PSYCHOLOGY MAJORS OVERVIEW

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Click on a topic:

• What Do Psychologists Do?
• The Psychology Faculty
• Advantages of a B.A. or B.S. in Psychology from CSS
• The "Coherent Curriculum"
• Special Features of Our Program
• A Typical 4-Year Course Sequence (Note: Please use Google Chrome or Firefox browsers when accessing these pages)
• The Minor in Psychology
• Psychology Undergraduate Student Handbook

What do psychologists do?

Those who go on to become professional psychologists work in a variety of settings. A recent survey gave the following proportions for major career tracks of psychologists: The mental health field, including private practice, hospitals, clinics, counseling centers, and guidance centers account for 44 percent. Twenty-nine percent are involved in teaching and research at the college level, while 15 percent are involved in elementary and high schools. Thirteen percent work in business or government.

The website -- PsychologyDegree.net  is a general information website that, over the years, has developed  into a comprehensive guide on studying psychology through the medium of online education. It aims to add insight to potential students on the many disciplines of psychology.

Developmental psychologists study patterns of change from infancy through old age, including physical, cognitive, social, and moral development. Clinical psychologists generally focus on abnormal behavior in an effort to understand, diagnose, and change such behavior. Counseling psychologists also treat abnormal behavior but usually focus on normal problems of living (e.g., marriage and educational counseling). Industrial psychologists usually work for a business enterprise applying psychological knowledge to such areas as personnel policies, working conditions, production efficiency, and decision-making.

Experimental psychologists use scientific methods to carry out experiments designed to develop a basic understanding of such processes as learning, memory, motivation, sensation, and perception in human beings and lower animals. Physiological and comparative psychologists study the contributions of biological factors - such as heredity, the sensory and nervous system, drugs, and species differences - to various kinds of behavior. Social psychologists use a variety of scientific methods to study the behavior of people in social situations, from couples and small groups to crowds. The emerging field of health psychology uses psychological principles in health maintenance.

This list provides a good overview, but keep in mind that the field is constantly growing as new research is completed and as new ways to apply psychological knowledge are discovered.

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The Psychology Faculty

Laurie Anderson, M.A., University of Minnesota, Duluth, Instructor.  I teach Lifespan Developmental Psychology and Social Psychology. Prior to counseling and teaching at CSS, I ran an alternative learning program for high risk adolescents and worked with inmates at several institiutions within the Federal Bureau of Prisons. My areas of interest include lifespan development, personal wellness, and issues of grief and loss. 

William Battinich, Ph.D., University of Arkansas, Assistant Professor.   I teach courses such as Statistics, Research Methods and Cognition. I am trained as an Experimental Psychologist with specialities in cognitve psychology and language comprehension. My research interests are sentence processing, learning and memory. I enjoy teaching and interacting with my students and look forward to collaborating with them on research projects.

­­­­­­­­­­­­Mary Alice Carlson, M.A., University of Minnesota, Duluth,  Instructor.  I teach Introduction to Counseling, Abnormal Psychology, Group Dynamics, and Lifespan Development.  My areas of expertise include facilitating a variety of support groups and educating professional and family caregivers.  I have also dedicated myself to working closely with families in providing my expertise as a counselor and advocate. I am interested in research dealing with emotions, grief and bereavement.

Darryl Dietrich, Ph.D., Syracuse University, Professor and Director of General Education.  I graduated from Franklin & Marshall College with a B.A degree in Psychology. I went on to receive my M.A. and Ph.D. in Developmental Psychology from Syracuse University after serving in the U.S. Army in Vietnam as a preventive medicine specialist.  Courses I teach include Developmental Psychology, Cognitive Psychology, Statistics, and Psychology of Religion and Belief (an Honors Program course). My current research interests include cross-cultural attitudes toward the family bed (co-sleeping) and the psychology of religion.  I have held several administrative duties throughout my career at CSS since 1975, including past chair of the Psychology Department, and currently serve as the Director of General Education.

