Education Database Online

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Topics include the relation of mission and vision to professional goals; development of the program of study and Professional Development Plan; strategies for online success; introduction to the online library; and introduction to critical thinking, professional writing, and academic integrity. Course assignments focus on practical application of writing and critical-thinking skills and promote professional and academic excellence.

This course is an advanced level overview of the core areas, topics, and concepts in psychology, through a consideration of related contemporary issues. Major topics include biological bases of behavior, learning and memory, cognition, motivation, lifespan development, theories of personality, stress and coping, psychological disorders, and social psychology. Students learn and practice critical-reading and analysis skills through reviews of journal articles and media publications, focusing specifically on distinguishing facts and opinions, identifying bias in writing, and understanding the importance of data and evidence. Students use this knowledge in the analysis and composition of scientific writing. Themes of diversity are highlighted throughout the course.

This course provides students with a thorough analysis of basic descriptive and inferential statistical methods commonly used in the social sciences and the skills with which to write, analyze, and critique social science research. Methods include computation and analysis of frequency distributions, measures of central tendency, and statistical hypothesis testing. Statistical tests (and underlying assumptions) include z-score, single-sample, independent-samples and related-samples t tests, analysis of variance, correlation, regression, and chi-square tests. This course includes an introduction to and use of the software Statistical Package for the Social Sciences (SPSS).

This course explores the language of work, business, and management structures and processes, and the human and market factors that determine organizational success. It examines topics such as finance, marketing, accounting, strategic planning, organizational design, and quality and process improvement. Applications include the examination and analysis of information sources that assess overall organizational health.

This course provides students with a foundation in the design of qualitative, quantitative, and mixed-method approaches to psychological research. Students learn the strengths and limitations of each method and under what circumstances each approach would be the most appropriate research design. Students learn how to identify a topic for research, how to conduct a literature search, and the importance of scholarly writing. Students learn to write a research proposal, addressing the following key elements: researching, writing an introduction, stating a purpose for the study, identifying research questions and hypotheses, using theory, defining the significance of the study, and collecting and analyzing data. Students are exposed to legal and ethical issues associated with human subjects’ protection. (Prerequisite: PSYC 6305.)

Nonprofit organizations serve as the foundation for many social change efforts. This course explores the history, foundations, and types of nonprofit organizations and the diverse political, social, and economic contexts within which they exist. Students examine and apply marketing, public relations, and communication concepts and strategies to case studies and contemporary situations. Ethical, legal, and global lenses are applied to the study of the nonprofit sector. Students develop a concept paper guiding the development of a nonprofit organization.

This course provides the theoretical foundation for organizational inquiry leading to a deeper understanding of how organizations function. Topics include change management; organizational culture, behavior, and development; group dynamics; and systems-level thinking. Applications include the identification of organizational development opportunities based on an analysis of an organization.

Public and nonprofit leaders require a deep understanding of their roles as leaders and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

Sound financial practices are crucial to managing scarce funds in both the public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations as well as the fiscal climate within which they operate. Students gain an understanding of theories underlying major fiscal policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include the use of dashboards for financial reporting, auditing practices, tax systems, financial management, budgetary reform, and financial technology systems specific to the nonprofit sector. Students apply what they learn to developing a budget and financial plan for a nonprofit organization.

Volunteers are the “lifeblood” of many nonprofit organizations. Each of these organizations relies heavily on their volunteer board of directors to govern and guide them toward their mission. The success of nonprofit organizations is largely dependent on the effective management of program volunteers and board members. This course explores the volunteer management process (volunteer recruitment, orientation, training, supervision, and evaluation) with an emphasis on creating and maintaining an effective board of directors. Students design a board development or volunteer management plan based on the concept paper developed in the Introduction to the Nonprofit Sector course.

All nonprofit organizations require financial resources. Obtaining philanthropic financial support is essential to program delivery and stability. Students explore the concepts of philanthropy and development, identification of funding sources, donor/prospect cultivation and education, and solicitation and appreciation strategies. An emphasis is placed on creating an organizational philanthropic culture based on ethics and donor relationships. Students create a resource development plan for the organization designed in the Introduction to the Nonprofit Sector course.

During this course, students work on a capstone project during which students complete a major, integrative paper on a topic related to the specialization that incorporates theoretical and practical knowledge and social scientific research skills acquired throughout the program. Other capstone projects may be approved by the instructor.

