Introduction to scientific psychology: biological bases of behavior; perception; principles of learning; intelligence and personality testing; current theories of personality; conflict, adjustment and mental health; interpersonal relations; social processes; applications of psychological principles to human affairs.

Training in the use of statistical software to graph and analyze data for research in the field of psychology. Activities focus on learning to assess and interpret statistical output and prepare APA-style summaries of the results for each of the major types of statistical analyses. It is recommended students take MATH 1700 and PSYC 1700 in the same term.; MATH 1700, recommended to be taken concurrently.

Training in the use of statistical software to graph and analyze data for research in the field of psychology. Activities focus on learning to assess and interpret statistical output and prepare APA-style summaries of the results for each of the major types of statistical analyses.

Lecture component for awarding transfer credits equivalent to MATH 1700. External course course should cover logic and rationale of psychological measurement; scales of measurement and statistical techniques; descriptive statistics, the normal distribution and sampling theory, introduction to statistical inference; t-test, simple analysis of variance, chi square, measures of correlation. Psychology majors must complete additional lab component PSYC 1700.

Logic and rationale of psychological measurement. Scales of measurement and statistical techniques. Descriptive statistics, the normal distribution and sampling theory, introduction to statistical inference. T-test, simple analysis of variance, chi square, measures of correlation. As an Honors Program course, includes a more intensive research or project component.; three years of high school mathematics or MATH 1100 or equiv.; admission to University Honors Program.

Scientific methods and their application in psychology with emphasis on the experimental method. May include experimental, quasi experimental, correlational and survey designs, as well as selection and implementation of descriptive and statistical analyses, individual laboratory projects, and preparation of scientific reports.

Scientific methods and their application in psychology with emphasis on the experimental method. May include experimental, quasi experimental, correlational and survey designs, as well as selection and implementation of descriptive and statistical analyses, individual laboratory projects, and preparation of scientific reports. As a Honors Program course, includes a more intensive research or project component.

Principles, theories, and research in development. The entire life-span from conception to death is studied with emphasis on theoretical approaches and empirically obtained data. The effects of genetic, social and environmental factors on typical development patterns. Counts towards the major in Psychology only for students with double majors in Nursing and Psychology.

Examines the developing human being from conception through adolescence. The concepts, methods and theories relevant to the study of the developing child and adolescent are considered. Investigates the major physical, cognitive, social and emotional changes during the phase of the life course, as well as the genetic and contextual influences on development. Fulfills the developmental content requirement for the Psychology major.

Survey of theory and research in adulthood. Emphasis on adulthood, middle age, and old age. Typical developmental patterns will be analyzed, as will genetic, social, and environmental determinants. Fulfills the developmental content requirement for the Psychology major.

The nature and concept of social psychology with a focus on theory and research methodology; socialization processes; small group behavior including conformity, leadership, problem-solving; attitudes and attitude change; prejudice, racism and sexism; and interpersonal relationships. Fulfills the social content requirement for the Psychology major.

An overview of theory and research on the psychological underpinnings of intergroup intolerance, with emphasis given to racism, sexism and heterosexism. Theories that explain how stereotypes and prejudices form are covered. The experience and impact of being a target of discrimination are considered. Prejudice reduction techniques are reviewed.

The scientific study of human sexuality from both a biological and behavioral perspective. Topics include: male and female sexual anatomy and sexual functioning, conception, pregnancy, childbirth, sexual variations, and sexually transmitted diseases., or INGS major or minor.

Psychology applied to practical problems in employment contexts: mental abilities, personality and interviewing in personnel selection; motivation and job attitudes; performance appraisal, occupational safety and health; leadership; group or team dynamics; organizational change and development; pertinent legal issues. Fulfills the social content requirement for the Psychology major.

An overview of the far reaching psychological effects of racism on the individual, primarily in the context of the United States and with a specific focus on anti-Blackness. Interrogates society’s lay theories about race and racism. Explores how race and racism influences the psychological processes of groups who hold power and status, as well as how racism can shape and influence the beliefs, attitudes and behavior of marginalized low status groups (i.e., Black individuals and other non-Whites).

A comprehensive survey of methods and findings of classical and operant conditioning. Some introduction to theories of learning. Fulfills the cognitive content requirement for the Psychology major.