Angela Rosenberg Hauger, Ph.D., Washington University, Associate Professor, licensed psychologist, and coordinator of the Gerontology Program. I am trained as a teacher, researcher, and clinician with specialties in clinical psychology and geropsychology. I teach courses such as Abnormal Psychology, Research Methods, Psychosocial Aspects of Aging, and Mental Health and Aging. I supervise the DAPPs (Directed Applied Projects in Psychology) and enjoy mentoring student research and consulting with community agencies about aging-related topics.

Gerald Henkel-Johnson, Psy.D., University of St. Thomas, Associate Professor, Chair of the Psychology/Sociology Department, and coordinator of the Humans Services Concentration. I am a licensed psychologist with specialty areas in clinical and counseling psychology.  I also have specialties in health psychology/behavioral medicine and in forensic psychology. My applied and research foci are on the psychological effects of trauma, dynamics of psychopathy, and violence risk assessment for sexual and nonsexual offenders, competency to stand trial, and insanity defense.  I have taught Counseling, Organizational Behavior, Biological Psychology, Group Dynamics, Health Psychology, and Behavior Management.

Robert Hensley, Ph.D., Iowa State University, Associate Professor. I have come to The College of Saint Scholastica from Mansfield University of Pennsylvania, joining the Psychology Department faculty in August 2007. My research interest is in human relationships, especially how college students adapt to ended relationships. I am also interested in studying close relationships in late adulthood, as well as predictors of mortality in the oldest old. I teach General Psychology,  Lifespan Developmental Psychology and History and Systems of Psychology.

Karen Petersen, Ph.D., University of Pittsburgh, Associate Professor.  I am a bio-psychologist who teaches Statistics, Biopsychology, Research Methods and Empirical Research.  My area of research focus is psychosocial correlates of cardiovascular disease, including SES effects on immune parameters. My interests include psychophysiological research and diverse behavioral and biological phenotypes.

Debra S. Schroeder, Ph.D., Bowling Green State University, Professor, and Honors Program Director.  I am a social psychologist who teaches courses in General Psychology, Social Psychology, Research Methods, Psychology of Gender, and Statistics. I have conducted social psychology-related research with students in the areas of the role of faculty and student gender in advising/mentoring interactions and relationships between perfectionism types and short-term physical illness complaints. Research related to honors, which I have presented at conferences of the National Collegiate Honors Council and/or published in their journal, has involved outcomes of honors education, evaluation of honors courses, and activities of honors directors.

Teresa Aldach, LICSW, Adjunct Instructor. I have both a bachelor's and master's degree in Social Work, with an emphasis in Clinical Socialwork/Mental Health. I am the Asst. Dir./Counselor for the Student Center for Health and Wellbeing at CSS where I also teach Intro to Counseling and a variety of other courses for the College.

Brenda Bergman, Ph.D., Adjunct Instructor. I completed my B.S. at the University of Iowa and my M.A. and Ph.D. at University of Missouri, Columbia. I have a private practice of psychology working with children, adults and families. I teach Lifespan Development for CSS.

Chris Cherry, Ph.D., Adjunct Instructor. I received my B.A. and M.A. in cultural anthropology and his Ph.D. in sociology at Texas A&M University. I am the director of the Center for Academic Advising and the Student Success Center at UW-Superior. I teach PSY 3331 - Statistics at CSS.

Dina Clabaugh, Adjunct Instructor. I earned my M.S. in College Counseling and Student Development and Rehabilitation Counseling from St. Cloud State University. I also have a B.A. in Health Education from the University of Minnesota Duluth. I am a career counselor at St. Scholastica and teach Introduction to Counseling.

Scott G. Lucas, Ph.D., Adjunct Instructor. I earned my B.A. in Psychology at Concordia College and my Ph.D. in Clinical Psych from the University of North Texas. I am self-employed as a consultant and expert speaker in the field of Traumatic Brain Injury. I have been an adjunct faculty member since Spring 2006 and currently teach Introduction to Counseling at CSS.