In this course, learners examine the process of strategic planning, including developing organizational missions, visions, and values. Learners study strategic planning models and identify leader responsibilities at the various stages of strategic plan development. Other course topics include integrating multicultural and multinational perspectives into strategic intent, establishing accountability for and evaluating the effectiveness of strategic plans, and the process of assessing, diagnosing, and implementing strategic plans.

In this course, learners study the psychological theories and elements of compensation and benefits and use them to evaluate the efficacy of compensation and benefits systems. Learners also examine current trends in compensation and benefits and the ways compensation and benefits influence the psychological aspects and sustainability of an organization.

Learners in this course explore ergonomics and its roots in engineering, psychology, and physiology. Learners investigate the impact of technology, the environment, and ergonomics of work on the various psychological processes that contribute to motivated, productive, and satisfied employees.

This course provides learners with an overview of the fundamental psychological elements that contribute to a healthy work environment and promote wellness. Learners examine the elements and impact of stress on the workplace; individuals’ varying degrees of resistance to work stressors and the ways an individual’s personality traits affect stress; and strategies organizations can employ to promote a more healthy working environment. Other course topics include the historical perspective of stress, sociocultural sources of stress, and the distinction between personal and professional job stress. Learners explore their own stress response mechanisms and develop methods for managing stress from personal and organizational perspectives.

In this course, learners improve their ability to navigate the virtual campus and become familiar with library, career center, and writing center resources. This course requires the articulation of a professional identity based on doctoral-level training in psychology. Learners examine professional roles, organizations, specialization requirements, and codes of ethics in psychology. Learners choose a focused area of study within the field of psychology and identify the educational steps necessary to successfully complete the PhD degree in their chosen specialization. PSY8002 must be taken by PhD learners in their first quarter. Cannot be fulfilled by transfer.

In this course, learners explore lifespan development from infancy through adulthood, including human developmental processes and milestones. Learners evaluate theories and approaches to examining human development and use them to analyze human development processes as they relate to their area of discipline.

This course is a study of the theoretical, philosophical, historical, and biological concepts, tools of inquiry, and models of human thought and emotion. Topics include cognitive science and neuroscience, attention and consciousness, perception, memory, linguistics and language development, reasoning, problem solving, decision making, intelligence, and creativity.

This course provides an overview of behavior that is influenced by the presence of others or behavior that is under the control of society. Interpersonal relationships, social cognition, social inference, emotion, and personality are considered within this framework. The social psychology of decision making, attitude formation, and social attribution are reviewed and applied to contemporary issues. Learners also explore the application of social psychological theory and research to various clinical, educational, and organizational settings.

In This Course, Learners Analyze Multicultural Perspectives And Factors Such As Ethnicity, Socioeconomic Status, And Gender, And Their Influences On The Ethical Behavior Of Psychology Professionals. Learners Evaluate Multicultural Issues Within The Context Of Different Settings And Learn To Apply Ethical Reasoning Principles And Standards Within Their Profession. Prerequisite(s): Psy5002 Or Psy8002.

This course is an introduction to the general area of mental measurement. Learners examine measuring devices used in the fields of intelligence, interests, personality, and special aptitudes; study techniques for correctly interpreting test scores such as percentiles, standard errors of measurement, validity and reliability indices, and standard scores; and identify professional standards of test development and use. The course includes an analysis of the psychometric procedures used to develop and validate educational and psychological instruments and presents appropriate applications for each type of methodology. MS School Psychology learners must take this course during their second quarter, immediately following PSY5004.

This course covers qualitative methods appropriate for phenomenological, observational, and ethnological content in research. The course emphasizes methods such as data analysis techniques for qualitative data.

Learners In This Advanced Course Examine A Variety Of Statistical Analyses, Including Statistical Power And Effect Size In Research Design, Factorial And Repeated Measures Of Analysis Of Variance (anova), Analysis Of Covariance (ancova), Selected Nonparametric Analyses, And Bivariate And Multiple Regression. Learners Are Expected To Have Proficiency In The Use Of Statistical Software Appropriate To Dissertation-level Research. Prerequisite(s): Psy7620. Cannot Be Fulfilled By Transfer.

This course addresses advanced issues of research design and methodological consideration in the selection and execution of a research proposal. Relationships between problem formulation, hypothesis testing, sampling, data collection, and data analysis are covered in detail. The final project for this course is a research paper that may be applicable to a dissertation proposal. Prerequisite(s): PSY7650. Cannot be fulfilled by transfer.

