TROY UNIVERSITY COLLEGE OF EDUCATION

MASTER OF SCIENCE DEGREE POSTSECONDARY EDUCATION

COMPREHENSIVE EXAMINATION STUDY GUIDE

Approved by the MSPSE Curriculum Committee Applicable to Troy University, eTROY, and Global Campus Programs

Updated: 3.6.13

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I. EXAMINATION POLICY University Policy

Students admitted to candidacy in a graduate program requiring a comprehensive

examination must pass the required comprehensive examination, written and/or oral, covering the work taken in the major field. All students must register in advance of comprehensive examinations in their academic departments. Students should consult with their advisors regarding procedures for scheduling and taking comprehensive examinations. This examination is usually taken during the last semester/term prior to graduation with actual exam dates coordinated with the student’s advisor. The passing of the comprehensive exams is not to be considered a waiver of any other requirement for any program. Students who have unsuccessfully attempted the comprehensive exam may not change their program of study. Should students fail the comprehensive exam, they must successfully retake the exam within one year of the date originally taken. College of Education Policy

1. Registration and scheduled dates for comprehensive examinations are determined by academic departments on each campus. Dates should be posted in advance and sent to the Dean of the College of Education.

2. Grades, scales, ratings, percentiles, rubrics, etc. for scoring the comprehensive examination are specific to the program and follow the same procedure for each campus. Passing scores (cut off) are determined by disciplinary program faculty and are the equivalent scores for campus.

3. Students may retake the exam three times within one academic year. This applies to all programs. For those students failing the comprehensive examination, a remedial plan will be developed with consultation from the academic advisor.

4. The administration of the comprehensive examination should include an approved university proctor.

5. Students must take the comprehensive examination at the home campus where 50% of the program has been completed.

6. Student names should not be on essay exams graded by faculty. 7. Reporting results to students is the responsibility of each academic department.

Department Chairs report summary data to Associate Deans for accreditation and institutional effectiveness purposes.

II. REGISTRATION FOR THE EXAMINATION Eligibility: Candidates for the MSPSE must complete at least 8/10 courses, have a cumulative

3.0 GPA, and have no outstanding “Incompletes” to be able to register for the exam. Candidates usually attempt the Comprehensive Examination during the session in which they plan to graduate, but they do have the option to wait until

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all coursework is completed. They should consult with their advisors at least two terms prior to graduation for the most beneficial course of action.

Registration: A candidate whose home location is eTROY, or who is geographically located

outside of Alabama must submit a “Course Exam Proctor Form” to arrange for a testing location for the exam. Procedures for registering for the exam are located online at http://www.troy.edu/etroy/testing/comprehensiveexam.htm.

Candidates must register with the designated program personnel at their home locations at least ONE TERM PRIOR to the exam.

Date(s): Tentative dates for the remainder of the calendar year are listed below.

Candidates should consult designated program personnel at their home locations when filing the Intent to Graduate for an updated schedule.

Term Dates of Exam Course Exam Proctor Form is Due 13/T4 March 25 – 29 February 15 for 13/T4 testing 13/T5 June 3 – 7 April 26 for 13/T5 testing 13/T1 August 19-13 June 6 for 13/T1 testing 13/T2 October 21-25 September 20 for 13/T2 testing 14/T3 January 13-17 November 22 for 14/T3 testing 14/T4 March 24-28 February 14 for 14/T4 testing 14/T5 June 2-6 April 25 for 14/T5 testing

III. ABOUT THE EXAM The comprehensive examination offers each candidate for the master’s degree an opportunity to demonstrate his/her ability to synthesize and apply knowledge from a variety of professional, academic, and personal experiences and knowledge acquired during the course of study. Examination questions are designed to determine whether or not a candidate (1) has mastered program content; (2) can present information and ideas in a complex, creative and orderly manner, and (3) can use theory and research to support assumptions and conclusions. The exam is designed to aid the candidate in synthesizing what s/he has learned. Specific knowledge expectations will come from the required courses in the major. Candidates are responsible for preparing to respond to questions covering the objectives of each course (see page 10) as printed in the master syllabi. They will be required to 1) describe, compare, or defend theoretical positions; 2) solve problems or challenges that require an application of course concepts; or 3) develop illustrative examples that demonstrate knowledge of the course concepts. At a minimum, candidates should be familiar with the following:

• Major scholars and theorists and their contributions in both general education as well as the area of concentration.

