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Bachelor's Degrees

Psychology

Minors

Psychology
Exercise & Sports Psychology
Substance Abuse
Trauma-Informed Care
Industrial/Organizational Psychology

Master's Degrees

Master of Counseling Psychology (MCP)
48-hour Non-Licensure Track
60-hour LPC Licensure Track
54-hour LADC Licensure Track
60-hour LPC/LADC Dual Licensure Track

Master of General Psychology (MGP) 
36-hour Track

Certificates

21-hour Undergraduate Trauma-Informed Care Certificate
15-hour Graduate Trauma-Informed Care

For a detailed look at the course requirements and descriptions for these degrees, please see the Undergraduate Catalog and Graduate Catalog.

Should I Major in Psychology?

A psychology major is a strong fit if you want an education that helps you understand people, strengthen communication, and build practical skills you can use across many careers. Students choose psychology to explore how people think, feel, and behave—and to develop research and data skills that employers value.

Why Major in Psychology?

A psychology major can help you:

• Signal strong interpersonal and communication skills

• Prepare for careers centered on helping and service

• Build a foundation for graduate study in psychology and related fields

• Strengthen “people skills” needed in leadership, education, healthcare, and business

• Develop research literacy, quantitative reasoning, and critical thinking

My Parents Want to Know

• Will my student be able to get a job with a bachelor’s degree in psychology?

• Yes. Psychology graduates work in many fields, although not all jobs are titled “psychologist.” Many roles value the transferable skills psychology majors gain—communication, problem-solving, teamwork, ethical decision-making, and understanding human behavior (Morgan & Korschgen, 2001).

Will my student make good money?

• Psychology can lead to stable careers, especially in public service and people-focused industries. Salaries vary widely by role, location, and experience. Graduate training can expand options and earning potential in counseling, clinical work, assessment, and leadership roles. (Morgan & Korschgen, 2001)

How to Explore Psychology

• Talk with students who are majoring in psychology

• Visit with psychology faculty about career paths and coursework

• Take introductory psychology courses as part of general education

• Connect with Career Services early to explore interests and build a plan

• Job-shadow or interview professionals working in psychology-related roles

Questions to Ask Yourself

• Do I enjoy working with people?

• Am I comfortable supporting people who are facing challenges?

• Does psychology fit the career I’m aiming for—or do I need a different major/minor combination?

• What salary range do I need, and what education level will help me get there?

• What topics in psychology keep me curious enough to keep learning?

Examples of Careers Psychology Majors Pursue

Community and Social Services Human Services Worker Program Director Volunteer Coordinator Human Resources Employee Development Training Coordinator Recruiter Residential & Suppport Services Residential Care (developmental disabilities, juvenile services, elder care) Management and Business Banking Sales Public Relations Hospitality Management (restaurants/hotels)

Student Affairs/Services Admissions Career Services Residential Life Student Activities Alumni/Development Probation/Parole/Law Enforcement Parole Officer Correction Officer Juvenile Intake Worker Education Child Care Worker Peace Corps Teacher's Aide Scientific Research Opinion Survey Researcher

Source:  Morgan, B., & Korschgen, A. (2001) Majoring in Psych? Career options for psychology undergraduates (2nd ed.) Boston: Allyn and Bacon.

Course Rotation

• Psychology

Plans of Study

• Psychology
• Master of Counseling Psychology - 48 Hour Program
• Master of Counseling Psychology - 60 Hour LPC Licensure Track
• Master of Counseling Psychology - 54 Hour LADC Licensure Track
• Master of Counseling Psychology - 60 Hour LPC/LADC Dual Licensure Track
• Master of Science in General Psychology - 36 Hour Program

Scholarship opportunities are available for students in this department.

Use the Psychology Department Scholarship Application Form to apply for foundation/departmental scholarships by February 15.

Departmental scholarships available in this area and more can be found at , including numerous miscellaneous unspecified scholarships.

Current students have until March 15 for academic scholarships using the Continuing Student Scholarship Application.

All incoming freshmen or transfers are encouraged to fill out their respective scholarship forms: Freshman Scholarship or Transfer Scholarship, which should be submitted along with the Application for Admission to the University. The incoming freshman deadline is May 15, while the transfer student deadline is July 15.

Students also should complete the FAFSA form at .

For more information, please visit Scholarships.

