Psychology

Major: Psychology
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 183.0
Co-op Options: Three Co-op (Five years); One Co-op (Four years); No Co-op (Four years)
Classification of Instructional Programs (CIP) code: 42.0101
Standard Occupational Classification (SOC) code: 19-3031; 19-3032; 19-3039

About the Program

Psychology seeks the answers to a broad variety of questions regarding the behavior, thoughts, and emotions of individuals. These questions range from the biochemical basis of memory and the effects of stress on health to understanding the causes of emotional problems or such experiences as falling in love. These questions are studied by using scientific research techniques both in the laboratory and the “real” world. The answers are applied in fields such as business, the health sciences, law, education, counseling, and the design of useful and usable technologies.

One strength of the psychology program at Drexel is its emphasis on psychological statistics and research methodology. Psychology majors are well trained in research data analysis and find employment opportunities in research and corporate settings more readily. One other opportunity available to Drexel psychology undergraduates is the cooperative education/internship programs, through which students mix periods of full-time, career-related employment with their academic studies. This allows students to have “hands on” experience in a variety of clinical settings throughout the Philadelphia metropolitan region, and makes them more competitive for employment after graduation.

Combined Bachelors/Masters Degree

There is an accelerated MS program entitled the Psychology BS/MS Scholars program to which undergraduates may apply. For more information, visit the Drexel University Department of Psychology homepage.

Additional Information

To schedule an appointment students should contact the Psychology department's academic advisor:

Tara McNair
Academic Advisor
Psychology Department
3141 Chestnut Street
215-895-0487
tym22@drexel.edu

Degree Requirements 

College Requirements
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
COM 230Techniques of Speaking3.0
Select one of the following:8.0
Introduction to Analysis I
and Introduction to Analysis II
Calculus I
and Calculus II
PSCI 100Introduction to Political Science4.0
UNIV H101The Drexel Experience1.0
CIVC 101Introduction to Civic Engagement1.0
UNIV H201Looking Forward: Academics and Careers1.0
Economics elective4.0
Fine Arts elective3.0
History electives6.0
Philosophy elective3.0
Sociology (SOC) course3.0
Anthropology (ANTH) course3.0
Two English (ENGL) courses, 200-level or above6.0
Select one of the following sequences:8.0
Biology
Cells, Genetics & Physiology
Cells, Genetics and Physiology Laboratory
Biological Diversity, Ecology & Evolution
Biological Diversity, Ecology and Evolution Laboratory
Chemistry
General Chemistry I
General Chemistry II
Physics
General Physics I
and General Physics II
Other Courses
Free electives51.0
Departmental Requirements
General Psychology Requirements
PSY 111Pre-Professional General Psychology I *3.0
PSY 112Pre-Professional General Psychology II *3.0
100-Level Requirements
Select two of the following:6.0
Developmental Psychology
Approaches to Personality
Introduction to Social Psychology
Required Psychology Courses
PSY 212Physiological Psychology3.0
PSY 325Psychology of Learning3.0
PSY 240 [WI] Abnormal Psychology3.0
PSY 280Psychological Research I3.0
PSY 264Computer-Assisted Data Analysis I3.0
PSY 265Computer-Assisted Data Analysis II3.0
PSY 290History and Systems of Psychology3.0
PSY 330Cognitive Psychology3.0
PSY 360 [WI] Experimental Psychology3.0
PSY 380Psychological Testing and Assessment3.0
Advanced Psychology Electives (See Term Master Schedule for additional course offerings)
Select four of the following:12.0
Evolutionary Psychology
Sensation and Perception
Psychological Problems of Modern Youth
Child Psychopathology
Psychology of Disability
Culture and Personality
Sports Psychology
Industrial Psychology
Death and Dying
Psychology of Sexual Behavior
Science and Pseudoscience in Psychology
Drugs & Human Behavior
Advanced Developmental Psychology
Human Factors and Cognitive Engineering
Psychology of Language
Human-Computer Interaction
Counseling Psychology
Narrative Psychology
Advanced Social Psychology
Environmental Psychology
Health Psychology
Women's Health Psychology
The Psychology of Eating Disorders and Obesity
Forensic Psychology
Law and Psychology
Neuropsychology
Autism Spectrum Disorders
Memory
Senior Seminar Sequence OR Psychology Electives **
PSY 490 [WI] Psychology Senior Thesis I4.0
PSY 491 [WI] Psychology Senior Thesis II4.0
PSY 492 [WI] Psychology Senior Thesis III4.0
Total Credits180.0
*

Students with AP psychology, or transfer students with PSY 101 credit, should check the AP Student Placement Exam Crosswalk or check with their advisor.