• Significant research studies in the field and the implications their findings.

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• Scholarly journals and other relevant publications. • Current issues and trends in the field.

Candidates are asked to complete FOUR essay questions. There could be four single questions OR candidates could be asked to select questions from sets of essay questions. Candidates will have a total of SIX HOURS to respond to the questions in any order that they desire. The following areas will be assessed:

• Research Methodology (one question) o PSE 6691 Research Methodology

• Education Core (one question): o PSE 6660: Trends and Issues in Adult Education o PSE 6670: Psychological Foundations of the Adult Learner o PSE 6680: Curriculum Development for Adult Education

• Area of Concentration (two questions) (one question from EACH concentration if it is a

dual concentration):

Adult Education General Science Political Science Biology Higher Education Public Administration Criminal Justice History Psychology English Instructional Technology Social Science Foundations of Education Mathematics TESOL Music Industry

IV. PREPARATION FOR THE EXAMINATION Preparation for the examination should involve a thorough review of major topics in general core and concentration areas and should begin at least 60 days prior to the examination date. • Organize Materials!

o Required textbook(s) from each course o Syllabus for each course o Mid-term and final exams (if applicable and available) from each course o Blackboard discussion questions, announcements or instructor emails concerning

content (if applicable and available) o Any term papers o Plenty of notebook paper and/or note-cards. o Flash-drive

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• Develop a Schedule!

o Develop a practical (and realistic) study calendar over the next sixty days that designates topics, assignments, or activities for each day. Set daily goals and reward yourself when you reach them.

o At least one day per week should be designated as a break day. o Focus your attention no more than 20-30 minutes at a time on one task, take frequent

breaks, and spend no more than two hours in one day. o Choose the time of the day when you are most alert and listen to your body when

hunger, illness, or fatigue sets in.

• Seek Support! o Contact former classmates for assistance if you are missing study items. o Contact a study partner or form a study group to help divide the work o Discuss your schedule and goals with close family members and friends to help stay

focused.

• Work Smarter! o Review the table of contents of the textbooks used in your classes. Look at chapter

titles and major headings which should bring to mind information, concepts, and understandings. Write down everything from memory that you know about that subject. Re-read sections of the textbook and fill in any blank spots in your notes.

o Use end-of-chapter questions or companion websites (if available) as practice. o Review the syllabus from each course with particular attention to course objectives.

Turn all objectives into open-ended essay questions. Answer them completely as if these will be comprehensive exam questions. Check your responses and fill in missing information.

o If you had online discussion questions, mid-term/final exams, reaction papers, or thesis papers in your classes, use these questions as practice questions.

o Focus on what you do know. It is not advisable to cram for a comprehensive exam. • Connect the Dots!

o Develop charts, tables, graphs, diagrams, and outlines to help you visually connect the points and retain information.

o Remember to read it, write it, and then say it to increase retention of information. • Simulate the Testing Environment!

o Put those open-ended essay questions you developed onto index cards and allot 1-1.5 hours per question.

V. EXAM DAY eTROY Candidates: If your proctoring location has policies and procedures that differ from these guidelines, please contact your faculty advisor or Barbara Sanders at bsanders@troy.edu before your comprehensive exam date for further guidance and additional assistance.

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Time: The examination will begin promptly at the time designated by the testing site.

Candidates should arrive at the testing site at least twenty minutes prior to the start time to hear examination directions and final announcements. Candidates who arrive after the examination has started will be asked to register for the next examination date so as not to disturb others.