Examines historical and current theories, methods and research into cognition; including perception, attention, memory, language, problem solving, etc. Integrates perspectives from cognitive psychology, cognitive neuroscience and neuropsychology. Fulfills the cognitive content requirement for the Psychology major.

Psychological disorders are examined, including schizophrenia, mood disorders, anxiety disorders, substance use, eating disorders and personality disorders. Causes and treatments of these conditions are addressed, including psychological, biological and cultural factors. Fulfills the clinical content requirement for the Psychology major.

Reviews the common psychological disorders of childhood. Includes review of etiology, risk and protective factors, diagnostic criteria, assessment and evidence-based treatment. Includes consideration of contextual influences on the development, maintenance and treatment of childhood disorders.

Examines the psychological aspects of health and illness. Topics include health promotion, stress and coping, prevention, lifestyle and health, psychological adaptation to chronic illness and pain, rehabilitation and health service delivery.

Examines how gender informs an understanding of biological, psychological, and social factors that influence health. Topics include health consequences of gender roles and stereotypes, health consequences of gender-based stigma and discrimination, and intervention implications. Fulfills the diversity content requirement for the Psychology major.

Provides broad overview of the biological underpinnings of health disparities. Topics include historical foundations and the conceptualization of race/ethnicity to stress biology, social determinants of health and practices and policies that contribute to inequity. Interdisciplinary biopsychosocial model provides framework that incorporates biology, psychology, sociocultural and environmental factors.

Discusses the formulation of personality theory, including its purpose and problems. The psychoanalytic, behavioral, humanistic and other theories of personality and their various applications to human behavior are reviewed. Reviews research methods and findings. Fulfills the clinical content requirement for the Psychology major.

Biological, cultural and socialization bases of gender roles; the psychology of women and men. The meaning of gender roles and the consequences for relationships, sexuality and personal and professional aspirations. The pressure of gender stereotypes and implications for mental and physical health.

Empirical research and findings pertinent to religion and religious experiences, psychological theories regarding religion, religious practices and experiences, religious orientation and awareness.

Addresses functional neuroanatomy and the way in which the brain mediates behavior, emotion and cognition. Topics include sensory and perceptual systems, neural development, emotion, learning, memory, sleep, consciousness, reproduction, and neurological and psychological disorders. Fulfills the biopsychology content requirement for the Psychology major.

Animal behavior, both in natural and experimental situations, emphasizing early experience, motivation, physiological mechanisms, adaptiveness and the evolution of behavior.

Explores the biological foundations of emotion and other affective states. Emphasizes the role of the nervous system (including brain, hormones, neurons, physiology) in the elaboration of affective states (e.g. sexual behavior, fear, social isolation, feeding, joy, pain) in both animals and humans. Includes study of current technologies for visualizing brain processes. Fulfills the biopsychology content requirement for the Psychology major.

History of psychological and educational testing; uses and interpretations of test results; ethical issues and bias in testing; norms, reliability, and the validity of test score use; test construction and psychometric analysis; individual and group tests of intellectual functioning; personality measurement; testing in education, occupational and clinical settings; cross-cultural considerations in the administration and interpretation of tests.

Review of theoretical, experimental, and clinical literature on fantasy and imagination; development of imaginal processes; types of imagery; cerebral asymmetrics and the imaging process; physiology of imagination; imagery and learning; imagery and verbal communication; role of fantasy and imagination in creativity; imagination and make believe play; function of fantasy in sexual behavior; diagnostic and therapeutic uses of fantasy and imagination; role of imagination in hypnosis.

Focuses on the emerging research and theory in positive psychology on the nature of happiness. The determinants and correlates of happiness will be examined, including the role played by love, humor, forgiveness, religion, compassion, and spirituality in creating happiness.

Examines theories and in-depth critique of research into how people learn, remember and forget. Includes both conscious and unconscious aspects of learning and remembering, the neural mechanisms that serve these processes, and factors that influence whether we remember or forget.

Practical application of theories of human cognition, memory, sensation, perception and motor performance to person-machine interaction, equipment design and control of human error are reviewed. Includes design of controls and displays, automation, artificial intelligence, occupational stress, accident analysis and prevention, workspace and environmental factors that influence optimal performance. Fulfills the cognitive content requirement for the Psychology Major.