• Learn from expert faculty in counseling, research, data analysis, sports psychology, trauma and substance abuse counseling

• Study human behavior through an evidence-based curriculum that bridges science and practice

• Gain hands-on experience with field placements, applied projects and psychology tools that connect theory to real-world practice

• Prepare for your future - whether starting a career in human services, education, or assessment; pursuing graduate school or counseling licensure; or applying psychology to athletics, research and community leadership.

1. Psychological Foundations and Integrative Knowledge.
Students explain and integrate major concepts, theoretical perspectives, empirical findings, and historical trends in psychology to describe behavior and mental processes across contexts and populations.

2. Research Literacy and Scientific Reasoning.
Students apply scientific reasoning to evaluate psychological claims and to interpret research by identifying research questions, selecting appropriate designs, evaluating methodological strengths and limitations, and drawing evidence-based conclusions.

3. Quantitative Reasoning and Data Interpretation.
Students use quantitative skills to summarize, analyze, and interpret psychological data, selecting appropriate statistical procedures and accurately communicating results in clear, discipline-appropriate language.

4. Ethical and Professional Behavior in Psychology.
Students demonstrate ethical decision-making and professional conduct in academic, research, and applied settings by applying ethical principles, recognizing scope-of-practice boundaries, and exhibiting professionalism, accountability, and reflective practice.

5. Diversity, Culture, and Context.
Students apply cultural humility and multicultural competence to psychological topics by examining how culture, identity, intersectionality, and systemic factors influence human functioning, research, and practice, and by using this understanding to reduce bias in interpretation and decision-making.

6. Measurement, Assessment, and Evaluation Literacy.
Students demonstrate assessment literacy by explaining core measurement concepts (e.g., reliability, validity, limitations), selecting appropriate evaluation methods for a stated purpose, and using basic evaluation logic (including progress/outcome tracking and program evaluation fundamentals) while remaining within undergraduate role expectations.

7. Applied Psychology: Communication and Real-World Problem Solving.
Students apply psychological principles to personal, social, organizational, and community issues by communicating clearly (written, oral, and APA-style), using evidence-informed conceptual frameworks (e.g., biopsychosocial, developmental, systems), and proposing appropriate, ethical recommendations and referral decisions for real-world settings.

Master of Counseling Psychology (MCP) — 48-hour Non-Licensure Program SLOs

SLO 1 (MPCAC-informed: B.5.a Ethical & Professional Standards).
Students demonstrate ethical decision-making, professional identity/behavior, appropriate boundaries, accountability, reflective practice, supervision responsiveness, and self-care.

SLO 2 (MPCAC-informed: B.5.b Evidence-Based Theories & Practice).
Students apply counseling theories and evidence-informed helping skills to build relationships, develop goals, select appropriate strategies, and evaluate progress within scope.

SLO 3 (MPCAC-informed: B.5.c Multiculturalism & Diversity).
Students demonstrate cultural humility and multicultural competence by integrating identity, intersectionality, and contextual factors into counseling-related decision-making and interactions.

SLO 4 (MPCAC-informed: B.5.d Psychopathology & Classification Systems).
Students demonstrate foundational knowledge of psychopathology theories and classification systems and apply diagnostic reasoning concepts to case understanding and referral/treatment-planning discussions while recognizing limitations.

SLO 5 (MPCAC-informed: B.5.e Methods of Evaluation & Assessment).
Students demonstrate assessment literacy by explaining reliability/validity and selecting appropriate appraisal approaches to support case understanding and basic progress monitoring within scope.

SLO 6 (MPCAC-informed: B.5.f Research Methods).
Students critique research and apply research and evaluation concepts to inform ethical practice and evidence-informed decision-making.

SLO 7 (MPCAC-informed: B.5.g Career Development).
Students apply career development concepts and the role of work across the lifespan to support client decision-making and goal-setting.

SLO 8 (MPCAC-informed: B.5.h–j Biological, Developmental, Systems Bases).
Students apply biological, developmental, and systems perspectives to understand human functioning and contextual influences on behavior and well-being.

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Master of Counseling Psychology (MCP) — LPC Licensure Track SLOs

SLO 1 (MPCAC B.5.a Ethical & Professional Standards).

Students demonstrate ethical/legal competence, professional identity and conduct, effective use of supervision, reflective practice, and self-care.

SLO 2 (MPCAC B.5.b Evidence-Based Theories & Practice of Counseling/Psychotherapy).
Students demonstrate competence in counseling/psychotherapy theory and evidence-based practice skills, including relationship-building, case conceptualization, treatment planning, intervention implementation (including crisis response), and progress monitoring with appropriate adjustments.

SLO 3 (MPCAC B.5.c Multiculturalism & Diversity).
Students integrate multicultural knowledge, self-awareness, and culturally responsive skills into assessment, treatment, consultation, and professional interactions.

SLO 4 (MPCAC B.5.d Psychopathology & Classification Systems).
Students apply theories of psychopathology and relevant classification systems (and limitations) to case formulation, differential considerations, diagnosis-informed planning, and referral decisions, considering development and diversity.

SLO 5 (MPCAC B.5.e Methods of Evaluation of Individuals).
Students demonstrate competence in selecting, implementing, interpreting, and communicating evaluation methods and clinical interviewing, including progress monitoring while accounting for measurement and diversity-related limitations.

SLO 6 (MPCAC B.5.f Research Methods).
Students critique published research, apply scientific methods to evaluate practice/interventions, and integrate evidence into clinical decision-making and basic program/practice evaluation.

SLO 7 (MPCAC B.5.g Career Development / Role of Work).
Students apply career development concepts across the lifespan to support client goal-setting, assessment-informed planning, and advocacy in educational/work contexts.

SLO 8 (MPCAC B.5.h Biological Basis of Behavior).
Students apply knowledge of biological factors influencing human functioning to conceptualization and clinical decision-making.

SLO 9 (MPCAC B.5.i Developmental Basis of Behavior).
Students apply developmental knowledge across the lifespan to conceptualization, wellness planning, and intervention decisions.

SLO 10 (MPCAC B.5.j Systems Basis of Behavior).
Students conceptualize individuals in context and incorporate systems-level factors and change strategies into prevention/intervention planning and advocacy.

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Master of Counseling Psychology (MCP) — LADC Licensure Track (54-hour) SLOs

SLO 1 (NASAC Standard 1: History).

Students explain the historical development of addiction prevention and treatment and describe how social/political forces shaped the profession and service delivery.

SLO 2 (NASAC Standard 2: Substance-Related and Addictive Disorder Counseling Skills; TAP 21 Skill Groups).
Students demonstrate supervised competence across the TAP 21 skill groups: Treatment Admission; Clinical Assessment; Ongoing Treatment Planning; Counseling Services; Documentation; Case Management; Discharge & Continuing Care; Legal, Ethical, and Professional Growth Issues.

SLO 3 (NASAC Standard 3: Pharmacology and Physiology).
Students apply knowledge of pharmacology and physiology to explain substance effects on the whole person and to inform counseling, education, treatment planning, and referral decisions.

SLO 4 (NASAC Standard 4: Assessment).
Students demonstrate addiction-specific assessment competence, including screening, biopsychosocial assessment, severity conceptualization, co-occurring considerations, and use of assessment data to guide clinical decisions.

SLO 5 (NASAC Standard 5: Treatment Modalities).
Students compare and apply treatment modalities and levels of care to support appropriate placement decisions, treatment planning, and referrals.

SLO 6 (NASAC Standard 6: Information Management and Record Keeping).
Students produce accurate, timely, and ethically sound documentation and manage clinical information consistent with professional and regulatory expectations in addictions services.

SLO 7 (NASAC Standard 7: Interpersonal Communications).
Students demonstrate interpersonal and therapeutic communication skills (e.g., empathy, rapport, collaboration, appropriate boundaries) with clients, families, and interdisciplinary teams.

SLO 8 (NASAC Standard 8: Administrative and Supervisory).
Students demonstrate foundational competence in administrative and supervisory functions relevant to addictions settings, appropriate to graduate preparation and role expectations.

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Master of Counseling Psychology (MCP) — Dual LPC/LADC Licensure Track SLOs

MPCAC-Aligned Outcomes (B.5.a–j)

SLO 1 (MPCAC B.5.a Ethical & Professional Standards).
Students demonstrate ethical/legal competence, professional identity and conduct, effective use of supervision, reflective practice, and self-care.

SLO 2 (MPCAC B.5.b Evidence-Based Theories & Practice).
Students demonstrate competence in counseling/psychotherapy theory and evidence-based practice skills including relationship-building, conceptualization, treatment planning, intervention implementation, crisis response, and outcome-based adjustment.

SLO 3 (MPCAC B.5.c Multiculturalism & Diversity).
Students integrate multicultural competence and cultural humility into assessment, treatment, consultation, and professional interactions.

SLO 4 (MPCAC B.5.d Psychopathology & Classification Systems).
Students apply psychopathology theories and classification systems appropriately (including limitations) in case formulation and planning with developmental and diversity considerations.