Duration: A total of six (6) hours is allowed for completion of the examination. Candidates

completing the examination in less than six hours will be permitted to leave. Breaks: There will be no scheduled breaks during the examination but candidates will be

allowed, one at a time, to take a bathroom break. They must leave all testing materials in the testing area. Covered food and bottled beverages are allowed in the testing area as long as this is not distracting to others.

Materials: Candidates are to bring no personal items besides their covered food and

beverages into the testing area. Medical exceptions should be cleared with the program coordinator in advance of the examination day.

Dictionaries and calculators are permitted. However, absolutely no other electronic devices, reading materials, or study aids of any type are allowed into the testing area and are grounds for immediate termination of the exam.

VI. EXAMINATION RESPONSES

The examination is not an opinion paper but should reflect scholarly analysis and evaluation. Readers will be looking for authoritative information; any personal opinions should be substantiated with appropriate references. Whenever possible, you should cite authorities, theories, major works, and journals. This is a masters-level comprehensive exam. Your answers should be comprehensive and demonstrate your knowledge of the subject as well as your ability to apply your critical thinking skills as appropriate to the question. You should provide in-depth answers that include examples and recent information from journals or other such sources appropriate to the topic. While a specific number of pages per answer are not required, it is assumed that a one or two page response would not adequately show mastery of the content. • Responses should be written/typed legibly. • Responses should be grammatically correct and contain no punctuation or spelling errors. • Responses should be logically organized. • Factual knowledge should be correct. • Responses should answer the question directly. • Answers are expected to be inclusive and detailed. If possible, cite sources and give

examples.

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VII. EVALUATION

Grading Rubric: Each examination is evaluated by two faculty readers who are qualified in the candidate’s area of study. Either the candidate or the program coordinator may request a third grader if there is a “tie.” Readers use the attached grading rubric (see page 9) for each question. Each response can earn a maximum of 16 points. Specifically, the following criteria are used to evaluate each response as a “PASS”:

• The response demonstrates a detailed understanding of the assigned topic and mastery of the ideas and concepts (4 points).

• The response demonstrates an ability to clearly and thoughtfully analyze and synthesize information and concepts related to the assigned topic (4 points).

• The response is well organized, coherently developed, and communicates high-level graduate thinking (4 points).

• The response contains few to no errors in English writing structure (4 points). In addition, faculty readers are considering:

• Scholarly presentation • Citation of authorities, theories, major works and journals

A response must be scored with a minimum of 11/16 points to be considered a “pass.” A candidate is considered to have passed the exam by receiving at least 11 points on all four questions. Remediation: Candidates are eligible for remediation in the same term if they have passed at least two of the questions. The nature of remediation is contingent upon each candidate’s exam responses and may include the following:

• Oral follow-up to clarify responses • A written re-take of the exam question(s) after consultation with an advisor or

instructor in the related area(s) • Additional coursework to prepare for the exam re-take

Candidates are permitted two subsequent opportunities to re-test but must complete re-testing within one calendar year of the first attempt.

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Failed:

Candidates who fail more than two questions are not eligible for remediation and may not re-test until the next scheduled exam date. Candidates are permitted two subsequent opportunities to re-test but must complete re-testing within one calendar year of failing the examination.

VIII. NOTIFICATION OF RESULTS Candidates on eTROY and located outside of Alabama: Due to additional necessary steps to ensure timely and fair administration and evaluation of the comprehensive exam, exam results may be delayed. Every attempt will be made to have evaluations returned and communicated to the candidate in a timely manner. However, those candidates who need to re-take portions of the exam may not have enough time in the term to remediate, re-schedule, and be re-evaluated before the term end date or graduation deadlines. In those instances, candidates will need to work closely with their faculty and eTROY testing representatives to reschedule the exam. Please be advised that graduation may be delayed, which would result in additional comprehensive exam and graduation fees. Candidates should contact their faculty advisor directly if they have questions regarding the receipt of their exam results. Alabama candidates will be notified of results within 10 business days of the date of the examination in writing via mail or email to the TROY email address. Candidates should contact their home location directly if results are not received within this time period.

