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Course Criteria
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1.00 - 3.00 Credits
SU, FA, WI, SP Dissertation Seminar III facilitates students in the data collection phase of their dissertation or in drafting their doctoral paper. Students have the opportunity to present their data collection design and discuss problems/progress with data collection. Students who register for 3 credits are ready to write the final draft of their project. Prerequisite: PSYC810: Dissertation Seminar I and PSYC820: Dissertation Seminar II.
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1.00 - 3.00 Credits
SU, FA, WI, SP This final course in the Dissertation Seminar focuses on facilitating the completion and defense of the student's dissertation or doctoral paper. Students who register for 3 credits schedule and pass their final doctoral committee meeting. Prerequisites: PSYC810: Dissertation Seminar I, PSYC820: Dissertation Seminar II and PSYC830: Dissertation Seminar III.
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1.00 - 2.00 Credits
FA, WI, SP Provides a conceptual, intra- and interpersonal context for understanding historical and cultural dimensions of the field of psychology and each student's chosen role in the field, including specific attention to the developmental and ethical domains necessary for a rounded interdisciplinary degree. The seminar provides students with a sense of community, an orientation to graduate school and support throughout their studies. Continues over six quarters (excluding summers). Prerequisite: Only for ISP students.
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3.00 Credits
SU, FA, WI, SP Comprehensive survey of the literature relevant to an ISP student's application project. The student compiles an annotated bibliography of 15 to 20 sources and submits the completed bibliography to his or her evaluator for review. This literature review forms the foundation for further work in the student's area of interest. Prerequisite: Completion of core integrative studies courses.
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1.00 - 9.00 Credits
SU, FA, WI, SP The application project is the culminating project for students in the Integrative Studies in Psychology program. Students design a project in collaboration with their degree committee and project evaluator. The application project can be a creative project, a formal research thesis or an internship. The student's academic adviser must approve the project design before the student registers for application project credits. Prerequisite: Core integrative studies courses and approval of adviser.
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3.00 - 4.00 Credits
Varies Includes course offerings of special interest within or across areas of concentration.
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3.00 - 4.00 Credits
The social meanings of the American family in the late 20th/early 21st century. Contrary to the popular notion of a traditional family, the structures of American families have, historically, varied a great deal, as have their composition, the functions of their members and the values underlying those features. Students examine how the family has been "mythified" within popular films andhow public figures have both invoked and reinvented these representations in their attempt to shape society. HS; PSY; SOJ
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3.00 - 4.00 Credits
SP Community organizing is a practice that involves affected groups and people in grassroots, democratic efforts for social, economic and/or political change aimed at improving the quality of their lives and building stronger communities. Students examine individuals and the accomplishments of their movements, both past and present, and the various methods and strategies that make community organizing effective today. GS; HS; LOS; SOJ
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3.00 - 4.00 Credits
FA Students explore community organizing, including: social action, grassroots coalition building and democratic/ legislative processes. Students examine several current examples of grassroots organizing, moving from neighborhood activism to statewide coalition building, choosing one specific grassroots effort to study in depth. HS; SOJ
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3.00 - 4.00 Credits
Poverty in the midst of plenty is a striking aspect of American social life. Students explore issues of poverty, such as homelessness, what is called welfare reform/repeal and the particular problems of women and people of color. Students seek to understand what changes have brought about the economic struggles of the middle class, such as downsizing. Students also seek to understand how these many changes have resulted in a redistribution of wealth upward. GS; HS; SOJ
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