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Students explore the motivations involved in innovation both internal to the individual and external to the organization. The course provides strong focus on the creative process in a team environment, including managing and leading knowledge workers. Course content exposes students to the varied approaches and results of the creative process across disciplines such as psychology, marketing, leadership and general management.

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Learners complete the required dissertation milestones and prepare their dissertation for publication. Grading for this course is R/NS. Prerequisite(s): DB8070, DB-R8923, DB9910. Cannot be fulfilled by transfer.

Learners complete the required dissertation milestones and prepare their dissertation for publication. Grading for this course is R/NS. Prerequisite(s): DB9921. Cannot be fulfilled by transfer.

In this course, learners study ways to develop and implement ethical and sustainable business strategies that create innovative futures for the global business environment. Learners also focus on strategic management models, evaluate the alignment of those models to solve business challenges, and develop a strategic plan that capitalizes on the opportunities for disruptive innovation

In the first residential colloquium, learners review the DBA program and dissertation processes associated with learner competencies, milestone achievements, mentor facilitation, and university policies and procedures. Learners also examine the scholarly writing skills needed for the dissertation and participate in writing skills assessments and skill development exercises.

This Course Provides Objectives And Content Topics That Assist Learners In Developing A Five-chapter Dba Dissertation Proposal That Meets The 10-quarter Completion Guideline. Learners Engage With Their Mentors Through Structured Discussion Topics And Virtual And Live Conferences To Begin The Process Of Selecting A Dissertation Topic, Review The Dba Program, And Prepare For The Residency And Writing Assessment Assignment That Demonstrates Research Writing Proficiency

This course presents learners with the leadership, self development, and coaching theories and practices needed to enhance personal and organizational systems leadership. Learners analyze organizations as systems and evaluate the ways they affect the organization in terms of ethical leadership, innovation, and talent development. Learners also continue to take an active role in their evolution as leaders

This course provides objectives and content topics that assist learners in developing a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. Learners engage with their mentors through structured discussion topics and virtual and live conferences to explore their dissertation topic and conduct a scholarly review of the literature

Learners in this course study research designs used to conduct qualitative, quantitative, mixed-methods, and applied research. Learners move beyond conducting scholarly reviews of research literature and focus on identifying and applying the appropriate research method for conducting research specific to a real-world business problem or innovation opportunity

This course provides objectives and content topics that assist learners in developing a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. The focus of this course is completing the first dissertation milestone. Learners engage with their mentors through structured discussion topics and virtual and live conferences to discuss academic justification of their chosen dissertation topic and select the best methodology to use in developing the concept paper

This course presents a global perspective of company operations and the field-related and academic theories, paradigms, and best practices associated with the current global operations environment. Learners examine integrated global operations functions, including design, logistics, quality, technology, access to customers, human resources, and supply chain management. This course offers an international experience option that encourages learners to gain firsthand experience in the business environment of another culture

This course provides objectives and content topics that assist learners in developing a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. Learners engage with their mentors through structured discussion topics and virtual, and live conferences to discuss the development of Chapter II; the use of Bloom’s taxonomy to analyze, synthesize, and evaluate research; and effective ways of identifying and using relevant research studies.

This course presents the ways financial theory and practice can be applied to increase the quality of an organization’s strategic financial decision making. Learners focus on the strategic leverage that financial decision making has on an organization’s financial performance and explore emerging trends, technologies, and societal implications of accounting and finance in organizational decision making.

In the second residential colloquium, learners review the school guidelines for developing and writing chapters I and II of the dissertation, identify and discuss common problems and practices of mentor approval, and examine various research methods appropriate to use in gathering data for their proposed topic. Learners assess their progress in constructing chapters I and II and develop a strategy for completion

This course provides objectives and content topics that assist learners in developing a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. Learners engage with their mentors through structured discussion topics and virtual and live conferences to work toward completing Chapters I and II and begin linking research questions to a specific methodology

In this course, learners examine statistical and data analysis methods useful for analyzing qualitative and quantitative data gathered for the dissertation, including descriptive, graphical, summary, and inferential methodologies. Learners also become familiar with quantitative and qualitative software

This course provides objectives and content topics that assist learners in creating a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. The focus of this course is completing the second dissertation milestone. Learners engage with their mentors through structured discussion topics and virtual and live conferences to discuss the specifics of the learner’s research methodology, with particular attention to population and sample size, and evaluate potential sponsoring organizations in which to conduct their research.