Barbara Montee, Adjunct Instructor. I completed my B.S. and M.S. degrees at North Dakota State University. I am self-employed as a landlord of college rentals in Duluth. I teach Introduction to Counseling at CSS.

Dory Pohl, Adjunct Instructor. I am a graduate of CSS with a B.A. in Psychology and an M.S. Ed. degree from University of WI-Superior. I am the Director of Student Support Services at CSS where I teach 2 courses in addition to Lifespan Development.

Gina Seppo, Adjunct Instructor. I have both my B.S. and her M.S. Ed. from the University of WI-Superior. I work at CSS as a Counselor in the Student Center for Health and Well-Being in addition to teaching a course- Lifespan Development.

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Advantages of a B.A or B.S. in Psychology from St. Scholastica

Like medicine, law, and most sciences, professional employment as a psychologist requires graduate study. There are, however, a variety of jobs the psychology major may pursue without graduate study. We provide a broad-based program that prepares psychology majors for advanced study toward higher degrees in psychology and curriculum fosters learning in several areas targeted by liberal arts and career education: how to learn, how to obtain and/or evaluate different kinds of information, how to think critically, how to solve problems systematically, and how to write effectively.

In addition, our courses provide an excellent educational background for a variety of career choices. By combining the psychology major with another field of study, for example, the student may increase employment possibilities and be better prepared to undertake graduate study in other fields. Secondary education, management, and English are common double majors with psychology. A minor in psychology can strengthen the background of students majoring in other fields

 

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The "Coherent Curriculum"

Learning is encouraged through three components of what the Psychology Department calls the "coherent curriculum": (a) Course Requirements and Options: Our required courses are structured and sequenced to allow for gradual increases in understanding rather than giant steps that can leave students feeling lost, and our optional courses allow students to emphasize their own interests within the major; (b) Cocurricular Activities: Our formal courses are supplemented by activities designed to allow the student foster relationships with peers and faculty in psychology and to meet and learn from those in the community in psychology-related careers; and (c) Career Development Assistance: Our faculty provide assistance in helping students determine what they would like to do when they graduate and what experiences they will need to pursue those career goals. See the "Psychology Major/Minor" for further details of the three components of the "Coherent Curriculum".

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Special Features of Our Program

1. Coherence of the major:

The three components of the major - courses, cocurricular activities, and career development - are structured to allow for a student experience that is well-rounded. The course sequence allows for gradual mastery of material, cocurricular activities encourage socializing with professionals and students in the field, and career development activities foster preparation for the future.

2. Strong emphasis on life span developmental psychology:

Helping professions, such as counseling, nursing, social work, and physical therapy, rely on knowledge of normal development and behavior emphasized in our program--to identify dysfunction, restore normal functioning, or help with chronic problems.

3. Small class size:

The largest psychology classes have approximately 40-60 students, but most have far fewer, and some have as few as ten.

4. Opportunity to focus on individual interests:

For example, while those interested in pursuing careers in human services may choose the Human Services Concentration within the psychology major, those wanting to work with older individuals may opt for the Gerontology Certificate program or Gerontology Minor. Those who wish to pursue graduate work are supported in activities that enhance graduate school applications.

5. Strong emphasis on research and evaluation:

Wherever you work, you are likely to be asked to make decisions based on research. For example, you might be asked to determine whether a program should be continued based on research on its effectiveness. Our program provides the basic skills you will need to read the research of others and do your own research.

6. Opportunities to receive mentoring:

Faculty with background in both research and applied fields are available to work closely with students in progressing through the major. Mentoring can be received in the form of paid and volunteer research and teaching assistantships, research groups, independent studies, and formal and informal career advising.