SLO 5 (MPCAC B.5.e Methods of Evaluation of Individuals).
Students demonstrate competence in evaluation/assessment selection, implementation, interpretation, clinical interviewing, and progress monitoring.

SLO 6 (MPCAC B.5.f Research Methods).
Students critique research, integrate evidence into practice, and apply basic evaluation/program improvement methods.

SLO 7 (MPCAC B.5.g Career Development / Role of Work).
Students apply career development knowledge to support client decision-making across the lifespan and in context.

SLO 8 (MPCAC B.5.h Biological Basis of Behavior).
Students integrate biological factors into conceptualization and clinical decision-making.

SLO 9 (MPCAC B.5.i Developmental Basis of Behavior).
Students integrate lifespan development into conceptualization, planning, and intervention decisions.

SLO 10 (MPCAC B.5.j Systems Basis of Behavior).
Students integrate systems/context factors into prevention/intervention planning and advocacy.

NASAC/TAP 21 Addictions Outcomes (added requirements)

SLO 11 (NASAC Standard 1: History).
Students explain the historical development of addiction services and the forces shaping the profession and systems of care.

SLO 12 (NASAC Standard 2: Counseling Skills; TAP 21 Skill Groups).
Students demonstrate supervised competence across TAP 21 skill groups: Treatment Admission; Clinical Assessment; Ongoing Treatment Planning; Counseling Services; Documentation; Case Management; Discharge & Continuing Care; Legal, Ethical, and Professional Growth Issues.

SLO 13 (NASAC Standard 3: Pharmacology and Physiology).
Students apply pharmacology/physiology knowledge to treatment planning, client education, referral decisions, and integrated conceptualization.

SLO 14 (NASAC Standard 4: Assessment).
Students demonstrate addiction-specific assessment competence, including screening, biopsychosocial assessment, severity conceptualization, and co-occurring considerations.

SLO 15 (NASAC Standard 5: Treatment Modalities).
Students compare and apply treatment modalities and levels of care to placement, referral, relapse prevention, and continuing care planning.

SLO 16 (NASAC Standard 6: Information Management and Record Keeping).
Students demonstrate competent, ethical documentation and clinical information management in addictions settings.

SLO 17 (NASAC Standard 7: Interpersonal Communications).
Students demonstrate therapeutic interpersonal communication skills appropriate to addictions counseling and integrated care teams.

SLO 18 (NASAC Standard 8: Administrative and Supervisory).
Students demonstrate foundational competence in administrative/supervisory functions relevant to addictions services.

SLO 19 (Dual emphasis: Co-Occurring / Integrated Care).
Students integrate mental health and addictions knowledge into unified conceptualization, assessment-informed treatment planning, coordinated referral/case management, and outcome monitoring across systems of care.

Master of Science in General Psychology (MGP) — Program SLOs

SLO 1 (MPCAC-informed: B.5.h–j Biological, Developmental, and Systems Bases of Behavior).
Students demonstrate advanced understanding of human behavior by integrating biological, cognitive, developmental, social, and systems perspectives to explain complex psychological phenomena.

SLO 2 (MPCAC-informed: B.5.f Research Methods).
Students evaluate and apply research methods by formulating researchable questions, selecting appropriate designs, and using scientific reasoning to critique and interpret psychological literature.

SLO 3 (MPCAC-informed: B.5.f Research Methods; quantitative emphasis).
Students apply quantitative reasoning by selecting appropriate statistical procedures, analyzing data accurately, and interpreting findings with attention to assumptions, limitations, and practical meaning.

SLO 4 (MPCAC-informed: B.5.e Methods of Evaluation and Assessment of Individuals).
Students demonstrate assessment and measurement literacy by explaining reliability/validity, evaluating measurement quality, and selecting appropriate assessment/evaluation approaches for research or applied questions.

SLO 5 (MPCAC-informed: B.5.c Multiculturalism and Diversity).
Students integrate multicultural competence and cultural humility by analyzing how identity, culture, context, and systemic factors influence psychological theory, research, and real-world outcomes.

SLO 6 (MPCAC-informed: B.5.a Ethical and Professional Standards).
Students demonstrate ethical and professional standards in scholarship and applied settings, including ethical decision-making, responsible conduct of research, professional communication, and accountability.

SLO 7 (MPCAC-informed: Standard G “Communication” emphasis).
Students communicate psychological knowledge effectively in APA-style writing and professional presentations by synthesizing research, constructing coherent arguments, and presenting findings clearly to academic and applied audiences.

State Licensure Information - LPC

State Licensure Information - LADC