Learners in this course examine the need for business professionals to understand, integrate, comply with, and support global business initiatives, trade and business requirements, and governmental regulations to increase the effectiveness of organizational performance and expand strategic opportunities. Learners also explore the efforts of organizations to maintain business social responsibility and sustainability while simultaneously complying with government regulations and international standards and practices.

This Course Provides Objectives And Content Topics That Assist Learners In Developing A Five-chapter Dba Dissertation Proposal That Meets The 10-quarter Completion Guideline. The Focus Of This Course Is Completing The Fourth Dissertation Milestone. Learners Engage With Their Mentors Through Structured Discussion Topics And Virtual And Live Conferences To Discuss The Completion Of Chapter Iii, The Best Strategy To Use In Assembling The Dissertation Committee, And Any Concerns Or Difficulties In Completing The Required Collaborative Institutional Training Initiative (citi) Training Program

This course presents the theoretical foundations of innovation and change and the internal and external changes organizations must adapt to as markets, cultures, and diverse talent pipelines evolve. Learners analyze organizations as systems with an emphasis on intrapreneurship and evaluate the ways they influence ethical and sustainable innovation and change. Learners also examine ways to proactively capitalize on the evolution of markets and internal strengths

In The Third Residential Colloquium, Learners Review The School Guidelines For Developing And Writing Chapters Iii, Iv And V Of The Dissertation And Identify And Discuss Best Practices For Completion. Learners Assess Their Progress In Constructing Chapters Iii, Iv, And V And Developing Chapter Iii Into A Final Dissertation Proposal.

This course provides objectives and content topics that assist learners in developing a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. The focus of this course is completing the fifth dissertation milestone. Learners engage with their mentors through structured discussion topics and virtual and live conferences to discuss the process of selecting the best statistical or data analysis technique to use in addressing research questions and hypotheses and ways to synthesize and interpret the results that come from the data analysis.

Learners in this course study the ways organizations proactively anticipate and plan for future growth opportunities. Learners examine the scanning tools and technologies organizations use to develop meaningful information about the future environment; models for understanding and analyzing global trends; and new lenses for scanning, synthesizing, and analyzing strategic and competitive data.

In this course, learners examine the methods and collaborative processes organizations use to identify opportunities for innovation, including scenario planning and future visualization techniques. Learners also explore ways to identify risk, develop contingency plans in light of disruptive change, and communicate and disseminate those risks and plans.

This course provides objectives and content topics that assist learners in developing a five-chapter DBA dissertation proposal that meets the 10-quarter completion guideline. Learners engage with their mentors through structured discussion topics and virtual and live conferences to discuss the academic rationale, limitations, and assumptions of their chosen dissertation topic and the best methodology to use in constructing Chapter I.

This course presents the disruptive innovation strategies organizations use to lead the competition. Learners examine ways to reinvent industry competition and move beyond the concept of competitive strategy to developing breakthrough strategies and value innovation

In this course, learners examine the ways organizations build innovation strategies to enhance organizational sustainability and adaptation. Learners analyze the organizational elements that support a culture of innovation and change and the development of idea-generation systems, flexible processes, governance structures, and evaluation metrics.

This Course Provides Objectives And Content Topics That Assist Learners In Developing A Five-chapter Dba Dissertation Proposal That Meets The 10-quarter Completion Guideline. The Focus Of This Course Is Completing The Third Dissertation Milestone. Learners Engage With Their Mentors Through Structured Discussion Topics And Virtual And Live Conferences To Discuss The Aspects Of Chapter Iii, Including Choice Of Research Instrument, Concepts Of Validity And Reliability, And Common Data Analysis Tools

Learners complete the required dissertation milestones and prepare their dissertation for publication. Grading for this course is R/NS. Prerequisite(s): DB8070, DB-R8923, DB9910. Cannot be fulfilled by transfer.

Learners complete the required dissertation milestones and prepare their dissertation for publication. Grading for this course is R/NS. Prerequisite(s): DB9921. Cannot be fulfilled by transfer.