IX. GRADUATION Candidates who pass the examination will receive notification of results via email and the “PASS” will be posted on the student’s transcript after all signatures have been received and documented. Candidates who do not pass the comprehensive examination on the first attempt may experience a delay in degree conferment. Candidates who need to re-take in the next term will have to pay additional graduation and comprehensive exam fees.

MSPSE COMPREHENSIVE EXAM GRADING RUBRIC

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Student #: Grader: Date: Area: Choose Area Question #:

CATEGORY AND STANDARD KEY INDICATORS SCORE 4 Exceeds Standard 2 Needs Improvement 3 Meets Standard 1 Unacceptable

GRADER NOTES

CONTENT The response demonstrates a detailed understanding of the assigned topic and mastery of relevant ideas and concepts.

1. The response includes all required parts of the

question. 2. The response contains accurate and thorough

explanations and illustrations of the assigned topic.

3. The response includes specific theories and cites scholarly contributions relevant to the assigned topic when required.

4. The response includes a minimal amount of extraneous information.

Score

ANALYSIS & SYNTHESIS The response demonstrates an ability to clearly and thoughtfully analyze and synthesize information related to the assigned topic.

1. The response provides multiple viewpoints of the

assigned topic and substantially supports/refutes those viewpoints.

2. The response provides strong, documented evidence to support assertions when required.

3. The response successfully links ideas together and connects them with previous literature or experiences.

4. The response demonstrates reflection, critique, and creative insight.

Score

ORGANIZATION & STYLE The response is well organized, coherently developed, and communicates high-level graduate thinking.

1. The response has a clear introduction, body, and

conclusion. 2. Paragraphs flow logically and conceptually. 3. The response establishes a clear topic or focus. 4. The response includes appropriate and adequate

citations and quotations throughout.

Score

MECHANICS The response contains few to no errors in English writing structure.

1. The response demonstrates nearly perfect

spelling, grammar, syntax, sentence structure, tenses and punctuation.

2. Words are used appropriately in English.

Score

_____OVERALL SCORE (11 or above=PASS, 10 or below=FAIL)

The response has MET the standard for a “pass.” The response has NOT MET the standard for a “pass” and will have to be revised and re-submitted.

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COURSE OBJECTIVES MSPSE Core

PSE 6660: Trends and Issues in Adult Education

1. Analyze the influences of power, privilege, and position in policy, planning, and learning environments.

2. Appreciate the scope and diversity of programs, organizations, and professionals within the field.

3. Understand the relationship between how the field historically developed and how it is currently conceptualized.

4. Recognize and apply the contributions of marginalized and global perspectives.

5. Predict the impending needs and issues of providers and learners.

6. Develop policy and practice solutions for the improvement of access, instruction, and learning.

PSE 6670: Psychological Foundations of the Adult Learner

1. Analyze the cyclical processes: physiological, psychological, and sociological assumptions which impact adult learning, acquiring information, making meaning, testing assumptions and giving feedback.

2. Interpret models and concepts related to research and other literature concerning adult development and learning.

3. Synthesize and critique literature on the factors, stages and characteristics of the adult life cycle.

4. Understand the varying contexts within which adult learning occurs; explore traditional, contemporary and future understanding of aging and intelligence.

5. Apply personal understanding and experience of the psychological and contextual factors influencing adult learning; understand the ‘facilitation’ process.

6. Understand the concept of lifelong learning in today’s society; foster an environment encouraging reflection of student’s own development as an adult learner.

PSE 6680: Curriculum Development for Adult Education

1. Comprehend the concept of “curriculum.”

2. Develop an adult education program using core curriculum development processes, including:

a. Develop a rationale for new curriculum. b. Develop objectives for a new curriculum. c. Develop instruments for the evaluation of the new curriculum.

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d. Develop learning experiences to achieve the stated goals and objectives for the new curriculum.

