American Psychological Association, Publication Manual of the American Psychological Association: The Official Guide to APA Style, 7th ed. (Washington, DC: American Psychological Association, 2020). American Psychological Association.

ESSENTIAL LEARNING OUTCOMES
 
1) ELO 2.0 Communication:
Students will engage in be required to submit a written proposal, engage in an oral presentation of their proposal, submit a final project in written formal, and engage in an oral defense of the project. Students are expected to receive and provide effective feedback in all supervisory settings (e.g., project Chair, project Committee).  

2) ELO 3.0  Creative Thinking:
Students combine or synthesize existing ideas, images, or expertise in original ways, as well as think, react, and work in an imaginative way.

3) ELO 4.0 Critical Thinking:
Students will apply their growing knowledge of research design and statistics as part of the project. Students will also implement critical thinking skills as they navigate the complexities of a comprehensive project. The written documents and oral presentations are designed to formally evaluate competency in the aforementioned areas.  

4) ELO 5.0  Digital Literacy:
Students strategically and responsibly employ appropriate technologies to explore, create, collaborate, and organize in a digital context.

5) ELO 6.0 Ethical Reasoning:
Students describe and analyze positions on ethical issues, apply reasoning about right and wrong human conduct, demonstrate ethical decision-making skills, and demonstrate an evolving ethical self-identity.

6) ELO 7.0  Information Literacy
Students identify, locate, evaluate, attribute, and share information effectively and ethically.

7) ELO 8.0 Inquiry and Analysis:
Students will engage in a thorough literature review as part of their project, and will be expected to master the literature in their specific are of interest. Again, the written and oral presentation aspects of the project will provide students with an opportunity for students to refine their communication skills, their research design skills, and their statistical analysis skills. 

8) ELO 10.0  Integrative Learning:
Students make connections among ideas and experiences and can synthesize and transfer their learning to new, complex situations within and beyond the campus.

9) ELO 11. Knowledge of Human Cultures & the Physical & Natural World:
Students will be expected to apply their knowledge of culture, and physical processes and how they are relevant to the area of research interest they choose for their project. 

10) ELO 13.0  Problem Solving:
Students design, evaluate, and implement strategies to answer open-ended questions or achieve a desired goal.

11) ELO 14.0  Quantitative Literacy:
Students can understand and create sophisticated arguments supported by quantitative evidence and clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).

PROFESSION WIDE COMPETENCIES (PWCS)--as directed by the American Psychological Association for accreditation.
1) PWC i (Research):
● Demonstrate the substantially independent ability to conduct research or other scholarly activities that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base. Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
● Critically evaluate and disseminate research or other scholarly activity via professional publication or presentation at the local (including the host institution), regional, or national level

2) PWC ii (Ethical & Legal Standards):
● Be knowledgeable of and act in accordance with each of the following: 
○ the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
■ Relevant laws, regulations, rules, and policies governing the execution of research within the field of Psychology
● Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
● Conduct self in an ethical manner in all professional activities.

3) PWC iii (Individual & Cultural Diversity):
● Demonstrate an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves (e.g., individuals from agencies where data collection occurs, research participants, etc.)
● Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service 
● Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences, including intersectionality, in articulating an approach to working effectively with diverse individuals and groups.
● Demonstrate the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews differ with their own.

4) PWC iv (Professional, Values, Attitudes, & Behavior):
● Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, the integration of science and practice, professional identity, accountability, and concern for the welfare of others.
● Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
● Actively seek and demonstrate openness and responsiveness to feedback and supervision. 

5) PWC v (Communication & Interpersonal Skills):
● Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
● Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
● Manage difficult communication well.

6) PWC vi (Assessment):
● Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity considerations and contextual influences (e.g., family, social, societal, and cultural) of the service recipient. 
● Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
● Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

7) PWC viii (Supervision):
● Demonstrate knowledge of supervision models and practices.
● Demonstrate knowledge of contemporary evidence-based supervision literature.

