Course Requirements

As the final course in the CIT core, Communicating for Leadership serves as a bridge to upper-level courses in students fields of study. Furthermore, different sections are taught by instructors in these fields. This allows students to study the specialized communication styles and demands associated with effective leadership in their majors; that is, business majors study corporate communications; students in legal studies examine communication models and strategies for conflict resolution, liberal studies majors draw upon multimedia skills and technologies to enhance their communications, etc. Through readings, writing projects, discussions, and role-plays, students also study interpersonal communication skills, verbal and non-verbal communication, the dynamics and ethics of interviewing, and organizational and small group communication. While writing, reading, listening, and information literacy are integrated into the course, the course offers explicit instruction in public speaking and offers students opportunities to practice speaking to multiple and complex audiences in forums relevant to their fields of study.

Prerequisites: ENG 114, ENG124, ENG 134

Computer Applications I
In this course, students will be provided a baseline of knowledge of the fundamentals of computers and digital literacies to ensure they will be able to understand a constantly changing technology oriented landscape. In this course, students will be exposed to the fundamentals of computing technology, including computer hardware and software concepts; the Windows operating system and commands; drives, folders, and files; Google’s suite of applications; use of the Internet and growing connectivity with everyday devices; and digital literacy knowledge and skills. By mastering the fundamentals of computing technology and demonstrating digital literacy, students will have the skills needed to thrive in the 21st century workforce.

This course introduces the integration of communication skills essential for effective reading, writing, speaking, and listening at the college level. In this writing intensive course, students develop composition skills to produce collegiate-level papers modeling rhetorical modes and thematic content in addition to strategies for reading complex texts; presentation skills for personal introductions, verbal summaries of readings and response writings, and peer review of papers; and basic technological skills for word processing, e-mail, and introductory-level online research.

In this course students will apply the practices for effective reading and writing introduced in ENG 114 to the distinctive language and forms of various disciplines. This course lays the foundation for academic and professional research and stresses the use of appropriate and effective information sources. Readings for a variety of academic audiences will provide students with strategies to communicate in the sciences, business and technology, psychology, liberal studies, and the social sciences. Research and documentation skills appropriate to the disciplines are stressed. In addition to leading students through the research process from start to finish, this course will examine the many ramifications of academic honesty.
Prerequisite: ENG 114

Selected readings in fiction, poetry, and drama introduce the student to literary types and techniques. These readings provide a basis for collegiate-level discussion, analysis, and the development of critical judgment. Building on the communications and research skills from earlier courses in the sequence, this course emphasizes continued practice in writing, and students complete a documented research paper using primary and secondary sources as one of the course writing assignments. Discussions and oral presentations based on assigned literature support the overall goal of the sequence: to enhance the advancement of the students, first academically and then professionally.
Prerequisite: ENG 114

HSR 200 Introduction to Human Services and Rehabilitation (3 credits)
This course introduces the major policies and practices that are used to understand human strengths and challenges within the field of Human Services and Rehabilitation. The course explores the skills, values and knowledge base needed to effectively work as a culturally competent human service professional in multidisciplinary settings.
Prerequisite:: PSY101

HSR 400 Psychosocial Aspects of Disability & Aging (3 credits)
This course provides a general introduction to the multi-disciplinary fields of gerontology and disability studiies. It examines the growth and development of persons from both psychological and sociological perspectives as they deal with the issues arising from onset of disability and progression of aging, as well as their interplay over time. The interaction of the individual with the environment provides a framework for this course with special attention given to societal valuing and devaluing of disability and aging. Social roles, expectations, opportunities, and new perspectives on disability and aging in a broad sociocultural context are discussed.
Prerequisite:: PSY 101

HSR 401 Developmental and Psychiatric Disabilities (3 credits)
This course develops competencies using evidence-based material, case studies, practice guidelines, interactive activities, and video examples. Participants will develop expertise in understanding, supporting and advocating for persons with neurodevelopmental disabilities, organic brain disease and their families. The interactive discussions provided in conjunction with required readings, assignments, and videos address screening, diagnosis and treatment of infants, children, adolescents and adults with developmental disabilities and psychiatric disabilities and their lives in our communities.
Prerequisite: PSY101