In this course, learners identify and confirm theories and research of industrial/organizational psychology. Learners examine the various psychological constructs affecting individuals, groups, teams, and organizations in the workplace. Learners also evaluate the differences between industrial and organizational psychology and explore various assessment methods, models, and interventions applicable across workplace settings.

This course provides a comprehensive review of various leadership theories and models. Learners evaluate historic and current leadership theories; identify their applications to clinical, counseling, educational, organizational, and sports settings; and apply them to their professional practice. Learners also analyze the process of leader development and explore the influence of the leader, group, task, and context on the process of leadership. Course topics include team building and leading, leader development, leadership styles, and multicultural issues relevant to leadership in various settings.

Learners in this course explore the variety of roles and interventions that engage psychological consultants in an applied setting. Learners examine psychological consultants’ contributions to clinical, educational, industrial, and organizational settings and demonstrate the competencies required to evaluate and conduct psychological consultative services through applied case work, practice, self-appraisal, feedback, and discussion. Other course topics include current consultation theories, consultation ethics, models of consultation research, and the dynamics of the consultant-client relationship.

This course provides a broad overview of psychologically based methods, tools, and practices used in personnel psychology and human resource management. Learners identify the underlying psychological theories and approaches applicable to personnel and HRM practice and synthesize these theories to develop enhanced application and scholarship. Course topics include needs assessment, personnel selection, job analysis, performance management and appraisal, organizational effectiveness, motivation, training and development, competency development, and quality management.

Learners in this course review relevant theories and research methods of workplace psychology, coaching, and consultation assessment. Learners study the assessment process, identify assessment tools and their applications, and examine ways to evaluate and deliver assessment feedback. Topics include individual, group, and organizational assessment; psychometric testing; quantitative/qualitative principles and research methods; and ethical and multicultural issues associated with assessment.

Learners in this course study the psychological underpinnings, theoretical framework, and foundational elements of evidence-based coaching. Learners explore the stages of the coaching relationship and determine effective coaching frameworks to apply in different contexts, including positive, humanistic, individual, group, multidimensional, behavioral, developmental, cognitive, psychoanalytic, and systems-based perspectives. Learners also identify ethical and multicultural issues related to evidence-based coaching.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Mastering eLearning (Requirement for all Florida Tech University Online students. Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Composition and Rhetoric (Requirement: Passing grade on the placement test or COM 0110.)

Writing About Literature (Prerequisite: COM 1101)

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Practice in the technical and scientific writing style and format, including gathering and using data to prepare reports. Includes abstracts, reports, letters, technical descriptions, proposals and at least two oral presentations.

Business And Professional Writing (com) (prerequisite: Com 1102)

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Associate of Arts in Accounting Major Code: 3550 Degree Awarded: Associate of Arts Delivery Mode(s): Online Location(s): University Alliance Admission Status: Undergraduate Age Restriction: Yes

Examines the research and application of the essential competencies of effective leadership such as managing conflict, facilitating communication and leading groups and teams.

Surveys the application of psychological principles and methods to work. Includes employee selection, motivation, performance and behavior; the structure and function of occupational positions and activities; and the nature, processes and development of organizations.

The psychological principles, methods and techniques used to assess, develop and evaluate the effectiveness of programs. Includes needs assessment methods, principles of program design, gaining support for programs and general methods for evaluating programs.

This course applies social and organizational methods and principles to business and industry. Topics include human behavior at work; personnel selection, evaluation, and training; motivation and job satisfaction; management philosophies; employee-management relationships; work and equipment design; working conditions; accidents and human errors; and consumer psychology.

This course examines the theoretical foundations for organizational development and explores how organizations function. Topics include decision-making and group processes in organizations; conflict management; nature and design of effective organizations; power, influence, and politics; and organizational development.

This course examines methods for achieving personal, group, and organizational goals through effective consulting and management strategies. Topics include trait, behavior, contingency, and contemporary theories of leadership; gender, cultural, and emotional issues in leadership; critical incidents, including stress, burnout, workplace violence, and work-family conflict; strategic planning; and group dynamics.

This course examines psychological principles related to personnel and human resource management in both physical and virtual work environments. Topics include personnel selection; performance appraisal; selection, affirmative action and equal opportunity decision making; design and evaluation of training programs; training methods and management development; the work environment; and psychological testing.