Review of the psychological literature on death. Social and individual attitudes toward death. Reactions to the anticipation of the death of self and of significant others. Ways of responding to loss and death including grief, mourning, and bereavement. A survey of the various theories of death and suicide.

Examines the science and practice of clinical psychology and other mental health fields. Topics include the history, ethics, theories, relevance, roles and methods of the mental health professions. Also addressed are current issues concerning the practice of mental health care.

Psychological theories and research pertinent to understanding couple and family functioning is covered. Topics vary but typically include fundamental issues such as how intimate relationships develop and change over time, communication, conflict and support in close relationships, and the role of gender in shaping experiences in close relationships.

Examine evidence-based mental health treatments for youth and adults, with emphasis on cognitive behavioral therapy (CBT), dialectical behavioral therapy (DBT), and behavioral therapy (BT) in a multicultural context. Engage in critical thinking through student-led discussions of current research. Apply evidence-based therapy techniques through skill practice and peer feedback. Learn how to conceptualize cases within a CBT/DBT/BT framework and how to employ core therapy techniques and evidence-based treatment protocols for adult and childhood disorders.

Examines the concept of identity as a narrative of self, a life story of one’s reconstructed past, perceived present and anticipated future. What does this internalized story reveal about the individual? What is the developmental trajectory by which it is created and edited throughout the lifespan? How do societal dominant narratives shape it? How does its content and structure relate to wellness and meaning in life? Employs the methods of narrative psychology to collect and examine life stories.

Introduction to topics in applications and research methods in behavior analysis, a science involving the study of human behavior and environmental variables that affect behavior. Topics include a review of basic learning principles, ABA research methods and applications of ABA.

The development of psychological thinking from the 17th century to the present. The contributions of Descartes and Newton to Locke and the other British empiricists and, through them, to German mechanism and physiological psychology. The influence of Darwin, Freud, behaviorism and Gestalt psychology. The phenomenological and humanistic movement after World War II.

Provides an introduction to learning and the philosophy and science of behavior analysis, including topics which focus on basic principles of respondent (classical) and operant conditioning, as well as single subject research methods. Exposes students to experimental psychology research pertaining to the subject matter of human and animal learning.

Contemporary theoretical and research trends in selected contemporary areas of psychology. Topics to be announced in the Schedule of Classes.

Students identify a research topic, prepare a research proposal and then develop a substantive research paper, describing an original empirical project; an original, applied evaluation project; or a critical systematic literature review over the course of the academic year. As an Honors Program course, includes a more intensive research or project component.

Readings, discussion and application of psychological research under the direction of a Psychology faculty adviser. Students are expected to review the literature on an assigned or negotiated topic and design and propose a specific research project that parallels or expands upon their semester experience. 1-3 semester credits. Course may be repeated for credit. A maximum of six credits of PSYC 4956, 4995, and 4999 combined may be counted as electives toward the minimum requirements for the major or minor.

Readings, discussion and application of psychological research under the direction of a Psychology faculty adviser. Students are expected to review the literature on an assigned or negotiated topic and design and propose a specific research project that parallels or expands upon their semester experience. As an Honors Program course, includes a more intensive research or project component. 1-3 semester credits. Course may be repeated for credit. A maximum of six credits of PSYC 4956, 4995 and 4999 combined may be counted as electives toward the minimum requirements for the major or minor.; admission to Psychology Disciplinary Honors Program.

Readings and discussion course designed to provide a high level overview of psychology with an emphasis on selected current topics. Each student will be expected to design and propose, but not necessarily conduct, a specific scholarly project.

Work with instructors to assist students in psychology courses; must attend lectures, hold office hours, tutor indivdual students and conduct exam preview sessions. Assist instructor as otherwise needed. Meet with the director of the program and other tutors to review material and concepts.; 3.350 Psychology GPA.

Placement in a specially selected applied setting in which the student has the opportunity to observe psychological knowledge, skills and values demonstrated in one or more professional roles. Requires supervision in the setting and direction by the course instructor. Accompanied by seminar with readings, journals and reflections, presentations a term paper and demonstrated knowledge of appropriate ethical principles., psychology major, and cons. of dept. ch.