3. Evaluate existing curricula for adherence to recognized curriculum development procedures and principles.

4. Utilize a curriculum design model.

5. Analyze the historical and philosophical foundations of curriculum design.

PSE 6691: Research Methodology

1. Understand common approaches to conducting research in the social sciences.

2. Apply commonly accepted standards of research in interpreting and evaluating published research studies.

3. Evaluate ethical issues concerning human subject research. 4. Develop a basic proposal for a research study that includes a discussion of the problem, a

question for investigation, a review of relevant literature, and appropriate methods of collecting, analyzing, and reporting data.

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COURSE OBJECTIVES Adult Education Concentration

ADE 5560: Instructional Systems Development

1. Comprehend a generic ISD model and its associated activities and outputs.

2. Comprehend advanced aspects of ISD application.

3. Analyze curriculum models for congruence with ISD principles.

4. Synthesize a personal conception of ISD.

ADE 6600: Foundations of Adult Education

1. Analyze the events and personages in the historical development of adult education.

a. Compare and contrast various adult education movements. b. Discuss the appropriateness of past movements to current and future adult

education situations.

2. Analyze the categories of educational philosophies as identified by various authors.

a. Compare and contrast categories of educational philosophies. b. Identify various philosophies on which adult education rests. c. Discuss and define a personal educational philosophy.

3. Comprehend current structures, trends, and organizations involved in adult education.

a. Describe federal and state structures that support adult education. b. Describe national and international adult education professional organizations. c. Discuss problems/issues regarding adult education.

ADE 6606: Current and Emerging Technologies

1. Explain the impact of the Internet on classroom instruction.

2. Develop web pages for instruction.

3. Integrate current and emerging technologies in education.

4. Present a theoretical rationale for the use of current technologies in education.

5. Explain the pedagogical use of the Internet and web pages.

6. Evaluate web sites for educational application.

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ADE 6630: Programs for Adult Education

1. Comprehend the tasks inherent in the design of adult education programs.

a. Describe broad tasks associated with adult education programs. b. Explain the importance of context in performing tasks for an adult education

program design. c. Depict graphically the tasks associated with an adult education program design.

2. Know federal and state adult education guidelines, plans, and programs.

a. Explain federal mandates and guidance toward state adult education programs. b. Describe state implementation of adult education programs.

3. Comprehend the variety of programs in adult education.

a. Explain a local adult education program in terms of purpose, students, objectives, faculty/staff/personnel, facilities, equipment, and other items germane to an understanding of that program.

b. Describe one adult education program from each category: individual improvement, organizational improvement, and societal improvement.

4. Analyze the effectiveness of an adult education program.

a. Assess how well an adult education program is meeting program goals and objectives.

–OR – b. Create a plan for the evaluation of an adult education program to assess how well it

is meeting stated goals and objectives.

ADE 6653: Educational Evaluation

1. Design classroom assessment tools.

2. Summarize important considerations in developing various assessments, including formative and summative assessment instruments.

3. Discuss various techniques for analyzing, evaluating, and communicating student progress.

4. Analyze issues currently debated in the measurement and assessment profession.

ADE 6674: Methods and Strategies for Teaching Adults

1. Comprehend the variety, strengths, weaknesses, and applicability of strategies for teaching adults.

a. Explain selected factors influencing how adults learn.

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b. Describe the effective use of action, presentation, and interaction strategies, highlighting strengths and weaknesses.

2. Synthesize an effective lesson for teaching adults.

a. Develop a lesson plan useful in educating adults. b. Demonstrate the effective use of a teaching strategy.

3. Apply evaluation techniques to a lesson delivered to adults.

a. Develop a plan for evaluating the effectiveness of an adult education lesson plan and its delivery.

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COURSE OBJECTIVES Foundations of Education Concentration

PSE 6612: Community Junior College

1. Describe the rise and development of the community junior college in American education.

2. Explain community junior college philosophies and functions.

3. Identify and describe community junior college issues in organization, curriculum construction, staffing, and instructional procedures.