This course serves as the foundation for advanced graduate study in the field of psychology. Professional skill development, such as critical thinking, scholarly writing, and literature reviewing are covered, as well as contemporary ethical issues in the field of psychology, including issues in research, writing, psychotherapy, forensic psychology, and animal research.

This course is a study of social, group, and multicultural factors affecting individual behavior. Attention is given to the development of attitudes, leadership roles, group thinking, sources of conflict, altruism, attraction, effects of competition and cooperation, analysis and evaluation of propaganda techniques, and the influence of mass communication on social awareness and control.

This course provides a study of theories of probability, descriptive and inferential analyses of data, and testing of statistical hypotheses. Practical experience is provided in the application of statistical methods.

This course provides a fundamental analysis of research and a methodological evaluation of criminal justice topics. This course familiarizes students with aspects of statistical analysis and research design relevant to today’s justice environment using both quantitative and qualitative methods. Additionally, coverage is provided for use of research design in community action

In this course, students complete a master’s research proposal by choosing an original topic and creating a proposal that addresses the literature review, the hypothesis, a method section, and discussion of hypothetical results.

The course examines the role of an organizational consultant and the impact of personal style and attitudes on consulting engagement. It provides students with the ability to be a positive catalyst within organizations to lead transformational change initiatives. Students begin with a self-evaluation of their values, principles, process and power orientation as baseline data to measure their developmental needs and progress throughout the organizational consulting specialization. Students also explore the historical and current business trends, so that they function effectively as organizational consultants in a global context. Students explore roles for organizational consultants including analysis or performance issues, defining goals for organizational change, and designing consulting interventions as change agents.

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 demonstrates the value of rigorous assessments as an integral part of creating systemic organizational interventions. The emphasis is on overall program effectiveness and inclusion of formative assessments that provide on-going modifications for improvement of the consultancy. The overarching purpose of assessment is to integrate strategic diagnoses, design, and execution of high quality consulting those results in producing sustained organizational change. To achieve this, assessments include assuring the validity of both quantitative and qualitative measurements that are both research evidence-based and pragmatic. Students also complete a post-course self-assessment to track their professional development as a consultant.

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 course involves the advanced study of the theory and practice of psychological measurement. Students review the principles of statistical inference (univariate inferential statistics for comparisons of sample means and correlation, hypothesis testing, and statistical tests appropriate to one-way research designs) and psychological measurement (levels of measurement, research variables, validity and reliability of instruments and measurement procedures) as a basis for exploring the proper use of tests and measurements in psychological research. The course familiarizes the prospective professional psychologist with types of psychometric instruments commonly used in organizational psychology practice: intellectual, aptitude, and achievement tests; interest inventories; personality tests; and social measures. Students explore published research based on psychometric instruments and other measurement methodologies, and learn to critique and evaluate the published research.

This advanced graduate seminar explores theories of motivating adult performance in the workplace . The exploration includes theories and application of methods for leaders to influence and persuade others in ways that motivate and engage them in their work and their organization’s mission . Prerequisite: 30 semester hours of graduate work in organizational leadership, clinical or counseling psychology, or the equivalent

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 focuses on the application of psychological principles to the workplace and how psychologists can facilitate the improvement of work environments, conditions, employee performance, and interpersonal/team functioning . In addition,the course provides a review of the basic theory, research, and practice in organizational training, development, and behavior . Topics covered include job performance and attitudes, work motivation, personnel selection and classification, group influence, and training and development . There is an emphasis on the contribution of specific psychological skills in organizational consultation

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

Much of what transpires in the workplace and during the workday concerns non-monetary interpersonal issues. Strategies for Conflict Management, the third eight-week online course in the executive Certificate in negotiation program, focuses on the critical skills associated with handling difficult people and situations, highlighting the kinds of negotiation and influence processes that yield optimal outcomes and keep relationships intact. this course also gives you a chance to practice what you’ve learned by engaging in hands-on simulations – unique online negotiation exercises – that ultimately help you understand what processes fit your own individual personality and approach. these exclusive online exercises include immediate debrief lectures to ensure optimal learning outcomes.

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.

In this course students will be expected to apply the theory and tools of micro- and macroeconomics and research to the formation of business decisions in the global environment.

Within the context of the multinational firm, this course examines the development of policy, financing options for international business, and the making of standard financial management decisions.