This course emphasizes the integration of leadership theory and behavior with strategic planning. Students have the opportunity to review work projects and explore how communications, perceptions, behaviors, culture, and current events impact the outcome of projects and initiatives. Relationships between organizational dynamics, culture, and leadership are explored through the lens of strategic change initiatives. Specific strategies are considered and students begin to explore new ways of looking at leadership and their own behaviors in order to successfully implement strategies. Students attend a skill weekend where they reflect on the assumptions underlying their leadership actions. ALT Concentration Requirement.

Course focuses on working within groups to explain the major concepts in group dynamics and learning skills/techniques to work with groups in a training environment. Areas of discussion include advantages and disadvantages of problem solving in groups, identifying constructive and destructive group behavior, mechanics of participation, function of group norms in group process, influence and power in groups, stages of group maturity, and roles taken by group members.

Course Presents An Overview Of The Fundamental Components Of Organization Development. Case Studies Are Discussed And Analyzed To Demonstrate The Fundamental Components Of Od. Practical Skills And Approaches Are Studied, Such As Change Techniques And Strategies, Influence Methods In Dealing With Leaders And Consulting/learning Models. Focus Of Course Helps Students Implement Successful Learning Or Change Programs In Their Organization. Topics Of Discussion Include Developing Sponsorship, Action Research Methods, Survey Feedback Approaches, And Dealing With Conflict. .prerequisite: Completion Of Foundation Courses. Required For Alt And Opd Concentration

Creative problem solving is an essential skill for people working in complex organizations. Creative thinkers reflect on the assumptions underlying actions and consider new ways of looking at and living in the world. They use methods to identify new alternatives. This course is a comprehensive guide for making worthwhile, influential and creative contributions at work. Students have an opportunity to identify and overcome personal and organizational barriers to develop breakthrough thinking.

The Course Helps Students Design And Evaluate Research In Their Respective Organization Or Field Of Study. Methods Are Presented For Application To Work Situations. Topics Include: The Similarities And Differences Between Theoretical And Applied Research, Use Of Data-gathering Techniques, Writing Of Research Reports And Evaluation Methods For Change, Learning, And Research Projects. Prerequisite: Completion Of Foundation Courses. Required For Alt And Opd Concentration.

A capstone course and the last course taken in the Organization Development and Leadership Graduate Program. Course provides students the opportunity to complete a professional paper on a topic/issue of their choice utilizing research methods and statistics. Students also complete an independent/group project leading to the design and facilitation of a learning or change project.

This foundational course provides the framework for other courses in the program and will begin the establishment of a community of learners. The course focuses on understanding the critical leadership competencies and characteristics necessary for guiding organizations. This course will use leadership self-awareness tools developed especially for organizational leaders. Students will deepen their understanding of traditional and contemporary leadership theories and practices; and, explore the organizational contexts where work, management and leadership happen. Students will explore the responsibility that comes with leadership through readings, lectures, small group interactions and an online self- development process.

Guiding organizations through strategic and operational change initiatives requires an understanding of organizational culture and change. This course will enable students to study organizational theories, systems thinking, and the relationship between cultural issues and successful change implementation. They will experiment with taking on the role of a change agent through simulations, case studies, and studying changes in their own work place.

This is a 6-credit residency. The course is designed to be a transformative experience that builds on all of the preceding courses. It will provide real-time community interaction, face-to-face feedback, and opportunities to lead change experiments. During this residency, students learn how to close the gap between knowing and doing through specific teaching and learning strategies. The program is organized into a series of clinics focusing on areas like facilitative leadership, team leadership, implementing change, and power and authority dynamics. Students will take part in a number of clinics: - The facilitative leadership clinic presents an overview of the fundamental competencies of facilitative leadership and their relationship to guiding organizational change. Practical skills and approaches are studied such as individual behavior, change techniques and strategies, influence methods in dealing with people. -The group dynamics clinic includes the practices required in leading and developing teams. Issues of leadership behavior, interpersonal relations, group roles and stages of development are examined in an experiential laboratory.

This course will review the theoretical underpinnings for diversity work in the United States . Students will consider the implications of different models and explore what diversity means as a developing field . The course explores multi-disciplinary scholars, practitioners and theorists (academic, public policy, organizational, and others) to formulate discussion, analysis and experiment in the concept of diversity as a framework for organizational success.

This advanced course in cross-cultural communication will focus on the natural tensions that exist when conducting business globally .Within a framework of transnational business and global economics, students will address contemporary concerns that apply to strategic alliances and the management of the globally diverse organization .Topics covered include the achievements of global leaders, characteristics of leaders, leading across cultures, leading change and relationship between leaders and followers.