PSE 6615: Social and Philosophical Foundations of Education

1. Explore the historic roots of modern educational practices.

2. Understand the educational philosophies that influence curriculum development.

3. Analyze the role that politics plays in education.

4. Describe the influence of the school environment, including teacher roles, on the nature and quality of education.

5. Identify and discuss problems of children and youth in different social environments. PSE 6642: History of Education

1. Discuss historical trends in American education.

2. Develop their own historical perspective and apply findings to their current work.

3. Trace the history of currant educational issues.

4. Compare modern-day educational practices to those of the past and explain why changes occurred.

PSE 6651: Comparative Education

1. Discuss how nations’ cultures, politics, and economic processes affect their educational systems.

2. Describe and compare other countries’ educational systems, including curricular content, evaluation, classroom management and administration.

3. Discuss and compare educational issues other countries are currently facing.

PSE 6653: Educational Evaluation

1. Design classroom assessment tools.

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2. Summarize important considerations in developing various assessments, including formative and summative assessment instruments.

3. Discuss various techniques for analyzing, evaluating, and communicating student progress.

4. Analyze issues currently debated in the measurement and assessment profession.

PSE 6658: Understanding Cultural Diversity

1. Describe their own cultural background, and explain how this may affect their interactions with others in a teaching environment.

2. Discuss culturally different verbal and non-verbal communication styles.

3. Identify cultural diversity issues and discuss how these can influence teaching and learning in the classroom.

4. Explain how culturally competent educators can adapt their curricula to meet the needs of all their students.

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COURSE OBJECTIVES Instructional Technology Concentration

EDU 6606: Current and Emerging Technologies

1. Explain the impact of the Internet on classroom instruction.

2. Develop web pages for instruction.

3. Integrate current and emerging technologies in education.

4. Present a theoretical rationale for the use of current technologies in education.

5. Explain the pedagogical use of the Internet and web pages.

6. Evaluate web sites for educational application.

EDU 6607: Curriculum Integration of Technology 1. Application of computer technology in various curriculum areas.

2. Integration of technology into classroom instruction.

3. Planning the use of software in all elementary and secondary subject areas.

4. Management and supervision of computers in the classroom.

5. Evaluation of software for educational use.

EDU 6613: Principles of Instructional Design

1. Demonstrate knowledge and understanding of the Systems Approach Model for designing instruction for online or electronic instruction.

2. Demonstrate knowledge and understanding of the components of the Systems Approach Model.

3. Apply appropriate technology skills to demonstrate competence in the systems methodology.

EDU 6614: Advanced Instructional Design 1. Demonstrate the ability to apply the components of the Systems Approach Model for

designing instruction for online or electronic instruction.

2. Apply appropriate technology skills to demonstrate competence in the systems methodology.

EDU 6616: Distance Learning Strategies

1. Acquire a technology vocabulary and knowledge of computer concepts.

2. Develop an awareness of instructional technology in education.

3. Develop an understanding of the impact of educational technology, distance learning and the global impact of education.

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4. Apply copyright regulations to distance learning.

5. Review current research and trends in distance learning.

6. Describe and evaluate current status and trends in distance learning.

7. Describe and evaluate pedagogical theories of distance learning.

8. Utilize systematic instructional design for distance learning.

9. Understand the roles of students, teachers, and administrators in distance learning.

10. Utilize current tools for distance learning.

11. Encounter the Internet and the WWW as delivery systems for distance learning.

12. Gain exposure to real life experiences in designing and planning distance learning courses including evaluation and assessments.

EDU 6617: Graphic Design in Multimedia Instruction 1. Identify, articulate, and apply the theories and principles that inform the process of

creating graphics for instruction.

2. Using a variety of tools, create and modify graphics that address specific needs.

3. Acquire a basic knowledge of the process of a design process and apply such knowledge to the creation of an appropriate instructional presentation.

EDU 6618: Advanced Multimedia Production 1. Identify, articulate and apply the theories and principles that inform the process of

creating multimedia instructional products.