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A Typical 4-Year Course Sequence

Bachelor of Arts Degree in Psychology

PSYCHOLOGY MAJOR

                            

All courses are 4-credits unless otherwise noted

Year	Fall Semester	Spring Semester
1	PSY 1105 (or spring)  BIO 1102*
2	PSY 2208  (or spring)	PSY 3216 (2 cr)    PSY 3222 (2 cr)
3	PSY 3331  (or spring )  PSY 3320      PSY 3423  (or spring)	PSY 3327 PSY 3330  (or  fall)
4		PSY 4435   PSY 4000 (0 cr), (or fall)

*Note – The BIO 1102 requirement is waived for students completing BIO 2110 and BIO 2120 (the Anatomy and Physiology sequence) with a “C” or better in each.

 

Bachelor of Science Degree in Psychological Science

                                                                                                                                                                                             

All courses are 4-credits unless otherwise noted

Year	Fall Semester	Spring Semester
1	PSY 1105  (or spring ) *BIO 1102
2	PSY 2208  (or spring )	PSY 3216 (2 cr) PSY 3222 (2 cr)
3	PSY 3331  (or spring )  PSY 3320     PSY 3423  (or spring )	PSY 3327 PSY 3330 (or fall) PSY elective  (or another semester)
4	PSY 4334 (2 cr)     PSY 4555 (6 or 8 cr) (or spring or summer )	PSY 4335 (2 cr) PSY 4435   PSY Elective (or another semester)      PSY 4000  (0 cr), (or fall)

A total of 6 PSY elective credits is required, achievable through a combination of 2- and/or 4-credit courses.

 

*Note – The BIO 1102 requirement is waived for students completing BIO 2110 and BIO 2120 (the Anatomy and Physiology sequence) with a “C” or better in each.

 

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The Minor in Psychology

• Many students at The College of St. Scholastica (CSS) will find that the psychology courses required for their majors will almost complete the minor in psychology.

• The minor is structured to provide a sampling of the main areas of psychology.  Students choose one 4-credit or two 2-credit courses from each of the given areas listed in the table below for a total of 20 semester credits.

• At least three of the five areas listed must be completed with courses taken at CSS.  To count toward the minor, transfer courses must be very similar in content to the CSS courses as determined from catalog descriptions or syllabi provided by the student.  Acceptable transfer courses must be at least three semester credits (or equivalent).  Students transferring 3-credit courses will need to take additional elective credits to bring the total up to 20 semester credits.

• The course titles for each of the course numbers are listed below the table.

Psychology Minor Requirements:

AREAS	# OF CREDITS REQUIRED (One 4 cr. or two 2 cr.)	Psychology Course Choices
1.  General/Developmental	4 cr.	1105 or 2208
2.  Cognitive/Social/Behavioral	4 cr.	3222 (2 cr.), 3327, 3328 (2 cr.), or  3363 (2 cr.)
3.  Personality/Abnormal	4 cr.	3216 (2 cr.), 3306 (2 cr.), 3423, or 3424 (2 cr.)
4.  Elective	4 cr.	3315, 3320, 3325 (2 cr.),  3340 (2 cr.), 3341 (2 cr.), 3430, 3470 (2 cr.), 3550 (4 cr.),2777/3777/4777, or  any courses that were not already selected in the two Advanced Content categories above.
5.  Research/Statistics	4 cr.	3330 or 3331

 

Psychology Course Titles

1105 General Psychology 2208 Lifespan Developmental Psychology 3216 Personality  (2 cr.) 3222 Cognitive Psychology  (2 cr.) 3315 Psychosocial Aspects of Aging 3320 Biological Psychology 3325 Group Dynamics  (2 cr.) 3327 Social Psychology 3328 Behavior Management  (2 cr.) 3330 Research Methods

3331 Statistics 3340 Psychology of Gender  (2 cr.) 3341 Introduction to Counseling  (2 cr.) 3363 Health Psychology  (2 cr.) 3423 Abnormal Psychology 3424 Mental Health and Aging  (2 cr.) 3430 Applied Psychology 3550 Organizational Behavior (4 cr.)   2777/3777/4777 Topics in Psychology

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Last updated on April 19, 2013 by Judi Morwood