Faculty-supervised, independent study/research of a specific area or topic in Psychology. A maximum of six credits of PSYC 4956, 4995 and 4999 combined may be counted as electives toward the minimum requirements for the major or the minor.

Develop an original project under the direction of a psychology faculty adviser. Independently review the literature, develop a question, conduct the research, analyze the results and present the conclusions. A maximum of six credits of PSYC 4999 alone or PSYC 4956, PSYC 4995 and PSYC 4999 combined can apply toward the major or minor., 3.000 GPA, and GPA of at least 3.500 in Psychology.

Practical application of theories of human cognition, memory, sensation, perception and motor performance to person-machine interaction, equipment design and control of human error are reviewed. Includes design of controls and displays, automation, artificial intelligence, occupational stress, accident analysis and prevention, workspace and environmental factors that influence optimal performance.

Review of the psychological literature on death. Social and individual attitudes toward death. Reactions to the anticipation of the death of self and of significant others. Ways of responding to loss and death including grief, mourning, and bereavement. A survey of the various theories of death and suicide.

Introduction to topics in applications and research methods in behavior analysis, a science involving the study of human behavior and environmental variables that affect behavior. Topics include a review of basic learning principles, ABA research methods and applications of ABA.

Provides an introduction to learning and the philosophy and science of behavior analysis, including topics which focus on basic principles of respondent (classical) and operant conditioning, as well as single subject research methods. Exposes students to experimental psychology research pertaining to the subject matter of human and animal learning.

Designed to provide a pragmatic and conceptual understanding of single subject experimental design and its role in both science and application. Covers broad issues related to the scientific study of behavior as well as specific issues related to direct measurement, single subject design and evaluation, visual and statistical analysis of data.

Provides an analysis of human language in objective terms. The goals are: (a) to distinguish language from non-language behavior by the way it achieves its effect on the environment, (b) to develop an understanding of elementary verbal relations with some emphasis on motivational variables, (c) to provide a conceptual understanding of a behavioral approach to language, (d) to discuss critiques of Skinner’s Verbal Behavior, (e) to develop skills to program curricula for teaching language to individuals with disabilities, and (f) to develop critical thinking skills and a repertoire for evaluating published research.

Designed to provide an overview of the three functional assessment methods currently in use (indirect methods, descriptive assessment and functional analysis) and review the defining characteristics, major procedural variations, strengths and weakness of each approach. Examines current research involving modifications and extensions of current functional analysis methodology and function-based interventions.

Designed to examine ethical and professional issues pertaining to behavior analysts working in clinical, educational and academic settings in order to fulfill the Ethical and Professional Conduct requirements for the Behavior Analysis Certification Board (BACB) and the Accreditation Standards of the Association for Behavior Analysis International.

Develop and refine competencies in behavioral consultation and supervision of others, and provide opportunities for students to practice consultation and supervision skills. Special consideration is given to designing interventions, implementing, managing and supervising applied projects. Topics include the identification and selection of problems and target populations, analysis of problems and goals, designing measurement systems, developing interventions and disseminating products from applied behavioral research.

Introduces the basic principles of Acceptance and Commitment Therapy (ACT). Includes lectures on the therapy modality, case discussions, and experiential learning.

Designed to provide students with hands-on experience with behavior analytic assessment and intervention programing to individuals with intellectual and developmental disabilities (IDD).

S/U grade assessment.

S/U grade assessment.

Covers inferential statistics commonly used in psychological research. Topics include: probability and hypothesis testing; t-tests; one-way, two-way, and repeated measures analysis of variance; post-hoc and planned comparisons; correlation; bivariate regression; nonparametric statistics; power and effect size. Emphasizes identifying the appropriate statistical model for a research question, understanding the assumptions underlying the tests, and being able to compute and interpret the test statistics accurately. Use of statistical packages.

Statistics covered include: multiple regression, logistic regression, multivariate analysis of variance and covariance, principal components analysis, and exploratory factor analysis. Covers psychometric concepts and procedures related to item selection, scale construction, reliability and validity. Emphasizes identifying the appropriate statistical model for a research question, understanding the assumptions underlying the tests, and being able to compute and interpret the test statistics accurately. Continued use of statistical packages.

Designed to provide an advanced survey of theory-driven human and non-human animal research, including quantitative models of behavior, renewal, resurgence, and behavioral momentum, among others.

Focuses on research design principles relevant to psychology and related disciplines. Emphasizes the development of skills in logic, critical analysis, and scientific writing. Covers basic principles of experimental and non-experimental design; principles of reliability and validity; strategies of data analysis and data collection methods. Students evaluate existing research and generate an original research proposal.

A study of professional ethics drawing on APA guidelines, state statutes, research and case studies. Consideration of practice issues relevant to clinical psychology. Active participation in seminar presentations and formulation and resolution of ethical dilemmas.

Designed to provide training in the culturally informed practice of clinical psychology. Students learn to recognize and understand dimensions of cultural diversity in our communities, including, but not limited to: race, ethnic background and identity, sexual orientation, and religion. Trains students in developing culturally competent psychological interventions with individuals from diverse groups.

Development of skills in the administration, scoring, interpretation, and integration of individual intelligence and achievement tests. Development of basic clinical assessment skills and understanding of the nature, development, etiology, and implications of individual differences in intelligence.

Extension of the assessment skills developed in PSYC 8301; the administration and interpretation of projective technique with emphasis on the Rorschach and TAT; special emphasis on the MMPI and report writing.

Basic listening skills, interviewing to establish diagnoses and treatment goals and plans, and the development of the therapist-client relationship.

Focuses on interpersonal, client-centered, and psychodynamic models of psychotherapy. Covers conceptual foundations, intervention strategies, and empirical research on effectiveness.

Focuses on the cognitive, behavioral, and cognitive-behavioral models of psychotherapy. Covers conceptual foundations, intervention strategies, and empirical research on effectiveness.

Elective course covering complementary, alternative and cross-cultural approaches to psychotherapy.

Focuses on the evaluation and treatment of problems in couple and family functioning. Introduces family systems theory and evaluates different models for assessing and intervening with couples and families.

Trauma-induced mental illnesses are extremely common among both the general population and especially particular populations, such as members of the military. Mental health professionals, including clinical psychologists, must be prepared to conduct competent evaluations of trauma-based problems and to provide competent treatment. Provides reviews of the theory behind trauma-related problems and of research into the development and treatment of trauma. Primarily, seeks to enhance students' skills in the practical application of evaluation and intervention techniques. Prepares students for future work at hospitals, VA systems and general mental health practice.

Students attend weekly seminar on supervision and consultation strategies and models. Students conduct supervision of other clinical students under supervision of instructor or other clinical faculty. Students attend both terms.

Scientific overview of psychopathology. Diagnostic criteria, etiology, and current treatments of important psychological disorders, including anxiety disorders, mood disorders, personality disorders, schizophrenia.

Introduces research on the development of psychopathology in childhood, including attention to biological, family, and sociocultural influences on maladjustment. Describes approaches for intervening clinically with childhood problems such as Attention Deficit Hyperactivity Disorder, conduct disorder, depression, and anxiety.

The history of psychology as a scientific discipline and of clinical psychology as a profession. Current relevant issues in the philosophy of science. Relationship between different basic theoretical assumptions, personality theories, and perspectives on treatment. Theoretical issues in the study of individual differences and clinical interventions.

Covers major theoretical models and empirical approaches to the study of the person. Emphasis is placed on the current science of personology, the study of the whole person in context and over time.

Presents a wide variety of theoretical and empirical approaches to understanding the development of the human being over the entire life course. Class readings and discussions provide the debates, concepts, methods, and findings present in the current scholarly dialogue concerning life-span developmental psychology.

Analysis of social psychological theory and research, including self processes, attitudes, persuasion, social influence, prejudice, group behavior, interpersonal relationships, aggression, and helping behavior.

An experiential seminar for in-depth study of organizational diagnosis, change and development processes, motivation dynamics, creativity and innovation, leadership and group processes, negotiation, organizational culture and structure. Workshop format features interactive learning. Includes new trends from organizational research.

Theory and contemporary applications concerning job analysis; ability, aptitude, and personality, and other forms of pre-employment testing; racial fairness and bias in testing; performance appraisal; utility analysis for selection techniques; special selection requirements for management, sales, creative people, and other professionals; career choice and planning composition of work groups.; completion of B.A. or B.S. in management, social sciences, or engineering.