2. Apply learning principles to the development of an instructional product.

3. Identify a variety of methodologies as they apply to Multimedia Development.

4. Apply an appropriate instructional design model to the development of a multimedia based instructional product.

5. Utilize appropriate multimedia tools in the development of multimedia instructional products.

6. Identify and articulate issues surrounding the design and development of multimedia based instructional products.

7. Identify, articulate and apply the theories and principles that inform the process of creating multimedia instructional products.

8. Apply learning principles to the development of an instructional product.

9. Identify a variety of methodologies as they apply to multimedia development.

10. Apply an appropriate instructional design model to the development of a multimedia based instructional product.

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COURSE OBJECTIVES Psychology Concentration*

*To be added to the comp study guide. These objectives were taken verbatim from C&P and

Psychology course syllabi currently in use by the C&P program. PSY 5501

1. Be knowledgeable about the history of evaluation, testing, and measurement. 2. Be aware and alert to the ethical, legal, and professional issues in assessment. 3. Understand test worthiness such as validity, reliability, practicality, and cultural fairness. 4. Understand the statistical concepts associated with testing. 5. Be knowledgeable about various assessments of educational ability. 6. Be knowledgeable about intellectual and cognitive functioning and the assessment of

those areas. 7. Become familiar with various types of career and occupational assessments. 8. Understand clinical assessment, both objective and projective forms. 9. Understand the concept and types of informal assessments. 10. Diagnose and write an assessment report.

PSY 6631

1. The different theories of learning and how they relate to practice. 2. Cognitive development and how it impacts instruction. 3. The principles of educational evaluation. 4. Writing instructional objectives. 5. Explaining how individual differences impact classroom performance.

PSY 6635

1. Consider the rules and hiring practices for employing majority and minority workers. Analyze how determination of potential discrimination can be involved in hiring practices.

2. Be cognizant of the Americans with Disabilities Act and the issues companies face regarding modifications for disabled employees. Give examples of situations requiring company making modifications and not making modifications.

3. Consider the needs of adults according to developmental theorists, which needs might companies provide to comply with ADA and which ones might be optional. Give examples of each.

4. The broad area of vocational psychology involves performance and motivation for employees. Be able to discuss the various theories involved and give examples of how the impact on the employee and the employer.

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PSY 6648

1. Be familiar with the major theories of personality and have an understanding of their history and present impact upon people’s attitudes and behaviors.

2. Be familiar with the many controversies in the field of personality theories. 3. Be aware of the implications and applications of theories of human nature and

personality. 4. Be aware of pathology caused by maldevelopment in various approaches. 5. Be aware of the connections of personality theories to various counseling intervention

theories and strategies. 6. Be familiar with the theoretical dimensions supporting your theoretical orientation you

are accepting as your methodological model.

PSY 6668

1. To demonstrate mastery life-span developmental theories including the historical limitations of these theories with regard to gender and racial bias, with a focus on facilitating optimal development and wellness over the lifespan.

2. To demonstrate knowledge of specialized counseling modules and strategies pertinent to developmental problems associated with each stage of life, to apply principles of normal development to the creation of services to a variety of populations including support groups, parent/family education, career information and counseling.

3. To adequately utilize literature from developmental psychology in discerning normal and pathological behavior including theories related to addiction, including strategies for prevention, intervention and treatment.

4. Child and adolescent development and learning in the cognitive, physical, social and emotional areas.

5. To demonstrate an adequate understanding of the legal and ethical considerations involved in working with developmental issues.

6. To demonstrate knowledge of individual, cultural, couple, family and community resilience models to effectively cope with the effects of a given crisis, disaster and other trauma causing events of all age groups.

PSY 6669

1. To recognize the potential for substance use disorders to mimic and co-exist with a variety of medical and psychological disorders.

2. To understand the impact of crises, disasters and other trauma causing events on people. 3. To apply multicultural competencies to clinical mental health counseling involving case

conceptualization, diagnosis, treatment, referral and prevention of mental and emotional disorders.

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4. To demonstrate the ability to use procedures for assessing and managing suicide risk. 5. To know the principles and models of assessment, case conceptualization, theories of

human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans.