Psychology BS / Psychology MS

Major: Psychology
Degree Awarded: Bachelor of Science (BS) & Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 225.0
Co-op Options: One Co-op (Five Years) or No Co-op
Classification of Instructional Programs (CIP) code: 42.2799
Standard Occupational Classification (SOC) code: 19-3031

About the Program

The Accelerated Master of Science in Psychology (BS/MS) program provides an opportunity for select undergraduate students to complete their undergraduate education and psychology MS curriculum classes in an accelerated fashion. Through this program, potential BS/MS students may be identified when first admitted as entering freshmen psychology majors. Students may also enter as transfers or up until the spring of their junior year. 

During the course of their undergraduate study, students will need to seek out and establish a faculty member to serve as their mentor and program advisor, and with whom they wish to continue working during their graduate training and completion of their graduate thesis. 

The Accelerated Master of Science in Psychology program allows accelerated entry into graduate level courses during the student's fourth undergraduate year with planned entry into graduate school upon completion of their BS degree at the end of year 4. Because students have received a “head start” by completing a structured curriculum in their senior year, their graduate coursework for the MS degree can be completed in one year post-BS. The BS/MS curriculum is designed to include a 4-year undergraduate or 4-year undergraduate co-op program. Students in the program cannot be enrolled in a 5-year co-op. 

Admission Requirements

Prospective freshman criteria:
• Combined SAT score of 1300 (Quantitative and Verbal scores only)
• High school GPA of at least 3.5
• Top 10% of graduating class
• If these admission requirements are met, an additional application essay is requested via email and evaluated by the program director for final admission decisions.

Third year Psychology student criteria:
• Cumulative GPA of 3.5 or higher with no grade lower than a "C" in any class
• Enrollment in a 4-year, 1 co-op or 4-year, no co-op (some exceptions may apply)
• Completion of Graduate Record Examination (GRE) with a minimum score of 302 (Quantitative and Verbal scores)
• Identification of and commitment from Psychology faculty mentor to advise student’s MS research

Degree Requirements

College Requirements
CIVC 101Introduction to Civic Engagement1.0
COM 230Techniques of Speaking3.0
COOP 101Career Management and Professional Development *1.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
or ENGL 111 English Composition I
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
or ENGL 112 English Composition II
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
or ENGL 113 English Composition III
Select one of the following:8.0
Introduction to Analysis I
and Introduction to Analysis II
Calculus I
and Calculus II
UNIV H101The Drexel Experience1.0
UNIV H201Looking Forward: Academics and Careers1.0
Anthropology (ANTH) elective **3.0
Business elective4.0
English (ENGL) electives, 200-level or above6.0
Fine Arts elective3.0
History (HIST) electives8.0
Philosophy (PHIL) elective3.0
Political Science (PSCI) elective4.0
Sociology (SOC) elective3.0-4.0
Select one of the following sequences:8.0
Cells, Genetics & Physiology
Cells, Genetics and Physiology Laboratory
Biological Diversity, Ecology & Evolution
Biological Diversity, Ecology and Evolution Laboratory
General Chemistry I
General Chemistry II
Electricity and Motion
Computational Lab for Electricity and Motion
Light and Sound
Computational Lab for Light and Sound
Free electives48.0
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 240 [WI] Abnormal Psychology3.0
PSY 264Computer-Assisted Data Analysis I3.0
PSY 265Computer-Assisted Data Analysis II3.0
PSY 280Psychological Research 3.0
PSY 290History and Systems of Psychology3.0
PSY 325Psychology of Learning3.0
PSY 330Cognitive Psychology3.0
PSY 360 [WI] Experimental Psychology3.0
PSY 380Psychological Testing and Assessment3.0
Advanced Psychology Electives 12.0
Any non-required PSY course at the 200-level or above.
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
Psychology Master's Requirements
PSY 510Research Methods I3.0
PSY 511Research Methods II3.0
PSY 512Cognitive Psychology3.0
PSY 610Data Analysis in Psychology3.0
PSY 624Behavior Analysis3.0
PSY 710Data Analysis II3.0
PSY 898Master's Thesis in Psychology9.0
Additional Electives ††18.0
Total Credits225.0-226.0

Co-op cycles may vary. Students are assigned a co-op cycle (fall/winter, spring/summer, summer-only) based on their co-op program (4-year, 5-year) and major. 

COOP 101 registration is determined by the co-op cycle assigned and may be scheduled in a different term. Select students may be eligible to take COOP 001 in place of COOP 101.


GST 100 may be used as a substitute for ANTH 101


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 complete the research seminar sequence are required to complete 12.0 credits of additional advanced Psychology electives instead.

Students are required to complete all undergraduate credit requirements by end of the fourth year.


Electives can be any graduate Psychology (PSY) course. Other graduate courses outside of Psychology might be taken pending approval from the graduate advisor or program director. 

Note the following for planning purposes: PSY 711, while not required, is often taken as an elective during Spring Term of Year 1, as it is the third course in the PSY MS data analysis sequence.

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 Program. 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.

Sample Plan of Study

4 + 1 (5 years), 1 coop

First Year
ENGL 101 or 1113.0CIVC 1011.0COOP 101*1.0VACATION
MATH 121 or 1014.0ENGL 102 or 1123.0ENGL 103 or 1133.0 
PSY 1113.0MATH 102 or 1224.0PSY 120, 140, or 1503.0 
UNIV H1011.0PSY 1123.0PSY 2403.0 
Select one of the following:4.0PSY 120, 140, or 1503.0UNIV H2011.0 
Select one of the following:4.0(UG) Anthropology (ANTH) Elective3.0 
(UG) Fine Arts Elective3.0 
 15 18 17 0
Second Year
PSY 2643.0COM 2303.0PSY 2123.0PSY 3253.0
PSY 2903.0PSY 2653.0PSY 2803.0PSY 3803.0
(UG) English (ENGL) elective, 200-level or above3.0PSY 3303.0PSY 3603.0(UG) Free Elective3.0
(UG) Political Science (PSCI) elective4.0(UG) English (ENGL) elective, 200-level or above3.0(UG) Business Elective4.0(UG) History Elective4.0
(UG) Sociology (SOC) elective***3.0-4.0(UG) Philosophy (PHIL) elective3.0(UG) Psychology Elective3.0(UG) Psychology Elective3.0
 16-17 15 16 16
Third Year
(UG) Free Electives6.0(UG) Free electives12.0COOP EXPERIENCECOOP EXPERIENCE
(UG) History Elective4.0   
(UG) Psychology Electives**6.0   
 16 12 0 0
Fourth Year
PSY 4904.0PSY 4914.0PSY 4924.0Student Classified as Graduate Status
(UG) Free Electives9.0(UG) Free Electives9.0(UG) Free Electives9.0 
PSY 610††3.0PSY 510††3.0PSY 511††3.0 
(GR) Psychology Master's-Level Elective††3.0PSY 710††3.0(GR) Psychology Master's-Level Elective††3.0 
 19 19 19 0
Fifth Year
PSY 8983.0PSY 6243.0PSY 8983.0 
(GR) Psychology Master's-Level Electives6.0PSY 8983.0(GR) Psychology Master's-Level Electives6.0 
 (GR) Psychology Master's-Level Elective3.0  
 9 9 9 
Total Credits 225-226

Co-op cycles may vary. Students are assigned a co-op cycle (fall/winter, spring/summer, summer-only) based on their co-op program (4-year, 5-year) and major. 

COOP 101 registration is determined by the co-op cycle assigned and may be scheduled in a different term. Select students may be eligible to take COOP 001 in place of COOP 101.


See degree requirements.


If a student selects a 4.0 credit SOC elective, the Free electives in this term will be 11.0 credits.

Students who do not wish to complete the research seminar sequence are instead required to complete 12.0 credits of additional advanced Psychology electives.

BS/MS students are advised against taking senior seminar credits. Because students complete a master's thesis while enrolled in the BS/MS program, it is not feasible to also complete a senior thesis/research project. Consult with your advisor if you have any questions.


Graduate-level credits for master's program may not count toward any part of the bachelor's degree requirements.

Psychology Faculty

Meghan Butryn, PhD (Drexel University). Associate Professor. Treatment and prevention of obesity and eating disorders, behavioral treatment, acceptance and commitment therapy.
Dorothy Charbonnier, PhD (State University of New York at Stony Brook). Associate Teaching Professor. The nature of the creative process and writing.
Evangelia Chrysikou, PhD (Temple University). Associate Professor. Cognitive neuroscience, neuropsychology, neural basis of language, memory, and executive functions, neurocognitive processes associated with problem solving and flexible thought
Brian Daly, PhD (Loyola University, Chicago) Interim Department Head. Associate Professor. Pediatric neuropsychology, intervention with at-risk youth.
David DeMatteo, PhD, JD (MCP Hahnemann University; Villanova University School of Law) Director of the JD-PhD Program in Law and Psychology. Professor. Psychopathy, forensic mental health assessment, drug policy; offender diversion.
Evan M. Forman, PhD (University of Rochester) Director WELL Center. 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.
Pamela Geller, PhD (Kent State University) Director, Clinical Training. 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). 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. 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). Professor. Forensic psychology, juvenile and adult criminality, violence risk assessment, forensic psychological assessment, treatment of mentally disordered offenders, academic-sports mentoring.
Adrienne Juarascio, PhD (Drexel University) Director, Practicum Training. Assistant 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). 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.
David Kutzik, PhD (Temple University). Professor. Social and cultural theory, political economy, gerontology, materialisms, activity theory, reflection theories, communities of practice and labor theories of culture.
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.
John Medaglia, PhD (The Pennsylvania State University). Assistant Professor. Applying models and methods developed in neuropsychology, cognitive neuroscience and graph theory to understand and treat brain dysfunction and enhance healthy functioning
Megan Meyer, PhD (Temple University). Assistant Teaching Professor. Influences on preferred body type; changes in body image, self-esteem, and self-efficacy in females as a function of strength training; Sensation and Perception
Danette Morrison, PhD (University of Maryland - College Park). Assistant Teaching Professor. Social and academic motivation within school context; Social relationships and identity development; Educational attainment of ethnic minorities
Arthur Nezu, PhD, DHLL, ABPP (State University of New York at Stony Brook). Distinguished University Professor of Psychology, Professor of Medicine, Professor of Community Health and Prevention. 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 of Psychology, Professor of Medicine. 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.
Nancy Raitano Lee, PhD (University of Denver) Director of MS and BS/MS Programs. Associate 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) Interim Director, AJ Drexel Autism Institute. Professor. Autism screening, early detection of autism
Ludo Scheffer, PhD (University of Pennsylvania) Director of Undergraduate Studies. 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) Vice Provost of Research, Office of Research and Innovation. 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. Teaching Professor. Adult psychopathology; evidence-based clinical practice; competency-based training; competency-based clinical supervision.
Julia Sluzenski, PhD (Temple University). Assistant Teaching Professor. Spatial and episodic memory, memory loss across the lifespan, developmental psychology.
Fengqing (Zoe) Zhang, PhD (Northwestern University). Associate 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.
James Calkins, PhD. Professor Emeritus.
Douglas L. Chute, PhD (University of Missouri) Louis and Bessie Stein Fellow. Professor Emeritus. Neuropsychology and rehabilitation; technological applications for the cognitively compromised and those with acquired brain injuries.
Myrna Shure, PhD (Cornell University). Professor Emeritus. Child development, problem-solving interventions with children, prevention programs.
Mary Spiers, PhD (University of Alabama at Birmingham). Professor Emeritus. Clinical neuropsychology and medical psychology; memory and practical applications for memory disorders in the elderly; cognitive health of women.
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