Psychology is the science of the behavior of humans and other animals. The psychologist, using scientific methods, seeks to understand the causes and purposes of behavior. Psychologists pursue their research and its application in academia, business, government, health, military and social service. The department offers training that leads to the Bachelor of Arts, Master of Arts, Educational Specialist, and Doctor of Philosophy degrees.
To be admitted to either option of the psychology major, a student must satisfy the following requirements:
In addition, to be admitted to the research option of the psychology major, students also should have:
Students who intend to major in psychology but who have not yet met the credit hour requirements are admitted to the program as pre-psychology majors. Prior to meeting the above requirements for admission pre- psychology students should go to University College in the Lommasson Center for advising.
Refer to graduation requirements listed previously in the catalog. See index.
To earn a Bachelor of Arts degree in psychology, the student must complete one of the options. Students are not restricted to the courses listed under either option, although one option must be completed by majors.
College of Technology courses PSYX 100S (PSY 100S) and PSYX 230 (PSY 201) may be used to fulfill the requirements for the 4-year degree in Psychology. Other Psychology courses offered by the College of Technology do not fulfill these requirements.
All majors are required to earn a "C" (2.00) or better in all psychology classes taken to fulfill requirements, including the Math course.
The Upper-division Writing Expectation must be met by successfully completing an upper-division writing course from the approved list in the Academic Policies and Procedures section of this catalog. See index.
Majors are required to remain in periodic contact with departmental advisors to facilitate advanced and individual program planning, to deal with impending difficulties, and as a communication channel between student and department.
Students who are particularly interested in child, adult or family development should investigate the human and family development minor. See index.
The general option is intended for students who have a major interest in psychology, but do not intend to pursue graduate training in psychology.
The research option provides the student with an adequate foundation for graduate studies in psychology.
Students who want to be licensed to teach psychology at the high school level must complete the BA degree requirements in psychology (general option). They also must complete a teaching major or minor in a second field of their choice and the professional licensure program in the College of Education. Students may also earn a teaching minor in psychology. See the Department of Curriculum and Instruction for information about admission to the Teacher Education Program and completion of these licensure programs.
| First Year | A | S |
|---|---|---|
| PSYX 100S (PYSC 100S) Introduction to Psychology | 4 | - |
| PSYX 105 (PSYC 110) Careers in Psychology | - | 1 |
| PSYX 120 (PSYC 120) Research Methods I | - | 3 |
| M 115 (MATH 117) Probability and Linear Math or M 162 or 171 (150 or 152) Applied Calculus/Calculus I or M 121 (MATH 111) College Algebra | - | 3-4 |
| WRIT 101 (ENEX 101) Composition | 3 | - |
| Four General Education courses | 6 | 6 |
| Two elective courses | 3 | 3 |
| 16 | 17 | |
| Second Year | A | S |
| PSYX 222 (PSYC 220) Psychological Statistics | 3 | - |
| Three other 200-level psychology courses | 3 | 6 |
| Four General Education courses | 6 | 6 |
| Two elective courses | 3 | 3 |
| 15 | 15 | |
| Third Year | A | S |
| PSYX courses | 3 | 6 |
| PSYX 290 (PSYC 297) Supervised Research | - | 2 |
| PSYX 320 (PSYC 320) Research Methods III (upper-division writing) | 3 | - |
| Electives and General Education | 9 | 7 |
| 15 | 15 | |
| Fourth Year | A | S |
| PSYX courses | 6 | - |
| Electives | 6 | 15-16 |
| 12 | 15-16 |
To earn a minor in psychology the student must complete a minimum of 21 credits of psychology including:
At least six of the 21 credits must be at the 300-level or above.
All minors are required to earn a "C" (2.00) or better in all psychology classes taken to fulfill requirements.
The Bioethics Certificate Program is offered online and requires completion of four core courses (12 semester hours). The courses include: PSYX 435 - Clinical Topics in Rural Bioethics, PSYX 436 - Ethical Foundations for Quality Assessment & Improvement in Healthcare, PSYX 437 - Empirical Bioethics Research in Rural and Underserved Settings, and PSYX 438 - Bioethics and Health Policy. One course is offered each term and so the required coursework can be completed within a 12-month period of time. Options are available for either graduate or undergraduate credit. Students interested in the Bioethics Certificate Program need to be accepted into the program by the Program Directors. Directions for application can be found at Extended Learning Services or at the National Rural Bioethics Project.
R- before the course description indicates the course may be repeated for credit to the maximum indicated after the R. Credits beyond this maximum do not count toward a degree.
Psychology (PSYX) - Course Descriptions
100S, 105, 107, 120, 161S, 191, 192, 222, 230, 238, 240, 250N, 270, 280, 290, 291, 292, 294, 298, 320, 339, 340, 345, 348, 352, 356, 360, 362, 376, 377, 378, 385, 390, 391, 392, 398, 400, 435, 436, 437, 438, 441, 442, 491, 494, 499, 501, 510, 511, 512, 520, 521, 522, 523, 524, 525, 526, 530, 531, 532, 534, 535, 536, 537, 540, 545, 546, 550, 551, 560, 565, 571, 580, 582, 583, 587, 588, 594, 595, 596, 597, 599, 625, 630, 631, 632, 634, 638, 680, 694, 697, 699
Ann Cook, Ph.D., The University of Montana, 2001 (Research)
Christine Fiore, Ph.D., University of Rhode Island, 1990
Stuart Hall, Ph.D., University of Texas at Austin, 1989
Helena Hoas, Ph.D., Umeå University, Sweden, 1987 (Research)
Rosmary Hughes, Ph.D., University of Houston, 1989 (Research)
Lois Muir, Ph.D., State University of New York at Stony Brook, 1982
Craig Ravesloot, Ph.D., The University of Montana, 1995 (Research)
David Schuldberg, Ph.D., University of California, Berkeley, 1981
Thomas Seekins, Ph.D., University of Kansas, 1983
Paul S. Silverman, Ph.D., University of Georgia, 1977
Allen Szalda-Petree, Ph.D., The University of Montana, 1990
Richard Van den Pol, Ph.D., Western Michigan University, 1981
Arlene Walker-Andrews, Ph.D., Cornell University, 1980 (Associate Provost)
Jennifer Waltz, Ph.D., University of Washington, 1993
Margaret E. Beebe-Frankenberger, Ph.D., University of California, Riverside, 2000
Duncan G. Campbell, Ph.D., Washington State University, 2003
Bryan Cochran, Ph.D., University of Washington, 2003
Lucian G. Conway III, Ph.D., University of British Columbia, 2001
Daniel J. Denis, Ph.D., York University, 2004
Greg R. Machek, Ph.D., Indiana University, 2004
Gyda I. Swaney, Ph.D., University of Montana, 1997
Cameo Borntrager, Ph.D., University of Tulsa, 2006
Anisa Goforth, Ph.D., Michigan State University, 2011
Yoonhee Jang, Ph.D., University of Maryland, 2006
Craig McFarland, Ph.D., University of Arizona, 2011
Ann Jeanette Belcourt-Dittloff, Ph.D., The University of Montana, 2006 (Research)
Cheryl Van Denburg, Ph.D., The University of Montana, 1993
Charles K. Allen, Ph.D., Ohio State University, 1963
Laurence H. Berger, Ph.D., University of Washington, 1969
George C. Camp, Ph.D., University of Illinois, 1971
Nabil F. Haddad, Ph.D., University of Oklahoma, 1976
Frances A. Hill, Ph.D., Ohio State University, 1965
Lynne S. Koester, Ph.D., University of Wisconsin, Madison, 1976
John R. Means, Ph.D., University of Colorado, 1965
David A. Strobel, Ph.D., The University of Montana, 1972
James A. Walsh, Ph.D., University of Washington, 1963
Herman A. Walters, Ph.D., Pennsylvania State University, 1962
Janet P. Wollersheim, Ph.D., University of Illinois, 1968