In this course, the student will explore decision making from a managerial viewpoint and examine the role of decision making in dealing with employees, formulating strategy, and negotiating. This course requires students to understand, apply, and evaluate both quantitative and qualitative research methodologies as they apply to business studies and analyses.

In this course, the student will explore decision making from a managerial viewpoint and examine the role of decision making in dealing with employees, formulating strategy, and negotiating. This course requires students to understand, apply, and evaluate both quantitative and qualitative research methodologies as they apply to business studies and analyses.

The development and implementation by the global enterprise of integrated business strategies and policies is the focus of this applied course. Course contents include the planning, implementation, management, and evaluation of the corporate resources, products, and assets. Advanced research is an integral component of this course.

This course focuses on the application of marketing concepts in a global organization. Students will examine international channel distribution as well as promotional, pricing, and product strategies.

This course encompasses theories and practices about facilitating change in groups and organizations; to include organizational design, and work redesign. Courses topics include managing the change process, assisting the individuals and groups response to change. Incremental and fundamental change strategies are covered.

In this course students examine how people in various types of organizations are motivated to work together in more effective ways. Students will learn how to use applied research in organizations.

This survey course introduces the domains of the I/O program. The topics include an overview of the four I/O program domains: human resource management, factors influencing employee performance, organization development, and research relevance within the I/O field of study. Course Competencies Contextualize I/O psychology and the effectiveness of modern organizations and its employees. Exemplify how I/O psychologist contribute to organizations and the scientific community. Analyze the evolution of the I/O field of study from its foundation to the present day. Examine the main ethical issues likely to be encountered in the field of I/O psychology. Apply research methodology to topics related to the four domains of I/O psychology.

This course enables students to differentiate among the primary theoretical models of personality theory, such as psychodynamic, affective, cognitive-behavioral, and humanistic theories. Emphasis is on the importance of learners recognizing belief systems and underlying assumptions inherent in various personality models that accurately reflect their own personal perspectives and to recognize strategies and approaches in psychology that reflect identified personality theories as foundation. Course Competencies The Fundamentals of Personality Theories The Domains of Personality Psychology Assessment of Personality Part I: Types and Reliability of Assessments Assessment of Personality Part II: Utility of Instrumentation Application of Personality Theories Personality Disorders, Stress, Coping, Adjustment, and Health

Learners explore current issues facing the I/O professional, such as stress and conflict in the workplace, the impact of technology on employee morale, changing dynamics of the employee, and socio-economic factors within the globalized work environment. Additional topics will be added based on the current focus of the literature. Course Competencies Analyze the relationship between job attitudes, organizational attitudes, and individual or organizational performance. Perform job analyses to enhance organizational productivity. Identify the implications of training and development for individuals and teams. Propose methods to optimize recruitment and selection for an organization. Predict future research initiatives based on the current focus of research in the I/O field.

This course provides learners with a foundation in the design of psychological research. The importance of how to select appropriate measures for a study, different research designs - experimental, quasi-experimental, and correlational, and threats to reliability and validity are discussed. Course Competencies Demonstrate an understanding of the scientific method and its application to Industrial/Organizational research. Select appropriate quantitative research designs for solving basic and applied problems in Industrial/Organizational psychology. Analyze and interpret quantitative data using descriptive and inferential statistics. Evaluate and control common threats to internal and external reliability and validity. Determine ways to conduct ethical and responsible quantitative research.

This course builds on the material covered in Research Methods and Statistics I by elaborating on the various statistical techniques used in the analysis of data generated by empirical research. The course includes both descriptive and inferential statistical methods and spans parametric and non-parametric statistical methods. Course Competencies Determine when and how to use descriptive statistics and inferential statistical procedures to test hypotheses and make inferences. Select appropriate sample sizes and sampling techniques. Interpret univariate and multivariate statistical test results. Critique published research in I/O psychology. Examine how reliable, valid, ethically responsible research is conducted.

This course focuses on key issues related to the development of measurement criterion in organizations. Theoretical and practical issues related to performance evaluation and appraisals are also discussed. Course Competencies Differentiate between formative and summative assessment as applied to assessment and measurement in organizations. Select appropriate criteria as a means for developing selection and career development systems, establishing performance criteria, designing training programs, and implementing evaluation systems. Develop different types of instruments to asses performance. Analyze the outcomes of the organizational assessments. Identify potential ethical issues in creating criteria and evaluating human behavior and performance.

