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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

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Psychology and Sociology - Coopersmith Career Consulting

Descriptions and credit recommendations for all evaluated learning experiences

Location:
Various, distance learning format.
Length:
Varies (self-study).
Dates:
May 2013 - Present.
Objectives:
Upon successful completion of the course, students will be able to: demonstrate a broad and intensive knowledge of Jewish food practices from Biblical times through present day, inclusive of Ashekenazic and Sephardic customs as well as current American and Israeli food; explain the religious and symbolic reasons for special festival foods, unique weekday foods, and food taboos; compare and contrast the differences between Jewish cultures and reasons for food variety; identify patterns in factors that affect Jewish food choices; and discuss various definitions and opinions of what is considered Jewish food.
Instruction:
This self-study course assess students' knowledge of the social history of Jewish food, including Biblical and Talmudic concepts and rules of food and customs that have been adopted over the centuries in Jewish settlements in the Middle East, Europe, Africa, and more recently in the United States and Israel. Major topics include: how foods are used for ritual and festival purposes, how Jews played a role in spreading foods to other cultures, and modern attitudes of Jews toward different types of cuisine and different reasons for their food choices and the respective sociologically significance.
Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Sociology, Anthropology, Jewish History, Religion, Nutritional Science, or as General Elective (6/13) (8/18 revalidation).

Location:
Various, distance learning format.
Length:

Varies (self-study;self-paced).

Dates:

December 2014 - Present.

Objectives:

Upon successful completion of the course, students will be able to: describe the development of abnormal psychology, assessment and diagnosis approach, and research methods; analyze the symptoms, prevalence, causes, and treatments for disorders related to anxiety, somatic, mood/suicide, and eating; discuss the impact of psychology on physical health, symptoms, prevalence, causes, and treatments for sexual addiction, impulse control, and personality and schizophrenia-related disorders; investigate neuro-developmental and neuro-cognitive disorders and the legal and ethical issues associated with mental health service provision.

Instruction:

This self-study course explores the prevalence, symptoms, causes, and treatments related to major psychological disorders, including: anxiety, somatic, mood, eating, sleep cycle, stress, sexual, addiction, personality, and schizophrenia-related disorders. Other topics include: historical developments, assessment and diagnostic approaches, and research methods in the discipline, along with current legal and ethical perspectives. Detailed case studies and concept checks help students examine and apply what they have learned. Unit objectives in this course are aligned with the American Psychological Association's Guidelines for the Undergraduate Major (Version 2.0, August 2013).

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Psychology, Social Science, General Science, or Teacher Education programs (12/14).

Location:

Various, distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

August 2018 - Present. 

Objectives:

Upon successful completion of this course, students will be able to: examine the theoretical perspectives of child development; explain the influences of genes and the environmental factors in development; compare different birthing procedures and the describe the choices that are available to parents; analyze the developmental norms of an infant and child and how to interpret them; summarize how attachment affects an individual’s social competence; investigate the ways that preschool children are educated; describe the ways children grow during the school years and the factors that influence their growth; list the types of relationships and friendships that are typical of middle childhood; and analyze the factors that affect adolescent school performance during school transition times.

Instruction:

This course provides an overview of the field of child and adolescent development. It covers childhood and adolescence chronologically, encompassing the prenatal period, infancy and toddlerhood, the preschool years, middle childhood, and adolescence. Within these periods, instruction focuses on physical, cognitive, and social and personality development.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology (8/18).

Location:

Various, distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

August 2018 - Present. 

Objectives:

Upon successful completion of this course, students will be able to: describe the skills that make a good teacher and how to evaluate an intentional teacher; breakdown how children develop cognitively, socially and emotionally; examine the impact of culture on teaching and learning; analyze the principles of behavioral and cognitive learning; determine how direct instruction, student-centered and constructivist approaches to instruction influence intentional teaching;  discuss the elements of effective instruction; investigate motivation for student performance; illustrate the characteristics of effective learning environments; identify learners with exceptionalities; assess student learning through standardized tests.

Instruction:

This course is the systematic study of learners, learning, and teaching. It emphasizes cognitive, social and moral development while also focusing on educational diversity. Instruction also focuses on  motivating students to learn, creating effective learning environments and assessing student learning.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Psychology (8/18).

Location:
Various, distance learning format.
Length:

Varies (self-study; self-paced).

Dates:

December 2014 - Present.

Objectives:

Upon successful completion of the course, students will be able to: describe how the history of psychology is studied, its philosophical influences, its physiological influences, and the contributions of its founders; explain the theoretical tenets and empirical methods of structuralism, functionalism and applied psychology; investigate the theory and methods used in Behaviorism and Gestalt Psychology; discuss the contributions of psychoanalytic and humanistic theory and method, and the contemporary developments in psychology; and evaluate the relative merits of psychology's major schools of thought and key studies in the history of psychology.

Instruction:

This self-study course explores the history of psychology and major schools of thought. From the Greek philosophers to the contributions of modern schools of thought such as evolutionary psychology, students explore important theoretical and methodological movements in psychology such as structuralism, functionalism, applied psychology, behaviorism, and psychoanalysis. Students evaluate the relative merits of each of psychology's approaches and deepen their knowledge of game-changing studies in the field. The unit objectives in this course are aligned with the American Psychological Association's Guidelines for the Undergraduate Major, version 2.0, August, 2013.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Psychology, Social Science, General Science, or Teacher Education (12/14).

Location:
Various, distance learning format.
Length:

Varies (self-study; self-paced).

Dates:

December 2014 - Present.

Objectives:
Upon successful completion of the course, students will be able to: describe developmental psychology's theoretical perspectives and research methods, genetic and environmental influences on development, development in the womb, the birth process, and the characteristics of newborns; analyze research and theory regarding cognitive, emotional, and social childhood development; interpret research and theory regarding cognitive, emotional and social development in adolescence and early adulthood; investigate research and theory regarding cognitive, emotional, and social development in middle and late adulthood.
Instruction:

This self-study course explores how humans develop cognitively, emotionally, and socially as they age. Major topics include: prenatal development through infancy, childhood, and adulthood, cognitive, moral, physical, emotional, and social development. The foundations of the discipline and its research methods are also explored. The unit objectives in this course are aligned with the American Psychological Association's Guidelines for the Undergraduate Major, version 2.0, August, 2013.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Social Science, General Science or Teacher Education (12/14).

Location:
Various, distance learning format.
Length:

Varies (self-study; self-paced).

Dates:

December 2014 - Present.

Objectives:
Upon successful completion of the course, students will be able to: identify key concepts, models, and principles regarding psychological research methods, human biology, consciousness, development and human diversity, and sensation and perception; demonstrate knowledge and apply the concepts of basic learning, memory, cognition, language, and intelligence concepts, structures, and processes; and explain key theories and research findings regarding emotions, stress, personality, and psychological disorders.
Instruction:
This self-study course is designed to introduce students to the discipline of psychology and explores, through a psychological lens, theory and research related to neurological, biological, cognitive, sociological, cultural, and developmental phenomena. Other topics include: theoretical and empirical perspectives on personality and psychological disorders. The unit objectives in this course are aligned with the American Psychological Association's Guidelines for the Undergraduate Major (version 2.0, August, 2013).
Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Social Science, General Science, or Teacher Education (12/14).

Location:
Various, distance learning format.
Length:

Varies (self-study; self-paced).

Dates:
September 2013 - Present.
Objectives:
Upon successful completion of the course, students will be able to: describe the history of Sociology as a field; identify the manner in which sociological research is conducted; consider ethical and social ramifications when conducting sociological research; define culture and diversity and relate those two concepts to each other; determine the interaction between human nature and socialization and the effect that they have on one another in various contexts; characterize societal institutions on the macro and micro levels; ascertain the role of technology on society and human interaction; detail the effects of mass media on socialization; identify the roles of social groups and organizations on human society and interaction; and analyze the role of deviance from societal norms on society and discuss the social control of deviant behavior that is exercised by society.
Instruction:
This self-study course in Sociology is designed for students with no prior background in the subject and guides students through the process of asking and answering important questions from a sociological perspective. Students exercise critical thinking, reading, and writing skills while being exposed to sociological theories and research they can apply to important social issues. Students learn how individuals are organized into social groups from intimate groups to bureaucracies and how these influence individual behavior, considering the nature and interrelationships of basic social institutions such as family, education, religion, and the economy.
Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Sociology (9/13) (8/18 revalidation). 

Location:

Various, distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

August 2018 - Present. 

Objectives:

Upon successful completion of the course, students will be able to: apply best practices and strategies of pastoral counseling;  identify various mental health care professionals, their expertise and how each could help a counselee; comfort the ill and bereaved in an effective and sensitive manner; counsel children and adults who have undergone recent trauma; identify potential addictions and abuse and pursue the proper steps to recovery; describe a variety of mental illnesses and the proper handling of patients suffering from them; help prepare people for marriage; and make counseling decisions based on an awareness of confidentiality laws.

Instruction:

This course examines rabbinical counseling practices and descriptions of typical mental health issues that may be encountered and the various professionals and services available for referral, including premarital counseling, dealing with couples in distress and spousal abuse and caring for the sick, the dying, and the bereaved.  Special focus is given to dealing with suicide and survivors of crises as well as children in matters of crisis and death.  Although many of the sources speak to the role of the communal rabbi or chaplain, many of the skills are equally applicable to other spiritual counselors, teachers and mentors.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Judaic Studies, Psychology, Sociology, Counseling, or Rabbinics (8/18).

Location:
Various, distance learning format.
Length:

Varies (self-study; self-paced).

Dates:

December 2014 - Present.

Objectives:

Upon successful completion of the course, students will be able to: describe key principles of physiological psychology, psycho-pharmacology, physiological research methods, and the critical role of the nervous system; analyze the physiology behind sensation, perception, sleeping, eating, and feeling; evaluate the physiology of learning, memory, and communication processes; and explain physiological factors involved in neurological, anxiety-related, schizophrenia-related, and addictive disorders.

Instruction:

This self-study course explores physiological psychology, which relate to the biological influences on human and animal behavior. Topics include structures and functions of the nervous system, psycho-pharmacology and research methods, the senses, movement, emotion, eating/digestion, learning, memory, and the neurology of psychological disorders. The unit objectives in this course are aligned with the American Psychological Association's Guidelines for the Undergraduate Major (version 2.0, August, 2013).

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Psychology, Social Science, General Science, or Teacher Education (12/14).

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