Promoting an organizational environment that fosters diversity requires aligning to and with organizational values, missions and visions . This course provides an overview of the organizational system including the design, control, and improvement of business systems .Topics include operations strategy, marketing and public relations, the legal landscape, principles of measuring organizational results, quality management, affirmative action and its role with Human Resources, as well as supplier diversity management.

In this advanced class in diversity, students will take a deeper look into the impact that privilege, stereotypes, bias and language have on individuals, teams and organizations . Students will review the history of the civil rights in the United States and its impact on organizational structure with an emphasis on marginalization, privilege, and structural inequality from a political and organizational framework . Students will then apply this to personal and professional setting to gain skills for addressing these issues individually and systemically in organizations.

This course explores the consultant's role as a business partner within the client organization. While focusing on the collaborative nature of the organizational consultant's role, the course emphasizes a client-consultant partnership based on the strategic interests of the organization. The course informs the student by taking an advocacy position for consulting interventions that affect sustainable change over the long term. It also utilizes the consultant's overall broad perspective to engender strategic thinking and implementation.

This course is centered on the analysis and application of organizational psychology to optimize the consultant's impact on organizational performance. To achieve this outcome, the course emphasizes the consultant's role as a transformational change agent in a changing global business and economic climate. Critical thinking skills developed earlier in the curriculum apply in this course to a more systemic view, taking into account the globalization of organizations, transnational markets, economic sectors, and diverse culture influences. Ultimately, this course helps the student strive to focus on strategic organizational needs while maintaining a global perspective on the organization's operating environment.

This seminar examines cutting edge trends in organizational change, the current global business climate, forces driving change, and issues related to positioning organizations for the future . The topics selected will connect change with culture, existing organizational strategies, and the process of change in future directions . Major case study examples of organizational change are included in the learning process .

This course provides an overview of the roles, relationships, and responsibilities of individuals in the various specialties in applied and professional psychology . Particular attention is given to identifying those specialties for which licensing is required/available, and the distinction between experimental/theoretical psychology and applied/ professional psychology .

This Course Explores The Major Theories Of Personality Including Psychodynamic, Behavioral, Biological, Cognitive, Trait-factor, And Humanistic/existential Approaches . Students Study Individual Theories And Compare And Contrast These Theoretical Positions In Terms Of Current Research . It Is Strongly Recommended That Students Take This Course Concurrently With Psy 5120 . Psy 5210 In Combination With Psy 5110 Comprise The Equivalent Of Psy 6501 . Psy 7500 Can Be Accepted As A Substitute For This Course .

In This Course, Students Explore The Relevance And Application Of Personality Theories To The Profession Of Psychology, Particularly Clinical Psychology And Other Mental Health Service Provider Specialties . It Is Strongly Recommended That Students Take This Course Concurrently With Psy 5110 . Psy 5210 In Combination With Psy 5110 Comprise The Equivalent Of Psy 6501 . Psy 7500 Can Be Accepted As A Substitute For This Course .

This course surveys the major theoretical perspectives on life span development from conception through late adulthood . Developmental processes related to physical, cognitive, moral, and emotional functions are reviewed as well as societal and cultural aspects of development .

This course includes reviews and study of contemporary literature involving the roles and impacts of relationships and situational variables in behavior and behavior change, particularly in therapeutic relationships .

This course is a study of the ethical and legal issues confronting the practicing psychologist . Topics related to clinical methodology, standards of practice, and inter-professional relations are explored . Students learn principles of ethical decision making, standards for human and animal use in research, and standards of care specified by state and federal laws . Emphasis is placed on exploration of the emotional impact that major ethical and legal dilemmas have on decision making . Students also master the current code of ethics of the American Psychological Association and other professional codes of ethics, such as the code of the American Association of Marriage andFamily Therapy or the code of the American Counseling Association . This course must be taken at University of the Rockies and may not be transferred from another institution . Cross-listed and equivalent with ORG/PSY 6520 .

This course is an overview of the psychodynamic, cognitive/behavioral, and existential/humanistic schools of psychology, as well as corresponding models of counseling and frequently used assessment and therapeutic techniques . The primary focus in the course is on the development of both skills and rationale in the application of intervention strategies to treatment and case management . Cross-listed and equivalent with ORG/PSY 6530 .

