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| Capstone Course | |
| Semester: | Summer 2022 |
| Number: | 0501-488-001 |
| Instructor: | Christine Feeley-Mackin |
| Days: | Monday 4:15 pm - 5:30 pm |
| Note: | Online, Synchronous |
| Location: | Online |
| Credits: | 3 |
| Course Meets: | May 26 - August 9 |
| Notes: |
Departmental approval required to register for course(s) |
| Course Materials: | View Text Books |
| Description: |
The undergraduate internship program is designed to provide practical experience for students looking to continue their studies at the graduate level. Internships are important in aiding students in their quest to further their knowledge in clinical, school and/or research settings. |
| Learning Goals: |
The Psychology Internship course provides students with experiences that broaden their understanding of psychology related work environments and the societies and economies with which they will engage and contribute. Students will develop skills leading to work-readiness and/or entry to graduate studies. The course structure and assignments are designed to developing “students’ abilities to direct their own learning, evaluate their own progress and attainments and support the learning of others” (National Centre for Expertise in Assessment for Learning, 2007).Course Objectives1. Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline.2. Students will develop insight into their own and others' behavior and mental processes and apply effective strategies for self-management and self-improvement.3. Students will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings. Capstone Learning Goals 1. Connecting the psychology curriculum to general education objectives. 2. Assisting students to reflect on and demonstrate what they have learnt over the course of their degree.3. Relating psychology learning outcomes to the world of work and or preparation for graduate studies.4. Enabling students to reflect on and imagine personal, social, emotional and practical issues of transition beyond the university into the world of work 5. Providing a bridge between final year of an undergraduate degree and graduate programs and lifelong learning. 6. Directly engendering the development of graduate capabilities that employers are searching for in graduates. 7. Linking undergraduate students to employers and employment arenas. General Education Capstone Experience: This capstone course plays a central role in evaluating General Education at Adelphi. There are six goals delineated for the capstone experience which include Communication, Critical and Integrative Thinking, Information Literacy, Global Citizenship, Quantitative Reasoning, and Artistic Understanding and Expression. These learning goals aim to assess the cumulative learning experience of the student acquired throughout their four years of baccalaureate education at Adelphi. This course is not designed to teach these skills, although some may overlap with the course’s goals and objectives. A sample of students’ performance in this course will be assessed by the General Education Assessment Committee. As such, students are expected to submit two copies of all their assignments related to the final project (an electronic and a hard copy of assignment). The committee’s assessment will not affect student’s grade in the course. General Education Learning Goals1. Goal #1: CommunicationCommunication is the clear, coherent interchange of ideas with a particular purpose and audience, using written, oral, and/or electronic means. 2. Goal #2: Information LiteracyInformation Literacy is a set of abilities enabling students to recognize when information is needed, and to locate, evaluate, and use effectively the needed information. “Information” in this context includes a variety of sources – print, non-print and electronic.3. Goal #3: Quantitative Reasoning- Quantitative reasoning is the ability to understand and apply numerical information. In this course, the applicable skills include computation, reading of tables and graphs and statistical evaluation of data.4. Goal #4: Critical and Integrative ThinkingCritical and integrative thinking is the ability to identify, evaluate, and construct arguments and proposed solutions to problems. Students should be able, through logical analysis and synthesis, to categorize information, distinguish between relevant and irrelevant data, and predict outcomes.5. Goal #5: Global CitizenshipGlobal Citizenship includes knowledge about human diversity and the multiethnic, multicultural nature of humankind; awareness of the commonalities of needs and desires of people in a shrinking world; respect for the rights of others; tolerance for difference opinions and views held and expressed by other "world citizens;" and a sense of responsibility to act in ways that enrich the human experience.Learning OutcomesUpon completion of this course, students will have a demonstrated knowledge of the following:1. Identify appropriate applications of psychology in solving problems and in the origin and treatment of abnormal behavior psychology-based interventions in clinical, counseling, educational, industrial organizational, community, and/or other settings.2. Recognize that ethically complex situations can develop in the application of psychological principles.3. Recognize the necessity for ethical behavior in all aspects of the science and practice of psychology.4. Tolerate ambiguity and realize that psychological explanations are often complex and tentative.5. Understand the limitations of their psychological knowledge and skills6. Gain an understanding regarding career options in psychology7. Increased awareness of the role of psychologist and related professions in the agency setting. *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
| Prerequisites: | |
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