HSR 402 Addictions and Interventions (3 credits)
This course is designed to help students develop an understanding of addictions from an eco-systems perspective. The addictive process and recovery will be studied, including the reciprocal interaction between addicted individuals and the various social systems of which they are a part. Students will examine substance abuse and behavioral compulsions, including alcohol and other drugs, smoking, compulsive gambling, eating disorders, and sexual addictions. There will also be a focus on diversity in addicted populations, the business of drugs, and prevention. Attention will be given to biological and genetic factors in the etiology of addiction, family issues, and community responses. The consequences of addictions will be studied at the individual, family, community and societal levels. This course will draw on current research in the field of addictions, and will emphasize critical thinking, and analysis of the current controversies in the field.
Prequisite: PSY101

This course is the capstone seminar in the HSR program, to be taken in the student's final year. Students will develop and present a new Human Services and Rehabilitation Plan Proposal which synthesizes and integrates content from previous human service course and practical experience into a plan that demonstrates competency as an HSR professional.
Prerequisites: HSR 200, HSR 400, HSR 401, HSR 402, and PSY 498

This course is designed for diverse students to acquire a solid foundation in non-calculus mathematics. It uses practical mathematics to develop problem solving and analytical skills. Topics include linear equations, linear inequalities, matrix and its application, linear programming, and the simplex method.
Prerequisite: MAT 104 or appropriate placement test score

This is an introduction to the basic descriptive and inferential statistics for students from all disciplines. It emphasizes the development of statistical literacy and the use of computer for analyzing data. Topics include principles of experimental design; graphical and numerical methods for summarizing, describing, exploring and analyzing data; binomial and normal probability distributions; point and interval estimates for means and proportions; hypothesis testing; and correlation and regression.
Offered both semesters

Using an active learning approach, students will explore psychological perspectives and methods as explanations for human behavior and mental processes. Other topics include: neurophysiology, consciousness, learning, personality theories, and psychological disorders.

This course is a study of developmental changes from birth through 12 years old. Prenatal and neonatal issues are also discussed. Physical, emotional, social, and cognitive growth are explored at each age. The dominant theories of development are examined, as well as contemporary issues relating to childhood and parenting.
Prerequisite: PSY 101
Offered in the spring semester only

This course surveys how people develop and change from the onset of adolescence through late adulthood. Different theoretical perspectives and contemporary information relating to the physical, social, emotional, and cognitive realms are examined.
Prerequisite: PSY 101
Offered in the fall semester only

This course introduces the student interested in human behavior to experimental design procedures emphasizing methodology, data collection techniques, and critical evaluation of research practices.
Prerequisites: ENG 124, MAT 120

This course explores the behavioral, cognitive, emotional, and social factors that affect physical health. Prevention, intervention, and treatment techniques will be discussed with an emphasis on approaches to changing unhealthy practices and maintaining health.
Prerequisite: PSY 101

Social behavior is studied from a psychological perspective. Topics addressed typically include: small group behavior, personal perception, attitude acquisition and change, leadership, conformity, and prejudice.
Prerequisites: PSY 101 and junior or senior status
Offered in the fall semester only

This course provides students with knowledge of introductory skills. This course will cover basic skills common across the helping professions. Students will demonstrate competence with basic skills in an educational setting through role plays.
Prerequisite: PSY 101

(This course is graded Pass/Fail.)
Students receive supervised training from practicing professionals normally during the final semester of the fourth year. Learning is achieved through observation and/or direct participation. Students are placed appropriately in settings that relate to their individual and educational career objectives. Sites may include public educational facilities, human services agencies, mental health clinics, and law enforcement and criminal justice agencies.
Prerequisites: A minimum cgpa of 2.0, senior status, and approval of department chair. Open only to psychology majors

Women as Empowered Leaders and Learners
This required interdisciplinary course is designed to give all students entering the One-Day Program a common experience and foundation for their education. Students examine leadership within the larger context of our interdependent world and their own strengths, values and aspirations. Students also examine learning styles, academic requirements, communication skills and technology to create a personalized action plan for success in the One-Day undergraduate experience and beyond.

Strategies for Personal and Career Growth
This required interdisciplinary course builds on the foundation created in WEL 220 to deepen students' knowledge, skills and attitudes related to career, leadership and financial development. Through a focus on well being students will strategically delve into ways to manage their own growth and development while understanding the opportunities to build on their purpose, passion and potential.

This capstone course is an interdisciplinary course designed to give senior-level students an opportunity to create a learning experience that allows them to apply knowledge, skills and personal development to a project that also contributes to a family, organization and/or community. This course combines academic study with practical application of leadership, communications and technology skills as a springboard for the student to move forward into the future as an empowered woman. Students may choose to complete research, community-based projects and/or service learning projects. As a culminating experience, this course also provides the platform for assessing students' progress and proficiency.