This Course Emphasizes Statistical Concepts Related To Distributions And Methods Most Appropriate To Data And Theories In Psychology . The Focus Is On A Quantitative Approach To The Concepts And Methods Of Statistical Inference . Topics Include Sampling, Frequency Distributions, Estimation, And Probability . Statistical Techniques In Analysis And Interpretation Of Experimental Data Include Estimation And Testing, Analysis Of Variance, Experimental Designs, Linear Regression, And Correlation . Various Statistical Models Are Discussed Including Analyses Of Variance, Covariance, And Multiple Regression; Non-parametric Statistics; Components Of Variance; And Designs And Analyses For Multifactor Experiments . Basic Research Design Issues Are Addressed, With A Focus On Selecting Data Analysis Techniques To Appropriately Address Research Questions . It Is Highly Recommended That This Course Be Taken Concurrently With Psy 5320 . Psy 5310 In Conjunction With Psy 5320 Comprise The Equivalent Of Psy 5400 .

This Is A Laboratory Course Where Students Apply The Concepts Covered In Psy 5310 To Various Psychological Problems And Real Life Situations . Data Collection, Analysis, And Interpretation Experiences Are Heavily Emphasized . Psy 5320 Is A Co-requisite Or Pre-requisite To This Course . It Is Highly Recommended That This Course Be Taken Concurrently With Psy 5310 . Psy 5310 In Conjunction With Psy 5320 Comprise The Equivalent Of Psy 5400 .

This course introduces students to the theoretical systems, methods of inquiry, and terminologies associated with the history of psychology . The course is grounded in a broad historical understanding that builds a framework for understanding the contemporary field of psychology . The focus is on the major systems of Associationism, Structuralism, Functionalism, Behaviorism, Gestalt, Psychodynamic, and Existential/ Humanistic . Equivalent to PSY 5500 .

This Course Is Designed To Provide The Student With A Foundation Of Human Physiology Including The Nervous, Hormonal, Reproductive, And Sensory Systems, And The Attendant Functions Of Digestion, Sleep, Learning And Memory, Emotion And Other Human Biological Functions . The Course Provides An Essential Knowledge Base For Most Other Offerings In The Field Of Psychology . Equivalent To Psy 5510 . Org 7510 Or Psy 7510 Accepted As Substitutes .

This course provides an introduction and overview of the principles and theories of social psychology . The course includes exploration of behavior in groups, group impacts on individual behavior and the ways in which organizational rules and norms impact behavior . Constructs of social psychology, including social influence, social thinking, and attitude formation are covered and related to sociological and psychological research . Equivalent to PSY 6521 .

This Course Provides A Systematic Review Of The Wide Range Of Cultures And Individual Differences And The Ways In Which Cultural Mores, Ethnocentrism, And Factors Such As Matters Of Race, Gender, Religion, Sexual Orientation, Customs And Cultures Impact Behavior Of The Individual Themselves And Of Those Around Them . Through This Course, Students Better Understand Themselves And Others, In Terms Of Perceptions And Behaviors . Cross-listed And Equivalent With Org/psy 6499 And Org/psy 6500

This course studies the science of the cognitive and affective bases of behavior . The course reviews the contributions of cognitive psychology and also studies the effect of emotion and motivation on behavior . Cognitive psychology emphasizes perception, attention, memory, reasoning, language, imagery, and problem solving . Affective psychology focuses on emotional arousal, motivation, attribution, and mood . Students are thoroughly acquainted with research and research methods in this area and also focus on how this information applies in clinical practice . Equivalent to PSY 6510 .

With Families . It Includes A Historical Perspective On Family Theory Development . The Focus Is On Obtaining Knowledge And Theory About The Nuclear Family In Traditional And Alternative Forms . Normal Family Patterns Of Interaction, Family Life Cycle, Family Of Origin, Family Subsystems, And Societal Influence Are Explored . Contemporary Issues And Outcome Research Literature Are Reviewed . This Course Serves As A Knowledge Base For Further Study Of Assessment, Treatment, And Intervention With Families . Equivalent To Psy 5600 . Org Or Psy 7600 Accepted As Substitutes

This course involves the study of the theory and practice of psychological measurement . The focus is on the process of measuring and differentiating variables of psychological interest . Students explore basic concepts of measurement and the principles of test construction . The course familiarizes the prospective professional psychologist with the common tests used in psychological and educational practice . These include intellectual, aptitude, and achievement tests; interest inventories; personality tests; and social measures . Equivalent with ORG/PSY 5100 .