Learners gain an appreciation for the processes I/O psychologists use to recruit, select, place, and develop employees, managers, and executives, including discussions about tests, assessment centers, interviews, succession planning, and departure. The course examines the role of the I/O psychologist in awareness, preparedness, and response to behavioral problems or issues in the workplace.

A comprehensive examination of the psychometric procedures used to develop and validate educational and psychological instruments is the focus of this course. Building upon Research Methods and Statistics I, this course will discuss norms, standardized samples, reliability, validity, proper interpretation of test scores, and the steps in test development. Descriptive statistical procedures are briefly reviewed to facilitate the understanding of the quantitative aspects of psychological measurement. Professional standards for testing are reviewed at all phases of the course. Course Competencies Describe the purpose and use of psychological tests and measurements in different settings. Develop psychometrically sound psychological tests and measurements for cross-cultural and national use. Differentiate among methods for gathering evidence of the reliability and validity of psychological tests. Interpret test scores using descriptive statistics, standardized test scores, and norms. Identify potential ethical issues in creating and using psychological tests and measurements.

In this course learners are familiarized with behaviors associated with the accomplishment of expected, specified, or formal role requirements on the part of individual organizational members as well as means for appraising and providing feedback to employees. Course Competencies Evaluate the design of state-of-the art performance management (PM) systems. Integrate PM-derived competency models based on specific organizational needs. Recommend potential solutions to performance problems, using specific observable behaviors, feedback, and reward systems in an organizational setting. Analyze the role of individual psychological assessments, feedback, and coaching on human performance in the workplace. Examine the role of ethical practices in PM.

This course examines theory and research relevant to changing individuals, groups, and organizations to enhance and improve their overall effectiveness. OD interventions are discussed, specifically examining the role of the I/O psychologist, type of change, and focus of intervention (individual, group, or organization). Furthermore, learners will learn how to integrate psychological theories regarding small group theory as related to leadership, motivation, interpersonal influence, group effectiveness, conformity, conflict, role behavior, and group decision making. Course Competencies Explain social, political, economic, and interpersonal forces that led to the emergence and development of organization development. Differentiate between OD theories and models for change. Apply data collection and research methods in OD. Design appropriate OD interventions. Evaluate the effect of the OD process.

Learners examine long-standing and emerging leadership and management models, relate theory to practice, and differentiate managing, mentoring, leading, and coaching in the work setting. Application of various approaches to leadership and management and how these perspectives play a vital role in the achievement of organizational, group, and team goals is discussed. Course Competencies Distinguish similarities and differences between historical and contemporary theories of leadership, management, and their alternatives. Examine the role of a leader versus a manager within organizational teams and workgroups. Evaluate leadership, management, and followership behaviors associated with successful and failed organizational change initiatives. Analyze the leadership/influencing role of the Industrial/Organizational (I/O) consultant in a variety of settings within large and small organizations. Critique the effectiveness of leadership and management development programs in a variety of workplace settings.

This course will allow learners to evaluate various theories of motivation and develop a familiarity with and understanding of pertinent reserach in the field. Learners will be able to adapt motivational constructs to the enhancement of employee attitudes, effectiveness, and well being across a range of organizational contexts. Course Competencies Examine job attitudes and their linkage with behavior. Evaluate different theories of human motivation and their application in a given environment. Apply motivational theories to enhance employee outcomes. Develop strategies for increasing motivation and improving job attitudes. Analyze practices to address the consequences of organizational stressors.

