing is designed for nurses who want to enhance their practice with cutting-edge knowledge and skills. Among the program features are: Convenient campus locations

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval:

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval: Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work

More information

Educational Administration, K-12 Educational Leadership Department of Professional Studies. Ph.D. Program Requirements

Educational Administration, K-12 Educational Leadership Department of Professional Studies. Ph.D. Program Requirements Educational Administration, K-12 Educational Leadership Department of Professional Studies Ph.D. Program Requirements Students are required to take a minimum of 81 credit hours to include up to 30 credit

More information

SMHC Course Descriptions

SMHC Course Descriptions Applied Psychology- Human Development Division 3700 Walnut Street Philadelphia, PA 19104-6216 Tel 215.898.4610 Fax 215.573.2115 www.gse.upenn.edu/aphd SMHC Course Descriptions The mission of the School

More information

Legal and Ethical: Application of current legal and ethical standards and guidelines to diverse clinical populations and community systems.

Legal and Ethical: Application of current legal and ethical standards and guidelines to diverse clinical populations and community systems. 1 Pacifica Graduate Institute M.A. Counseling Psychology with Emphasis in Depth Psychology Program Mission Statement The M.A. Counseling Psychology Program is dedicated to offering students unique and

More information

M.A. Counseling Psychology 2015 2016 Program Guidebook

M.A. Counseling Psychology 2015 2016 Program Guidebook M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

TABLE OF CONTENTS. Accreditation and Educational Outcomes 1. Curriculum of the Post-Master s DNP Program 1-2. Program of Study 2-3

TABLE OF CONTENTS. Accreditation and Educational Outcomes 1. Curriculum of the Post-Master s DNP Program 1-2. Program of Study 2-3 DNP 2015 2016 TABLE OF CONTENTS Accreditation and Educational Outcomes 1 Curriculum of the Post-Master s DNP Program 1-2 Program of Study 2-3 Course Descriptions for Core Courses 4-6 The E-Portfolio 6-7

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

College of Education and Human Services Leadership, Counseling & Technology Course Descriptions

College of Education and Human Services Leadership, Counseling & Technology Course Descriptions CATALOG 2010-2011 Graduate Information College of Education and Human Services Leadership, Counseling & Technology Course Descriptions EDA6061: Introduction to Educational Leadership (School Leadership

More information

Study in psychology provides multiple perspectives

Study in psychology provides multiple perspectives Psychology Faculty: Kim G. Brenneman (chair) Gregory Koop Judy H. Mullet Major: Psychology Minor: Psychology Study in psychology provides multiple perspectives on understanding persons as individuals and

More information

OPM LEADERSHIP DEVELOPMENT MATRIX:

OPM LEADERSHIP DEVELOPMENT MATRIX: 1 OPM LEADERSHIP DEVELOPMENT MATRIX: The following Leadership Development Matrix is part of OPM s Effective Learning Interventions for Developing ECQs report. The Matrix lists a range of leadership development

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

GREENVILLE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION ON-SITE EVENING PROGRAM

GREENVILLE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION ON-SITE EVENING PROGRAM GREENVILLE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION ON-SITE EVENING PROGRAM Program Highlights WHAT IS THE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION? The Master of Education in

More information

Doctor of Nursing Practice

Doctor of Nursing Practice 308 Doctor of Nursing Practice Clarke University offers a Doctor of Nursing degree in Family Nurse Practice to serve the needs of the working health care professionals seeking post baccalaureate study.

More information

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW MSW Program Description As of September 2010, Westfield State University is working with the Council on Social Work Education (SCWE) for accreditation of the MSW program. Further details on CSWE accreditation

More information

HAMPTON UNIVERSITY ONLINE Hampton University School of Business PhD in Business Administration

HAMPTON UNIVERSITY ONLINE Hampton University School of Business PhD in Business Administration Program Overview The PhD in Business Leadership and Administration is designed for professionals located nation wide who desire an advanced degree in business to excel in their careers. In addition, the

More information

FDU-Vancouver Bachelor of Science in Business Administration - International Business concentration Course Descriptions

FDU-Vancouver Bachelor of Science in Business Administration - International Business concentration Course Descriptions FDU-Vancouver Bachelor of Science in Business Administration - International Business concentration Course Descriptions ACCT 2021 Intro Financial Accounting An introduction to the concepts underlying an

More information

Master's Degree, Student Affairs Concentration

Master's Degree, Student Affairs Concentration Master's Degree, Student Affairs Concentration Higher Education, Student Affairs, and International Education Policy Program Counseling, Higher Education, and Special Education Department College of Education

More information

Strengthening the Role of Part-Time Faculty in Community Colleges

Strengthening the Role of Part-Time Faculty in Community Colleges Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:

More information

Business Administration M.B.A. and M.S. Programs

Business Administration M.B.A. and M.S. Programs Business Administration M.B.A. and M.S. Programs Through the School of Business and Mass Communication, Brenau University offers the M.B.A. degree with majors in accounting, business administration, healthcare

More information

Psychology (MA) Program Requirements 36 credits are required for the Master's Degree in Psychology as follows:

Psychology (MA) Program Requirements 36 credits are required for the Master's Degree in Psychology as follows: 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, carla.marquez-lewis@cuny.edu

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

Dean: Erin Vines, Faculty Member: Mary Gumlia 12/14/2009

Dean: Erin Vines, Faculty Member: Mary Gumlia 12/14/2009 SOLANO COMMUNITY COLLEGE PROGRAM REVIEW COUNSELING COURSES Dean: Erin Vines, Faculty Member: Mary Gumlia 12/14/2009 Introduction The mission of the Solano College Counseling Division is to provide services,

More information