Students obtain direct clinical experience during 350 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. This clinical practicum is conducted in the Switzer Community Counseling Center.

This course focuses on the etiology and diagnosis of adult psychopathological disorders. Students develop skills in case conceptualization and addressing adult disorders, differential diagnosis and construction of a systematic treatment plan, emerging treatment revision, assessment of outcome, termination, and ethical issues in the treatment process. While placing treatment within a theoretical context, the real emphasis in this course is on treatment techniques aimed at symptom and problem reduction. Benefits and limitations of the diagnostic process are reviewed. This course must be taken at University of the Rockies and may not be transferred from another institution.

This course involves the study of the theory and practice of objective personality assessment. The course focuses on how objective personality assessment is used to provide information in educational, psychiatric, industrial, and medical practice. Primary emphasis is on the Minnesota Multiphasic Personality Inventory - 2nd Edition, and the Millon Clinical Multiaxial Inventory - 3rd Edition. Secondary emphasis is on the Personality Assessment Inventory and tests of normal personality functioning. In addition, the student gains familiarity with numerous scales and inventories used to measure functioning in educational, industrial, and psychiatric practice.

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission of instructor.

This course focuses on the etiology and diagnosis of child and adolescent psychopathological disorders. Students develop skills in addressing disorders of childhood and adolescence, as well as psychotherapeutic techniques to be employed with children and adolescents with a broad range of psychological problems from stress reactions to psychosis. Treatment modalities include group, family, and individual. The course includes an examination of psychopathology in childhood and adolescence with emphasis on diagnostic classification systems for children, major types of disturbances, assessment techniques, and etiology as related to constitutional, environmental, and familial factors. Benefits and limitations of the diagnostic process are reviewed. This course must be taken at University of the Rockies and may not be transferred from another institution.

This course involves the study of the theory and practice of intellectual assessment. The course focuses on how intellectual assessment is used to provide information in educational, psychiatric, industrial, and neurological practice. Primary emphasis is on the assessment instruments developed by David Wechsler, PhD. Secondary emphasis is on the Stanford-Binet and Kaufmann Assessment Battery for Children. The student also gains familiarity with numerous intelligence tests and achievement tests used in school and industrial settings and with tests used with non-traditional clients.

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission of instructor.

This course is a study of the history, theory, and practice of group counseling and psychotherapy. Several major contemporary models of group counseling are examined. Instructional methods include both didactic presentations and experiential methods. Students are afforded the opportunity to participate in a training group as a group member and as a leader. A strong emphasis is placed on ethical standards and self-assessment of personal strengths and weaknesses that affect group leadership.

This course demonstrates essential components that make up report writing commonly used in the field of mental health, including forensic/criminal/custody, school, traditional psychological, neuropsychological, industrial/organization, and other areas. Common structure of various types of reports will be considered, but with attention also given to more focused mental health venues. Common elements in report writing, integrating report writing, treatment plans and progress notes and summaries, evaluation of treatment outcomes, and documentation will be covered. Practice in writing reports will be a vital part of the course as well as review examples of well constructed reports. Finally, ethical issues of report writing will also be examined.

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission of instructor.

This course focuses on the sexual response cycle, sexual identity, and the treatment of sexual disorders in clinical practice. The primary emphasis is on the way in which a disturbance in the processes of the sexual response cycle (desire/excitement/orgasm/resolution) leads to sexual dysfunction. The student also becomes familiar with the paraphilias and gender identity disorders.

This course involves the study of the theory and practice of projective personality assessment and the way in which projective assessment is used to provide information in clinical practice. Primary emphasis is on the Comprehensive System for scoring and interpreting the Rorschach Ink Blot Test. In addition, the student gains familiarity with the Holtzman Inkblot Technique, the Thematic Apperception Test, and projective drawings

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission of instructor.

This course is focused on the skills necessary to successfully complete a doctoral program in Clinical Psychology and work as a licensed psychologist. This includes completing a dissertation, obtaining an internship, completing post-doctoral hours, securing state licensure and gaining professional employment. The student is prepared to become a positive representative of, and contributor to, the mental health professional community.