The purpose of this course is to familiarize the student with the various methods of inquiry, terminologies, and theoretical systems that comprise the history of psychology. A broader view is used to introduce the modern era of psychology and its use. These include: structuralism, functionalism, Gestalt, behaviorism, psychoanalysis, and phenomenological/existential approaches. Topics and Objectives Psychology in Historical Perspective: Early Developments Examine the roots in early philosophy that lead to modern psychology. Identify major philosophers in the western tradition that were primary contributors to the formation of psychology as a discipline. Explore the development of the science of psychology during the 19th century. The Mind/Body Relationships of Psychology Examine the historical elements of the study of the physical body and brain in antiquity. Describe major developments in medicine and biological studies that contributed to the early field of psychology. Identify major historical steps toward the mapping of brain structures that are associated with behavioral processes. Mental Illness, Mental Health, and Mental Function in the 18th and 19th Centuries Identify historical explanations for abnormal behavior and mental illness. Identify links between early theories of mental functioning in philosophy and early concepts of mental illness. Define the links between the physical body and mental illness from antiquity to the 20th century. The Formation of Psychology as a Discipline 1850-1950 Examine the role of evolution theory and naturalist science in the development of psychology in the 19th century. Explore the relationship between the practice of medicine and the development of clinical applications of psychology. Identify the role of individual differences in the development of psychology and the contributions of Francis Galton. Describe the development of psychology experimental laboratories in Europe and the United States. Psychoanalytic Schools of Psychology Examine the development and growth of the psychoanalytic tradition in psychology. Identify the major theoretical contributors to psychoanalytic schools of psychology during the late 19th and early 20th centuries. Define what is meant by psychoanalytic models for psychology and how these are used to explain human behavior. The Development of Psychology in America Identify major contributors to American psychology in the late 19th century. Examine the differences in American and European psychology at the beginning of the 20th century. Explore the influences that impacted the development of American Behaviorism in the early 20th century. Identify early theorists of the structuralist and functionalist schools of psychology. Logical Positivism and American Behaviorism in Psychology Identify the major contributors to Behaviorism in American psychology. Distinguish between Classical Conditioning and Instrumental Learning in the early American Schools of Psychology. Examine the development of Operant Behaviorism during the 20th century. Early Developments in the Cognitive Psychology Paradigm Identify major points of change from the behavioral to the cognitive paradigm in academic psychology. Explore early research on memory and the development of this line of research into modern cognitive-based models. Examine major tenets of the Cognitive Psychology Model in relationship to modern psychology research. The Developing BioPsychoSocial Model of Psychology Identify the central issues of biological psychology pertaining to human development and ...show more »psychological function. Examine the role of social psychology in the BioPsychoSocial Model. Explain the interrelationship between biological foundations, individual psychological characteristics, and social psychological phenomena. Effects of Developing Technology on Psychology Research and Practice Examine the changes in technology over the 20th century that impacted psychology as it has developed to the present. Identify major technologies that have contributed to advancements in the understanding of brain and behavior relationships. Examine the role of computers in advancing psychology research. «show less

This course provides a unified view of the field of social psychology organized around the concepts of social influence and power and exchange in social life and explores in-depth human thoughts, feelings, and actions as influenced by other people. Specific topics include socialization, perception of self and others, pro-social and anti-social behavior, attitudes, interpersonal attraction, social influence, and group behavior. Topics and Objectives Social Psychology and “the Self” Define social psychology. Explain the role of research in social psychology. Define the concept of “the self” in the social world. Apply the concepts of socialization to personal development. Social Beliefs and Judgments/Beliefs and Attitudes Analyze the social, cultural, and spiritual influences on ethics. Describe the reciprocal relationship between behavior and attitudes. Explain how individuals rationalize their behavior using cognitive dissonance theory. Group Influence Analyze the impact of group influence on the self. Examine the relationship between group influence and cultural identity. Persuasion and Conflict Examine the elements of persuasion. Assess the effects of persuasion on the individual in society. Describe the elements of conflict resolution and peacemaking. Altruism Examine the various motivations to engage in altruistic behavior. Examine the concepts of philanthropy, social activism, and volunteerism in terms of the social exchange theory and pro-social behavior.

Upon completion of this course, learners will be prepared to analyze and select appropriate paradigms to guide organizational research. Additionally, learners will have the ability to systematically apply organizational theories to enrich existing models or develop new models to increase performance and effectiveness. Topics and Objectives Reading Week Read course materials Organizational Design and Effectiveness Integrate the key elements of organizational design Discern the theoretical underpinnings of organizational design Analyze the relationships between organizational design and effectiveness Organizational Relationships Construct a plan to optimize contributions among internal organizational functions Construct a plan to optimize inter-organizational cooperation Integrate internal and external plans to optimize organizational effectiveness• Compare and contrast traditional and emerging notions of organizational performance Compare and contrast traditional and emerging notions of organizational performance Evaluate organizational performance in the enhancement of sustainability and fitness for future Forecast trends in organizational structure and processes Structural Evolution Chart shifts in organizational structure Analyze the ways in which organizations change to deal with environmental uncertainty Summarize the transition from span of control to scope of control Organizational Pathologies Evaluate organizational pathologies that detract from organizational performance in order to minimize their impacts Synthesis of Organizational Theories Create an organizational paradigm Identify applications and uses of prevalent designs today

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.