1 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 and engage in lifelong learning while serving a global community. The overarching goal of the department is to ensure that psychology graduates possess the requisite skills and knowledge to pursue ongoing endeavors in their careers and/or graduate school. The following plan reflects the Psychology Department s commitment to connecting discipline specific learning goals to the mission of a liberal arts education. Psychology Department Outcome Goals An understanding of major theoretical approaches, conceptual bases, and trends in psychology An understanding of research design, data analysis, statistical interpretation, and application of findings Demonstrate the ethical application of psychology to personal, social, and organizational issues Demonstrate the ability to effectively utilize information technology to gather, assess, and communicate about psychological issues and research Utilize skeptical inquiry, critical thinking, and scientific approaches to understand behavior Show an awareness and understanding of cultural diversity and individual differences Park University Mission Targets Preparing learners to communicate effectively Preparing learners to engage in lifelong learning Preparing learners to communicate effectively Preparing learners to engage in lifelong learning Preparing learners to engage in lifelong learning Evidence of Effectiveness project performance Summative performance Archival measures project performance Summative performance Collaborative work Archival measures Reflective self- Interviews and surveys project performance project performance Collaborative work Reflective self- Archival measures project performance Collaborative work Reflective self- Collaborative work project performance
2 Demonstrate effective written and oral communication within the language of the discipline An understanding of increased selfawareness and interpersonal skills An understanding of psychological roles, professional settings, and career opportunities related to psychology Preparing learners to communicate effectively Preparing learners to engage in lifelong learning Preparing learners to communicate effectively Preparing learners to engage in lifelong learning project performance Reflective self- Collaboration with faculty Reflective self- Interviews and surveys Interviews and surveys Reflective self- project performance Within each of the outcome goals, the department has specified relevant learning objectives. The learning objectives serve the dual purpose of guiding program development and providing a measurement by which the department can gauge its effectiveness. In addition, these learning objectives may be incorporated into the goals and objectives of specific to ensure an integrated, comprehensive educational experience in psychology. The specific indicators are designed to provide insight on the effectiveness of the department and specific psychology in meeting the relevant learning objectives. Psychology Department Outcome Goals An understanding of major theoretical approaches, conceptual bases, and trends in psychology Learning Objectives Students will be able to: Explain and distinguish among the major theoretical approaches in at least three of these areas of psychology: biological, psychoanalytic, cognitive, behavioral, humanistic, social, and developmental. Demonstrate an understanding of psychology in relation to natural sciences, social sciences, and applied disciplines Demonstrate knowledge and understanding of: theory and research in learning and cognition theory and research in personality and social processes theory and research on developmental changes in human thought and behavior the history of psychology individual differences in behavior Demonstrate knowledge and understanding of at least one applied area of psychology, such as clinical, industrial/organizational, or health psychology Evaluate the scientific approach as a tool for understanding human thought and behavior. Specific Assessment Indicators Senior comprehensive exam Course exams in core degree Course exams in elective degree
3 An understanding of research design, data analysis, statistical interpretation, and application of findings Locate relevant research, theory, and information necessary to plan, conduct, and interpret results of research studies. Formulate a testable research hypothesis. Design basic studies to address psychological questions using different research methodologies. Under appropriate supervision, collect, analyze, and report data designed to answer a psychological question. Apply APA ethical guidelines in the design, data collection, analysis, interpretation, and reporting of psychological research. Demonstrate understanding of APA guidelines for the ethical treatment of human and nonhuman research participants. Apply and interpret basic descriptive and inferential statistics. Demonstrate understanding of the appropriate use of various data analytic techniques for addressing different types of questions and hypotheses. Term paper in 305
4 Demonstrate the ethical application of psychology to personal, social, and organizational issues Demonstrate knowledge of different research methodologies employed by psychologists, including an understanding of the appropriate use of various research designs for addressing different types of questions and hypotheses. strategies in 305 Place research questions in an appropriate theoretical context. Evaluate the appropriateness of conclusions presented in disseminated research relevant to psychology. Describe the role of psychology in addressing human problems, both individually and collectively. Explain behavior using different psychological theories or models. Formulate how major principles of psychology can be applied to career choices. Construct examples of how psychological theories and principles relate to everyday life. Evaluate the strengths and weaknesses of their own field experiences. Analyze alternative solutions to problems or issues encountered in real-world settings. Design an action plan for improving a circumstance for an individual or group. This involves: Knowledge. Define a problem in need of change. Comprehension. Describe what needs to be changed. Application. Apply psychological theories and principles to the specified problem. Analysis. Compare and contrast different perspectives for the solution of the problem. Synthesis. Design and formulate an ethical plan of action. Evaluation. Assess the effectiveness of the plan and solution(s) employed. Term paper in 407 Term paper in 315, 407 techniques in 101, Term paper in 407 in 407, in 407 Term paper in 407 in 407
5 Demonstrate the ability to effectively utilize information technology to gather, assess, and communicate about psychological issues and research Treat individuals in applied settings according to the APA ethical guidelines. Supervisor evaluation in 407 Recognize unethical application of psychological principles. in 407 Demonstrate these minimum skills: using a personal computer, making and transferring files, avoiding viruses, using basic word processing programs, using and accessing , and browsing the Web. Homework assignments in all Demonstrate information competence at each stage in the following process: Formulating a topic. Choosing a topic and restating it in narrower and broader terms. Determining the types of information needed. Identifying sources of information from multiple media and describing their relationship to the chosen topic. Locating appropriate sources by searching electronic and traditional databases and providing evidence of the search. Gathering appropriate sources from multiple media and retrieving information from distant and local sources. Differentiating between primary vs. secondary sources, empirical vs. non-empirical sources, and peer-reviewed vs. professional vs. other sources for multiple media. Evaluating the quality and appropriateness of the identified sources regardless of the media, including evaluating its value and accuracy. Organize and report information by using appropriate software to produce understandable reports of the psychological literature, methodology, and statistical analyses in APA or other appropriate style, including graphical representations of data. Use information and technology ethically and responsibly, including: Giving examples of and identifying examples of plagiarism. Discussing why plagiarism is unethical. Using citations correctly for a variety of media sources. Knowing the limitations of statistical techniques and data collection methods. Knowing the limitations of one s own understanding of the literature, statistics, and methodology. Term papers in upper division project in 306, project in 306 strategies in 101
6 Utilize skeptical inquiry, critical thinking, and scientific approaches to understand behavior Show an awareness and understanding of cultural diversity and individual differences Use technology to communicate with others in the field, including using and creating web pages. Demonstrate critical thinking skills and abilities acquired through training and experience in scientific methodology, including the ability to: Identify, describe, and compare major scientific methods for gathering and analyzing information and for explaining behavior. Use knowledge of research design to justify and challenge research conclusions. Support conclusions with reasoning and evidence. Evaluate the merit of information, including the ability to: Differentiate fact from fiction. Differentiate the probable from the improbable. Recognize and evaluate the source and context of information. Identify and explain inappropriate assertions. Approach problems effectively, including the ability to: Articulate problems clearly. Generate multiple solutions to problems. Recognize and defend against common thinking fallacies. Work and communicate effectively and sensitively with people from a diverse range of backgrounds and varying demographic characteristics. Examine the major cultural components which have influenced their own identity. Demonstrate understanding of how their own identify influences their beliefs, values, and interactions with others. Demonstrate understanding of the impact and issues of power, privilege, and oppression and their relationship to prejudice, discrimination, and inequity. communication in all Web pages in 315, Term papers in all upper division Oral presentations in strategies in Group work in 306, 315,, strategies in 301 Examine and challenge their own prejudicial attitudes. strategies in 301 Homework assignments in 301
7 Demonstrate effective written and oral communication within the language of the discipline An understanding of increased selfawareness and interpersonal skills Demonstrate effective writing skills in multiple formats (e.g., essays, graphs and tables, correspondence, technical papers, and note taking) and for multiples purposes (e.g., defending, explaining, persuading, arguing, teaching). Demonstrate effective oral communication skills in multiple formats (e.g., group discussion, debate, lecture) and for multiple purposes (e.g., defending, explaining, persuading, arguing, teaching). Term papers in all upper division Web pages in 315, Poster presentations at professional conferences WCT exam strategies in upper division presentations in 306 Oral presentations at professional conferences Identify their own values. strategies in 101, 301, 315 Demonstrate self-awareness of their own feelings, emotions, motives, and attitudes. Use psychological theory to provide insight and understanding of their own behavior. Demonstrate the ability to reflect on experience and find meaning in it. Use psychological theory to understand interpersonal and group behavior. strategies in 315 Homework assignments in 101, 301, 315 in in, 407 strategies in 301, Identify the impact of their own behavior on others. strategies in 301, Demonstrate appropriate, effective relationships with others in diverse settings, such as work, family, and social settings.
8 An understanding of psychological roles, professional settings, and career opportunities related to psychology Develop knowledge-based interpersonal skills that foster sensitivity and expand self-knowledge. Demonstrate interpersonal awareness and sensitivity to differences and similarities in the way people are treated due to gender, race, ethnicity, culture, class, and sexual orientation. Demonstrate communication skills, such as interviewing, active listening, and empathic listening. in 407 Homework assignments in 301 strategies in 206 Demonstrate group facilitation and interaction skills. Demonstrate conflict resolution skills. Demonstrate understanding of the importance of life-long learning and maintaining currency in one s field. Identify range of career options in psychology. strategies in 101, Differentiate between various graduate degrees in psychology. strategies in 101, Locate relevant information to pursue graduate education. strategies in Define career paths and develop skills relevant to pursuing them. Homework in SS100 In order to assess the effectiveness of the Psychology Department, key indicators and related success criterion have been designated. At the completion of each academic year, the department will examine their progress in relation to these measures to evaluate student learning, examine departmental strengths and weaknesses, provide suggestions for program and course improvement, and identify departmental needs. Psychology Department Outcome Goals An understanding of major theoretical approaches, conceptual bases, and trends in psychology An understanding of research design, data analysis, statistical interpretation, and application of findings Demonstrate the ethical application of psychology to personal, social, and organizational issues Key Assessment Indicator Senior comprehensive exam Group in 306 Term paper in 407 Success Criterion higher on the senior comprehensive exam 80% of students will receive ratings of satisfactory or higher on the term paper
9 Demonstrate the ability to effectively utilize information technology to gather, assess, and communicate about psychological issues and research Utilize skeptical inquiry, critical thinking, and scientific approaches to understand behavior Show an awareness and understanding of cultural diversity and individual differences Demonstrate effective written and oral communication within the language of the discipline An understanding of increased selfawareness and interpersonal skills An understanding of psychological roles, professional settings, and career opportunities related to psychology Supervisor evaluation in % of students will receive supervisor evaluation ratings of satisfactory or higher Term paper in, 408 higher on term paper Web pages in 315 higher on web page Term paper in 315 Group research presentations in 306 Student presentations at professional conferences Student journals in 407 Senior exit survey higher on term paper higher on group research presentation 3% of psychology majors will present their research findings at a professional conference 80% of students will receive a rating of satisfactory or higher 80% of students rate their preparation for post-graduation role as satisfactory or higher Note: Portions of the Park University Department of Psychology Assessment Plan were adapted from the materials of the Office of Teaching Resources in Psychology, the Psychology Department at Kennesaw State College, and the Psychology Department at Mansfield University.
CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM GOALS AND OBJECTIVES FOR UNDERGRADUATE PSYCHOLOGY MAJORS Goals -- Knowledge, skills and values unique to psychology 1.
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
Society for the Teaching of Psychology (APA Division 2) OFFICE OF TEACHING RESOURCES IN PSYCHOLOGY (OTRP) Department of Psychology, Georgia Southern University, P. O. Box 8041, Statesboro, GA 30460-8041
Psychology Learning Goals and Outcomes UNDERGRADUATE PSYCHOLOGY MAJOR LEARNING GOALS AND OUTCOMES: A Report (March 2002) American Psychological Association, Task Force Members: Jane S. Halonen, Drew C.
PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES The goals and directives for the psychology major are taken directly from the work of the Task Force on Undergraduate Psychology Major competencies
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
LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR Goal 1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
This document represents the work of the Task Force on Undergraduate Psychology Major Competencies appointed by the American Psychological Association s Board of Educational Affairs. The document has been
PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING Psychology 1010: General Psychology Learning Goals and Outcomes LEARNING GOAL 1: KNOWLEDGE BASE OF PSYCHOLOGY Demonstrate familiarity with
BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (firstname.lastname@example.org) Support for University and College Missions Marshall University is a multi campus public university providing
Applied Psychology Dr. Marya Howell-Carter, Acting Chair Psychology Dept. Bachelor of Science Degree The Applied Psychology program leads to a Bachelor of Science degree with a concentration in Industrial/Organizational
Psychology Senior Exit Interview Spring, 20XX We value your input as to how well we are meeting the goals for the psychology major at Wells. Given your experience as a graduating senior, please look over
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
MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (email@example.com) Support for University and College Missions Marshall University is a multi-campus public university providing
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.
College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship
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
Spring 2013 ISSUE VOLUME YEAR PSYC 3700 Introduction to veli wisi erat de sit era enim erat elitdolore sit amet erat te bndit dius Comparative Comparative Psychology Instructor: Dr. Michael Vigorito, Phone:
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
PSYC3017 Social Psychology Coordinator: Other Lecturing Staff: Dr. Ilan Dar- Nimrod Office: Room 420 Brennan MacCallum Building Phone: 9351 2908 Email: ilan.dar- firstname.lastname@example.org Dr. Karen Gonsalkorale
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
Department of Social Work Florida Gulf Coast University Generalist Practice Field Placement Learning Plan Student: Student Email: Agency: Agency Phone: Field Instructor: Faculty Liaison: Task Supervisor
PSYC3016 Developmental Psychology 2011 COURSE OUTLINE Unit of Study Code: Coordinator: Other Teaching Staff: PSYC3016 Assoc. Prof. Pauline Office: Room 423 Brennan MacCallum Building Phone: 9351 2001 E-mail:
Social Work Field Education Core Competencies and Practice Behaviors The School of Social Work Field Education Program addresses each of the Council on Social Work Education (CSWE) Core Competencies and
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
Counseling Psychology Program Goals, Objectives, and Competencies Consistent with our Scientist-Practitioner Training Model and philosophy, below is a summary of our overarching program goals along with
New York University Silver School of Social Work Field Learning and ommunity Partnerships Field Learning Evaluation: Professional Foundation (First Year) MID-YEAR EVALUATION FINAL EVALUATION Student Name:
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (email@example.com) Support for University and College Missions Marshall University is a multi campus public university providing
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
Program Assessment Summary Table 16: Masters in Social Work (MSW) Term 2005-2007 Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)
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
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
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
Department of Psychology, Illinois State University Assessment of the Undergraduate Program: Plan & Report June 2011 Each year the assessment committee reviews past assessment activities to determine what
BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (firstname.lastname@example.org) Support for University and College Missions Marshall University is a multi-campus public
Writing for : 205 Core Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning Demonstrate ability to assess analytically and for clarity in communication work products
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
Semester/year: STUDENT LEARNING PLAN Social Work Practice in SW 400/401 STUDENT: Phone Number: Placement Phone Number: UW Email Address: Field Hour Schedule: SUPERVISOR: Phone Number: Agency Name/Address:
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
The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine
Psychology Minor Proposal 1 Psychology Undergraduate Minor Proposal Approved February 21, 2007 Prepared by the Psychology Department Undergraduate Minor Committee Harold Greene and Douglas MacDonald, Co-Chairs
Guidelines for Integrative Core Curriculum Themes and Perspectives Designations The purpose of this document is to provide guidelines for faculty wishing to have new or existing courses carry Themes and
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
Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty
Student Handbook For Psychology Majors Table of Contents The Program... 3 Mission Statement... 3 Goals of the Psychology Program... 3 Faculty... 3 Academic Honesty... 4 Senior Research Paper... 4 Program
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
WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation Revised 10/04/2014 Pg. 1 MSW Concentration-Interpersonal Practice (IP) Student s Name: Jane Smith Phone
Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors 2.1.1 Core Competency: Identify with social work profession a.
DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The
Bioethics Program Program Goals and Learning Outcomes Program Goals 1. Students will develop a solid knowledge base in areas of Biology including cell biology, evolution, genetics, and molecular biology.
SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES The following pages contain examples of learning outcomes from other educational institutions in the area of the social sciences.
Boise State University Social Work Program SAMPLE BSW Learning Agreement Student: Semester: Faculty Field Liaison: Agency: Agency Field Instructor: Agency Task Supervisor: (if applicable) Year: NOTE: This
Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate
Student Learning Outcomes The Student Learning Outcomes below are for the following programs: Bachelor of Social Work (BSW)/ Certificate in Case Management/Certificate in Family Life Education Bachelor
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR MSc Psychology of Mental Health (Conversion) 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)
9-12 Critical Thinking/Problem Solving Goal A: [Student] will develop inquiry skills (identification and evaluation of evidence, use of analysis and synthesis to guide decision making and communicate clearly
Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect
The University of Texas at San Antonio 1 Department of Psychology The Department of Psychology offers the Master of Science Degree in Psychology and the Doctor of Philosophy Degree in Psychology. Master
SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) This document contains sample learning activities, designed to provide ideas for students as they complete their own
College of Counseling Program Assessment Report Master of Arts in Counseling Assessment Cycle Year #1 2014 2015 Assessment Team Members: Mark Bolte, Leah Herod, Larry Wagner, Cathy Warn Date of Report:
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from
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
School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization of
2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago Table of Contents Department Educational Model and Goals... 3 TCSPP Individual and Cultural Differences... 3 Program
SCHOOL OF SOCIAL WORK University of Wisconsin- Madison Advanced Generalist Concentration Handbook 2015-2016 Requirements School of Social Work Building 1350 University Avenue Madison, Wisconsin 53706 Table
Psy.D. Applied Clinical Psychology (Post Master s) 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
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
Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty
Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements (compiled from current WSU undergraduate catalog at http://catalog.winona.edu/preview_program.php?catoid=7&poid=884)
1. Change Leadership: A structured approach to transitioning individuals, teams, and organizations from a current state to a desired future state. 2. Coaching: Organizational Development Theories and Techniques
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.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
American psychological association 2012 Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches Guidelines for Preparing High School Psychology Teachers: Course-Based
PSYC3017 Social Psychology Coordinator: Other Lecturing Staff Dr. Lisa Zadro Office: Room 455 Brennan MacCallum Building Phone: 9036 7059 E-mail: email@example.com Associate Professor Fiona White
Benha University Program Specification for Doctor of Philosophy in Electrical Engineering Electrical Communications Introduction: This Program specification provides a concise summary of the main features
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example
Page 1 PSYCHOLOGY Psychology Honours Major: Experimental Stream I. Depth and Breadth of Knowledge A. UDLE.1.A: A developed understanding of psychology set in a deep knowledge of the history and ethos of
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
College of Education and Human Development (CEHD) Graduate School of Education (GSE) School of Recreation, Health, and Tourism (SRHT) Masters Programs Teacher Licensure Certification Programs & Advanced
Internet Applications and Web Development Fundamentals Program Standard The approved program standard for the Internet Applications and Web Development Fundamentals program of instruction leading to an
Approaches to learning (ATL) across the IB continuum Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them learn how to learn.
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MRES Clinical Research TMRS1KTCNR TMRS2KTCNR 2. Final award Award Title Credit ECTS Any special criteria
Your consent to our cookies if you continue to use this website.