Examines the history, current theories and methods of cognitive psychology and cognitive neuroscience with emphasis on perception, attention, memory, language, and executive functions. Discusses the relevance of gender, age, and culture to cognitive process, as well as clinical applications.

The nervous system as the mediator of behavior. Physiological and neural factors in sensation, motor response, instinct, emotion, learning, and thinking.

Study of the major classes of drugs, their physiological mechanisms of action, and their efficacy in the treatment of mental disorders., PSYC 8401, and cons. of instr. or admission to clinical program.

Designed to provide a survey of the theoretical and experimental foundations of the practice of behavior analysis, including the basic principles of learning and behavior and the role of translational research to create a bridge between basic science and application.

Designed to provide an advanced survey of the conceptual framework that underpins behavior analytic theory and the philosophies of science that contributed to this approach.

Designed to familiarize students with behaviorally-based skill acquisition services delivered to individuals with ASD, intellectual disabilities and developmental disabilities. Everyday behavior and how it changes are explained by learning principles derived from an analysis of scientific research. Students learn procedures that derive from behavioral principles and practice implementing those procedures within assigned projects.

Contemporary theoretical and research trends, particularly in areas of experimental, social, developmental, abnormal, quantitative or physiological psychology.

Seminar format that examines special topics related to the assessment, etiology, or treatment of psychological problems. A maximum of 3 credit hours can be applied to the degree.

Research and scholarly reports on selected topics in scientific and professional psychology by visiting investigators, departmental faculty and graduate students. SNC/UNC grade assessment. Attendance required of all full-time regular students.

Seminar for first-year graduate students. Introduces the clinical program expectations and requirements, including participation in group supervision, assistantship duties, and adjusting to graduate school.

Seminar for second-year graduate students. Reviews clinical program expectations and requirements, including material related to clinical evaluations and interventions, externships, master's theses, and assistantship duties. Focuses on professional identity development.

Covers some of the theories and strategies of effective teaching, including creating syllabi, course management, lecture styles, student management issues, creating tests, and grading and assessment strategies. Available to third and fourth year students. Meets all year, once or twice per month. Incorporates practice lectures with feedback. For students who plan to teach for the department or who plan on teaching as part of their careers. Students must attend both terms. SNC/UNC grade assessment.

Designed to provide students with professional development experiences related to the profession of behavior analysis. Students present topics related to behavior analysis. Other speakers include relevant faculty members from Marquette or other universities, behavior-analytic practitioners or other autism-related professionals from the community.

Supervised experience in psychological assessment, interventions, and consultation. Students enroll in 6 credit hours over the course of study. A maximum of 6 credit hours can be applied to the degree. 0 credit will be SNC/UNC grade assessment; 1-6 credits will be graded.

Provides advanced training in neuropsychological assessment. Focuses on the selection, administration and scoring of neuropsychological tests, as well as formulating test interpretations and communicating test results through written reports and oral presentations. Provides didactic training in neuropsychological disorders. Over the course of study, a maximum of 3 credit hours can be applied to the degree. 0 credit will be SNC/UNC grade assessment; 1-3 credits will be graded.

All students in the doctoral program in clinical psychology are required to complete a full-year (2000 hours) internship program that meets the requirements for internship training as stipulated by the American Psychological Association. Registration for this full-time non-credit course in each of three terms during the internship year is obligatory. SNC/UNC grade assessment.

Faculty-supervised, independent study/research of a specific area or topic in Psychology.

S/U grade assessment.

Fee. SNC/UNC grade assessment. Designated as less than half-time status only, cannot be used in conjunction with other courses, and does not qualify students for financial aid or loan deferment.

Fee. SNC/UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed.

Fee. SNC/UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed.

Fee. SNC/UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed.

Supervised experience in psychological assessment, interventions and consultation. SNC/UNC grade assessment.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week toward their master's comprehensive exam.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week toward their master's comprehensive exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week toward their master's comprehensive exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week toward their doctoral qualifying exam.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week toward their doctoral qualifying exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week toward their doctoral qualifying exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their professional project. Any professional project credits required for the degree should be completed before registering for non-credit Professional Project Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their professional project. Any project credits required for the degree should be completed before registering for non-credit Professional Project Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their professional project. Any professional project credits required for the degree should be completed before registering for non-credit Professional Project Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation.