Psychology PHD
Program Purpose
The Psychology Ph.D. Program at Brigham Young University aims to prepare students for academic careers centered on rigorous research, teaching, and professional development within three specialty areas: Applied Social Psychology/Health, Cognitive Neuroscience, and Developmental Psychology. The intent is to increase students' knowledge and understanding in an atmosphere of rigorous scholarship, mentorship, and faith. The program consists of four years of course work. The department joins students and faculty together to make a thoughtful contribution to the discipline of psychology. Its faculty members and administrators are committed to an educational experience that excites learning and understanding in personal and collaborative settings. At the same time, the department honors faith as vital for psychological theory, as a guide for professional conduct, and as a source of unique insight. Aware of the history of psychology and as active participants therein, faculty members hold students to high standards of individual and collective performance and understanding. Students are expected to respond to multiple styles of teaching and broad opportunities for engagement in research and application with serious and sustained interest and effort. In this way the department distinguishes itself as a community of scholarship, moral principle, and devotion to the elevation of humankind.
Curricular Structure
The program is a logical, graduated sequence of classroom and mentored activities:
Foundation in established psychological knowledge--A significant portion of coursework focuses on major content areas of psychology, by which to achieve a breadth of understanding of scientific psychology.
A. Biological aspects of behavior (course required)
- Psychology 583 (Biological and Health Psychology)
B. Cognitive and affective bases of behavior (both courses required):
- Psychology 560 (Learning Theory)
- Psychology 575 (Cognitive Processes)
D. History and systems of psychology (course required)
- Psychology 510 (History and Systems of Psychology)
E. Theoretical aspects of psychology (both courses required):
- Psychology 540 (Personality Theory)
- Psychology 550 (Theory & Research in Social Psychology)
F. Research methodology (course required)
- Psychology 504 (Research Design)
G. Techniques of data analysis (both courses required)
- Psychology 501 (Data Analysis in Psychological Research)
- Psychology 502 (Data Analysis in Psychological Research)
H. Ethical responsibility of psychology
- Psychology 606 (Professional and Ethical Issues in Psychology)
More specific knowledge is also required for the three specialty areas:
Applied Social Specialty:
- Psychology 552 (Applied Social Psychology) required
- Psychology 650R (Seminar in Social Psychology) required taken twice w/ two different topics
- Psychology 555 (Group Dynamics)
- Psychology 531 (Organizational Psychology)
- Psychology 640R (Seminar in Personality)
- Psychology 655 (Attitude Measurement and Change)
- Psychology 678R (Seminar in Mathematical Psychology)
Behavioral Neurobiology Specialty:
- Psychology 584 (Cognitive Neuroscience)required
- Psychology 687R (Seminar in Psychopharmacology)required
- Psychology 585 (Human Neuropsychology)
- Psychology 586 (Hormones & Behavior)
- Psychology 587 (Sensory & Perceptual Processes)
- Psychology 684 (Advanced Behavioral Neurobiology)
- Psychology 685R (Seminar in Behavioral Neurobiology)
- Psychology 712R (Topics in Neuropsychology)
Theoretical/Philosophical Specialty:
- Psychology 511 (Philosophy of Science in the Social Sciences)required
- Psychology 610 (Theory & Philosophy in Psychology)required
- Psychology 512 (Qualitative Research Methods)required
- Psychology 640R (Seminar in Personality)
- Psychology 641R (Values, Religion, & Mental Health)
- Psychology 648R (Seminar in Theoretical/Philosophical Psychology)
- Psychology 678R (Seminar in Mathematical Psychology)
- Psychology 695R (Independent Readings)
A major portion of the program involves activities mentored by faculty, including the skill development activities mentioned above, as well as participating in research teams, preparing the dissertation, and participating in professional meetings and in other professional development and community service activities.
Learning Outcomes
Psychology Fundamentals and Area Specialization
Be able to demonstrate a comprehensive familiarity with at least four major sub-disciplines within psychology a) behavioral neurobiology; b) cognition; c) development; and d) social.
Be able to design, produce, analyze, and report original research that contributes to the student's self-selected area of scholarly specialty.
Be able to improve professional development through internships, teaching, and presenting and publishing research projects.
Evidence of Learning
Assessment Tools
The process of evaluating and improving the program is extensive and ongoing, incorporating a number of diverse activities and types of information:
1. The Graduate Coordinator conducts an annual review of each required course, including the syllabus and other documents. Students also evaluate each course regarding instructor preparation, content, instructor knowledge, delivery, assessment, and outcomes.
2. Mastery of subject matter and research skills is evaluated twice each year by the Graduate Student Evaluation Committee. These evaluations assess student development and competence as specified by the learning objectives.
3. The dissertation research and preparation of the dissertation are closely mentored by the dissertation adviser. Both the dissertation prospectus and the final dissertation require a successful public defense.
4. Each student undergoes intense review in the fall and winter. Each area of the student's program is evaluated, and the student is given a formal rating. It appears in a letter to the student that recognizes achievement, development, areas for further improvement, and any required remediation.
5. The graduate faculty engage in intense program review in the form of annual retreats.
6. There is a program of ongoing collection of data regarding student outcomes, including employment and other achievements after graduation. The data are collected at least annually.
Direct Measures
1. Semi-annual review of each student
2. Second-year project and presentation of that project
3. Comprehensive exam
4. Dissertation and public defense
Learning and Teaching Assessment and Improvement
As outlined above, the faculty retreats provide a forum for the graduate faculty review of the program and for active consideration of the recommendations for improvement contained in the Graduate Coordinator's report. Specific goals for improvement of the program are decided on at the retreats and specific goal strategies and follow-up assignments are articulated there. The Graduate Coordinator, standing faculty committees, and ad hoc committees share the responsibility for assuring the realization of the goals.