**

Students who do not wish to elect the research seminar sequence are required to take four additional advanced psychology electives instead.


Writing-Intensive Course Requirements

In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Center. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

Sample Plan of Study

Term 1Credits
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
PSY 111Pre-Professional General Psychology I3.0
MATH 121
or 101
Calculus I
Introduction to Analysis I
4.0
UNIV H101The Drexel Experience1.0
Select one of the following:4.0
General Chemistry I 
General Physics I 
Cells, Genetics & Physiology 
 Term Credits15.0
Term 2
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
PSY 112Pre-Professional General Psychology II3.0
MATH 102
or 122
Introduction to Analysis II
Calculus II
4.0
CIVC 101Introduction to Civic Engagement1.0
Select one of the following:4.0
General Chemistry II 
General Physics II 
Biological Diversity, Ecology & Evolution 
Select one of the following:3.0
Developmental Psychology 
Approaches to Personality 
Introduction to Social Psychology 
 Term Credits18.0
Term 3
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
PSY 240 [WI] Abnormal Psychology3.0
Select one of the following:3.0
Developmental Psychology 
Introduction to Social Psychology 
Approaches to Personality 
Anthropology (ANTH) elective 3.0
Fine Arts elective 3.0
 Term Credits15.0
Term 4
PSCI 100Introduction to Political Science4.0
PSY 264Computer-Assisted Data Analysis I3.0
PSY 290History and Systems of Psychology3.0
Sociology (SOC) elective 3.0
English (ENGL) course, 200-level or above3.0
 Term Credits16.0
Term 5
COM 230Techniques of Speaking3.0
PSY 265Computer-Assisted Data Analysis II3.0
PSY 330Cognitive Psychology3.0
English (ENGL) course, 200-level or above3.0
Philosophy (PHIL) elective 3.0
UNIV H201Looking Forward: Academics and Careers1.0
 Term Credits16.0
Term 6
PSY 212Physiological Psychology3.0
PSY 280Psychological Research I3.0
PSY 360 [WI] Experimental Psychology3.0
Psychology Elective3.0
Economics (ECON) elective 4.0
 Term Credits16.0
Term 7
PSY 325Psychology of Learning3.0
PSY 380Psychological Testing and Assessment3.0
Psychology Elective3.0
History elective 3.0
Free Elective3.0
 Term Credits15.0
Term 8
Psychology elective*3.0
History elective3.0
Free electives 9.0
 Term Credits15.0
Term 9
Psychology elective*3.0
Free electives12.0
 Term Credits15.0
Term 10
PSY 490 [WI] Psychology Senior Thesis I (or adv. PSY elective (3 cr). (If electives are chosen, 12.0 credits in total are required.) )4.0
Free electives 9.0
 Term Credits13.0
Term 11
PSY 491 [WI] Psychology Senior Thesis II (or adv. PSY elective (3 cr). (If electives are chosen, 12.0 credits in total are required.) )4.0
Free electives 9.0
 Term Credits13.0
Term 12
PSY 492 [WI] Psychology Senior Thesis III (or adv. PSY elective (6 cr). (If electives are chosen, 12.0 credits in total are required.) )4.0
Free electives 9.0
 Term Credits13.0
Total Credit: 180.0
*

 See degree requirements.


Co-op/Career Opportunities

Some graduates seek employment immediately after receiving their bachelor’s degrees.They are well trained to work as research assistants in consulting firms and medical settings or to provide front-line services in mental health and educational settings. Other graduates go on to professional schools in law, business, medicine, and other health professions. Still others pursue graduate training in psychology and related fields. Students build skills and knowledge that provide a foundation for advanced study, create opportunities for future growth, and can be used to improve the quality of life for others.

Co-Op Experiences

Drexel University has long been known for its co-operative education programs, through which students mix periods of full-time, career-related employment with their studies. Co-op/internship employment is an option for psychology majors. Visit the Drexel Steinbright Career Development Center page for more detailed information on co-op and post-graduate opportunities.

Minor in Psychology 

The minor in psychology is intended to meet the needs of students who recognize that an understanding and analysis of individual psychological processes is an important component of their education. The minor may also be of interest to students who have an interest in a double major but are unable to satisfy all of the requirements in two major fields.

Entry into the minor requires that PSY 101 General Psychology (or an equivalent introductory course) be taken as a prerequisite. Students who have completed and who are interested in a minor in Psychology are expected to meet with a Psychology Department faculty member to discuss the selection of courses appropriate to their major and their own personal interests. No more than three courses that are required for a student’s major can count towards fulfilling requirements for the minor.

Required Prerequisite
General Psychology I (or equivalent)
Required Courses
Select eight of the following:24.0
Developmental Psychology
Approaches to Personality
Introduction to Social Psychology
Evolutionary Psychology
Physiological Psychology
Sensation and Perception
Abnormal Psychology
Sports Psychology
Industrial Psychology
Death and Dying
Computer-Assisted Data Analysis I
Computer-Assisted Data Analysis II
History and Systems of Psychology
Drugs & Human Behavior
Advanced Developmental Psychology
Psychology of Learning
Cognitive Psychology
Human Factors and Cognitive Engineering
Human-Computer Interaction
Psychological Testing and Assessment
Advanced Social Psychology
Experimental Psychology
Psychological Testing and Assessment
Neuropsychology
Theories & Practices in Clinical Psychology
Special Topics in Psychology
Total Credits24.0

Writing-Intensive Course Requirements

In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Center. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

Psychology Faculty

Cathy Bolton, PhD (Drexel University). Assistant Teaching Professor. Program Evaluation in healthcare, supportive housing, and government-based social services; Design of performance metrics for quality assessment and clinical outcomes;Implementing Systems and Change Leadership to sustain Compliance with Regulatory Bodies.
Meghan Butryn, PhD (Drexel University). Associate Research Professor. Treatment and prevention of obesity and eating disorders, behavioral treatment, acceptance and commitment therapy.
Dorothy Charbonnier, PhD (SUNY Stony Brook). Assistant Teaching Professor. The nature of the creative process and writing.
Douglas L. Chute, PhD (University of Missouri) Louis and Bessie Stein Fellow; Faculty coordinator of ePsychology. Professor. Neuropsychology and rehabilitation; technological applications for the cognitively compromised and those with acquired brain injuries.
Brian Daly, PhD (Loyola University, Chicago) Director, Practicum Training. Assistant Professor. Pediatric neuropsychology, intervention with at-risk youth.
Paige Davis, PhD (Durham University, England). Assistant Teaching Professor. The development of imagination in children; private speech; theory of mind and executive functioning; mental state commentary and mind minded parenting; audio verbal hallucinations.
David DeMatteo, PhD, JD (MCP Hahnemann University; Villanova University School of Law) Director of the JD-PhD Program in Law and Psychology. Associate Professor. Psychopathy, forensic mental health assessment, drug policy; offender diversion.
Evan M. Forman, PhD (University of Rochester) Director of Graduate Studies. Professor. Clinical psychology: mechanisms and measurement of psychotherapy outcome, cognitive-behavioral and acceptance based psychotherapies, the development and evaluation of acceptance-based interventions for health behavior change (for problems of obesity and cardiac disease) as well as mood and anxiety disorders; neurocognition of eating.
Jennifer Gallo, PhD (Drexel University) Director, Neuropsychology Concentration. Associate Teaching Professor. Neuropsychology of aging and dementia; neurocognitive correlates of goal-directed activities; behavioral and psychological symptoms associated with dementia
Pamela Geller, PhD (Kent State University). Associate Professor. Stressful life events and physical and mental health outcomes, particularly in the area of women's reproductive health (e.g. pregnancy, pregnancy loss, infertility, medical education).
Maureen Gibney, PsyD (Widener University). Associate Teaching Professor. Clinical psychopathology; neuropsychological evaluation and intervention with the elderly.
Naomi Goldstein, PhD (University of Massachusetts) Co-Director of the JD-PhD Program; Stoneleigh Foundation Fellow. Associate Professor. Forensic psychology; juvenile justice; Miranda rights comprehension; false confessions; juvenile justice treatment outcome research; anger management intervention development; child and adolescent behavior problems.
Kirk Heilbrun, PhD (University of Texas at Austin) Interim Department Head. Professor. Forensic psychology, juvenile and adult criminality, violence risk assessment, forensic psychological assessment, treatment of mentally disordered offenders, academic-sports mentoring.
James D. Herbert, PhD (University of North Carolina) Dean, Graduate College; Executive Vice Provost. Professor. Assessment and treatment of anxiety disorders; acceptance and mindfulness-based psychotherapies; the role of empiricism in clinical psychology; evidence-based practice in behavioral health.
Adrienne Juarascio, PhD (Drexel University). Assistant Research Professor. Enhancing treatment outcomes for eating disorders and obesity; Acceptance-based behavioral treatments; Evaluating mechanisms of action in behavioral treatments
Marlin Killen, PhD (Trident University International) Faculty Coordinator of ePsychology; Online Learning Council Fellow. Associate Teaching Professor. Authentic teaching methods in Psychology as well as student persistence behavior.
John Kounios, PhD (University of Michigan) Director, PhD Program in Applied Cognitive and Brain Sciences. Professor. Cognitive neuroscience, especially creativity, problem solving, and cognitive enhancement.
Michael Lowe, PhD (Boston College). Professor. Prevention and treatment of eating disorders and obesity; effects of appetitive responsiveness and dietary restraint on eating regulation; psychobiology of obesity-proneness; empirical foundations of unconscious processes.
Dan Mirman, PhD (Carnegie Mellon University). Assistant Professor. Recognition, comprehension, and production of spoken words; organization and processing of semantic knowledge; computational models of brain and behavior; statistical methods for analysis of time course data
Arthur Nezu, PhD, DHLL, ABPP (State University of New York at Stony Brook). Distinguished Professor. Behavioral medicine applications of problem-solving therapy and other cognitive-behavior therapies (e.g., to decrease emotional and psychosocial risk factors; improve adherence), particularly with regard to patients with cardiovascular disease; assessment.
Christine Maguth Nezu, PhD (Fairleigh Dickinson University). Professor. Cognitive-behavioral assessment and treatment for mood, anxiety, personality disorders, and coping with chronic illness; mind/body studies; stress and coping; developmental disabilities and comorbid behavioral and emotional disorders; spirituality and psychology.
Karol Osipowicz, PhD (Thomas Jefferson University) Assistant Director of Undergraduate Studies. Assistant Teaching Professor. The application of advanced neuroimaging to the study of human brain function and anatomy.
Nancy Raitano Lee, PhD (University of Denver). Assistant Professor. Neuropsychological and neuroanatomic correlates of intellectual and developmental disabilities; Verbal memory and language difficulties in Down syndrome and other genetic disorders; Comorbid autism spectrum disorder symptoms in youth with genetic disorders; Neuroanatomic correlates of individual differences in typical and atypical cognition
Diana Robins, PhD (University of Connecticut) Research Program Leader, Early Detection and Intervention Program, AJ Drexel Autism Institute. Associate Professor. Autism screening, early detection of autism
Ludo Scheffer, PhD (University of Pennsylvania) Director of Undergraduate Studies; Chair Senate Committee on Academic Affairs. Teaching Professor. Meta-cognitive development, writing, and computers; Language and literacy development in the early years in the context of family and schooling; Youth-at-risk; School violence and bullying; Program/intervention effectiveness
Maria Schultheis, PhD (Drexel University) Director of Clinical Training. Associate Professor. Clinical Neuropsychology and rehabilitation following neurological compromise (brain injury, stroke, multiple sclerosis), application of technologies in psychology. Specialization in the use of virtual reality (VR) simulation, and evaluation of the demands of driving after disability.
Jennifer Schwartz, PhD (Idaho State University) Director of Psychological Services Center. Associate Teaching Professor. Adult psychopathology; evidence-based clinical practice; competency-based training; competency-based clinical supervision.
Chris Sims, PhD (Rensselaer Polytechnic Institute). Assistant Professor. Learning and decision-making under uncertainty; visual memory and perceptual expertise; sensorimotor control and motor learning; computational models of cognition.
Julia Sluzenski, PhD (Temple University). Assistant Teaching Professor. Spatial and episodic memory, memory loss across the lifespan, developmental psychology.
Mary Spiers, PhD (University of Alabama at Birmingham) Director MS and BS/MS Programs. Associate Professor. Clinical neuropsychology and medical psychology; memory and practical applications for memory disorders in the elderly; cognitive health of women.
J. Michael Williams, PhD (University of Vermont). Associate Professor. Memory disorder; traumatic brain injury; auditory neglect; neuropsychological assessment; recovery and rehabilitation of brain function; functional magnetic resonance imaging.
Fengqing (Zoe) Zhang, PhD (Northwestern University). Assistant Professor. Neuroimaging data analysis; Data mining; Bayesian inference; High dimensional data analysis
Eric A Zillmer, PsyD (Florida Institute of Technology) Carl R. Pacifico Professor of Neuropsychology and the Director of Athletics. Professor. Psychological assessment (neuropsychological, cognitive, personality), psychiatric and neurological disorders, behavioral medicine, neurogerontology, mathematical modeling, sports psychology, psychology of genocide.

Emeritus Faculty

Donald Bersoff, JD, PhD (Yale University, New York University). Professor Emeritus. Law and psychology; mental health law.
Thomas T. Hewett, PhD (University of Illinois at Urbana-Champaign). Professor Emeritus. Human computer interaction and cognitive engineering; development of computing environments to support knowledge, workers, and high performance experts.
Myrna Shure, PhD (Cornell University). Professor Emeritus. Child development, problem-solving interventions with children, prevention programs.
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