This course extends a student’s knowledge of the principles and procedures involved in complex behavioral sciences research. The goal is to provide the student with an educational experience that allows him or her to become an informed consumer of scholarly psychological research. The course also prepares the student to conduct advanced research. Topics include philosophy of science, advanced research methods, and analysis of variance.

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Com

Readings and exercises in this course emphasize design, analysis, and research concepts most appropriate to investigating intangibles and common data in psychological modeling. Techniques of methodological design related to observational, evaluative, systemic, psychohistorical, phenomenological, heuristic, mythic, and case methods are emphasized. Other course topics include data collection, reliability, validity, data summary and analysis, data reporting, influences on response rate, techniques of survey sampling (mail, questionnaire, and telephone surveys), and semi-structured interview schedules. Research issues of protection of human subjects, privacy, and confidentiality are also addressed. Students are supervised and share experiences gained while preparing to develop, administer, and analyze qualitative research projects. Emphasis is placed on the role that qualitative methodologies play in the world of research.

The recent trend toward empirically -based treatments excludes other, more potent factors responsible for psychotherapy outcome. This course takes a critical look at “business as usual” in mental health, exposes its mythmakers, and translates the latest research findings on what really works in therapy into empirically supported principles for clinical practice. It emphasizes practical skill building over theory by teaching students how to use valid and reliable feedback from clients to deliver effective, efficient, and accountable care.

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Com

This is a required course which all clinical students must complete at University of the Rockies or through transfer credit. This course includes an examination of basic neurobiology, the brain, CNS, and biologic models of major psychiatric illness. Students examine in-depth the clinical uses, mechanisms of action, therapeutic efficacy, side effects, and other practical and clinical issues associated with psychotropic medications. These medications, designed to treat mental illness, include anti-depressants, mood stabilizers, anti-anxiety agents, and anti-psychotic medications. This course also examines the match between different clinical subgroups and various psychotropic medications, as well as the complex relationships between substance abusing or chemically dependent patients and psychopharmacologic treatments.

This Course Addresses The Basic Models And Theories Of Substance Abuse/chemical Dependency; Basic Psychopathology And Psychodynamics Of Substance Abuse/chemical Dependency; Assessment, Diagnosis, And Differential Diagnosis Of Substance Use Disorders (including Psychological Testing And Assessment With The Mmpi-2, Mac, Aui, Mast, And Others); And Treatment Models And Modalities For Substance Abusing And Chemically Dependent Clients

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Com

This Course Builds On The Foundation Covered In Psy 5310 And Psy 5320. The Focus Is On Multivariate Techniques Commonly Used In Psychological Research, Such As Factorial Analysis Of Variance, Analysis Of Covariance, Repeated Measures Analysis Of Variance, Multivariate Analysis Of Variance, Multiple Regression, Factor Analysis, Canonical Correlation, And Other Multivariate Techniques. The Emphasis Is Skillbuilding And Conceptual Understanding, With Exposure To A Variety Of Procedures, So Students Gain A Solid Understanding Of The Reasoning/ Logic Behind Statistical Procedures. Extensive Use Of Statistical Software Packages (e.g., Spss, R) Will Help Illustrate Techniques And Concepts. This Course Prepares Students To Analyze And Interpret Data Collected For The Dissertation

This course is designed as an interactive experience including a variety of exercises, group discussions, debates, and observations of supervision. The course prepares participants for a variety of therapy settings including private practice, agencies, and academia. The following critical areas of knowledge and skills are addressed: major models of supervision, development of a personal model of supervision, co-evolving therapist-client and supervisor’s relationships, issues in supervision, and ethical and legal considerations related to supervision. Students are also acquainted with best practices for consulting in agency settings

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Com

This course is designed to familiarize the student with language and terms used in neuroanatomy and physiological psychology. The course explores brain-behavior relationships that exist and are diagnostic in the practice of psychology. There is emphasis on the anatomy of the brain and the nervous system. The course also looks at several neurological conditions, including AIDS, Parkinson’s disease, and Multiple Sclerosis as well as the psychological and neurological impacts of these diseases.

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Com

A continuation of Clinical Practicum III, this course allows advanced students to obtain direct clinical experience during 100 hours of providing psychological services in the form of psychotherapy, psychological assessment, supervision, and consultation to a broad range of clients in collaboration with, and under the supervision of licensed psychologists. With the approval of the Director of Clinical Training, students may do this Practicum in a setting other than the Switzer Community Counseling Center

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission

Students obtain direct clinical experience during 100 hours of participation in the provision of psychological services. Students provide clinical services in the form of psychotherapy and psychological assessment to a broad range of clients in collaboration with, and under the close supervision of, professional psychologists. Students write psychological intake and assessment reports as well as clinical progress notes. They also develop and implement treatment plans and present their work at case conferences. Students receive both individual and group supervision from licensed psychologists. Didactic training is included. Section subtitles listed in the course schedule reflect the topic of didactic training. Prerequisites: Completion of practicum application and permission

Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Thesis and Dissertation Handbook. Clinical program students register for dissertation after they complete PSY 7620, Professional Issues in Clinical Psychology

The Internship year provides students with an intensive clinical experience building upon coursework, Practicum experiences, and supervision skills obtained during the first three years of coursework. Through their own investigation and with the assistance of the Internship Director at University of the Rockies, students obtain approved Internship sites either locally or at a distance to provide them with an opportunity to exercise clinical skills in their area of specialization or in general psychotherapy. Students are immersed during the Internship experience in a clinical setting that allows them to work full time in the field of psychology and therefore prepares them for a career in psychology. Students may refer to the Internship Handbook for detailed information regarding Internship requirements. All Internships must meet APPIC requirements

Stresses understanding of contrasting cultures and ways of communicating with individuals and groups from around the world as well as subcultures within the United States.

The theory and skills involved in doing human resource training in organizations. Provides knowledge, skills, and experience in developing, presenting, and evaluating training programs.

none

Processes, theories and strategies by which group, organizational and cultural persuasion occurs by emphasizing diffusion of innovation strategies.

OHRD Capstone, ePortfolio

Development, organization and functions of human resource management

Individual, group, and organizational variables that inhibit or facilitate effective organizational functioning. Topics may include rewards, motivation, leadership, culture, decision-making, and ethics.

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.

Designed to prepare professionals for the field of conflict resolution. Provides advanced opportunities to analyze case studies, critique basic assumptions of conflict theories, and role-play appropriate behavior in conflict scenarios.

. Provides a basic understanding of the nature and management of conflict in schools. Students will learn to identify and deal with conflict through appropriate strategies, processes, and interpersonal skills.

Provides a framework for understanding organizational conflict prevention and resolution systems. Analysis of case studies and practical application are featured throughout the course

This course is designed to be the capstone seminar for the organizational studies degree. The focus for the course is the application of previously learned information in areas such as: ethics, communications, leadership, and interpersonal relations. The teaching method for this course is case study in nature. All students will have the opportunity to apply theory into practice as it pertains to the workplace setting.

This course is designed to introduce the student to accounting terms and principles and familiarize the student with the preparation and use of financial statements and other financial information. The focus of this course is on accounting data generated for external users of financial information. The accounting environment is examined along with the basic concepts which govern the recording and reporting of economic events in the accounting records. Study of debits and credits, accrual accounting and the accounting cycle establishes the framework for an understanding of the transformation of accounting data into financial statement format.

Organizational Communication explores the role and function of human communication in creating, structuring, and maintaining contemporary organizations. Topics addressed include models and approaches to organizational theory, interpersonal dynamics in groups and teams, conflict management, technological processes, and issues of diversity. The course is taught through lecture, discussion, class activities and projects that are designed to help students develop critical thinking skills as they relate to organizational contexts.

This course is an introductory study of the marketing discipline. The marketing environment, both domestic and international, are examined along with the variables that act upon them. The primary focus is on the marketing mix, promotional mix, and the characteristics and relevant strategies that are relevant to each stage of the product life cycle. Current issues and concepts such as international marketing, market-place diversity, added-value, customer service, and the role of total quality management are an integral part of course content and interactive learning activities.

This course is the foundation course for management majors (course code replaces MG303). The course traces the development of management thought and practice from pre- Industrial Revolution to preparation for Century 2000. The course presents the shift in management paradigms and legal requirements; the changes in organizational structures; and the evolution of management theories. Goals of the course include helping students integrate theories into a coherent knowledge background for advanced management courses and building a framework for future management practice.

This course is a study of the psychological principles applicable to problems in business and industry, including testing, selection, placement, training and development programs, evaluation and motivation of personnel and worker-management relations.