Students will register for the course upon identifying their Doctoral Research Project mentor by the end of Summer Year 2. By Fall of their 3rd Year students will be expected to identify and establish their committee members, develop a project plan, complete an appropriate IRB application as needed, and complete their project proposal. The project proposal should be defended by the end of Fall their 3rd Year. In the Spring of their 3rd Years, students should begin any necessary data collection. In Year 4, the final Doctoral Research Project submitted and defended prior to July and internship departure. Once the Doctoral Research Project has been completed, the student will schedule a Project Defense (Doctoral Research Project Final Defense) meeting consisting of the project Chair, and members of the project Committee. The student must be prepared to review their proposed learning objectives, defend the methods they chose for their project, the data collection and analysis process, the conclusions, and the implications of their work. Upon completion of the defense, the committee will excuse the student and consider the project as reviewed. The committee will determine if the project defense is 
● Acceptable
● Acceptable with Minor Modifications
● Acceptable with Major Modifications and a Repeat Defense
● Unacceptable; Requires Formal Probation and/or recommendation for dismissal from the Program

The Doctoral Research Project is a culminating work of the student's progression as a scientist and scholar, as well as a clinician. Doctoral Research Projects may include, but are not limited to basic or applied research projects, program development initiatives, program outcome studies, community needs assessments, consultation projects, health campaigns, support programs for underserved communities, etc. 

During their 3rd and 4th years of training, students will complete a Doctoral Research Project (USHE Policy R401-3). The project will be scholarly in nature, and will involve appropriate collection and analysis of data for the type of project undertaken, a formalized mentor review of the process and findings, and a professional defense of the project.  Professional dissemination of results to a local, regional, or national audience could result as well.  
The scope of the Doctoral Research Project should demonstrate the student’s ability to synthesize, interpret, and integrate professional and scientific knowledge, skills, values, ethics and competencies derived from program coursework and training experiences. The project should support a student’s “understanding of the value of science for the practice of psychology, and the value of practice for the science of psychology” (APA, 2019, p. 4), and demonstrate a student’s ability to formulate research or other scholarly activities. Examples include, but are not limited to; efficacy studies, program evaluation projects, program development projects, evidence-based community outreach projects, etc. that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.

Doctoral Research Project Proposal:
Before work on Doctoral Research Project can begin, students should develop an idea based on a review of the relevant literature and consideration of empirically-identified community, regional, or national needs. From this review, students identify outcome goals for the project, a general pathway for completion, and a plan for dissemination (agency briefing, university forum, conference presentation, publication, etc.). At the end of their 2nd year, they will identify a Doctoral Research Project mentor among the core and/or associate faculty who will be their project chair. With their faculty mentor, students should identify 2 additional faculty members to serve on their Doctoral Research Project Committee. At least one Project Committee member should be a Core Faculty in the Psy.D. Program. Project Committee members from outside the department and/or associated with the community may be appropriate. 

Students will be expected to submit and defend a  Doctoral Research Project Proposal by the end of Fall in their 3rd year. Their project proposal must include: 
● An abbreviated literature review identifying the need and rationale for the project
● Identified goals/outcomes
● Resources needed
● A timeline for completion
● The format of the submission for the project (must include a written submission in APA format) 
Students must allow their committee TWO WEEKS to review their written document before they can schedule an oral defense. The committee will use the following parameters to evaluate the project proposals: 
● Approved as written
● Approved upon completion of identified amendments
● Revise the proposal as recommended and resubmit for review
● Unacceptable proposal
Students who have not successfully defended their proposal by mid-October of their 4th year will not be allowed to apply for predoctoral internship. 
 
Doctoral Research Project Defense:
Students are expected to complete and defend their completed project by the end of their 4th year, prior to departing for internship. The format of the written submission (required) and oral defense should be consistent with what was approved in the initial proposal. 

In the event of a University approved absence or a significant medical problem please contact the instructor prior to the due date to discuss making up a missed exam or presentation.  Written documentation (e.g. university notice, note from physician) will be required for a make-up.  Family vacations, weddings, sleeping in, etc. will not justify missing an assignment or exam.  No exceptions will be made to this policy.

Attendance and participation in all class activities is required and helps solidify students’ identities as an entry level professional psychologist. Documented medical emergencies, illnesses, and other unavoidable circumstances that may require absence will be taken under consideration in students’ annual evaluations. Other situations (e.g., work conflicts, family vacations, or other matters of personal business) are not considered to be excused absences and may result in informal or formal review proceedings. Students should consult the academic course calendar, course syllabi, and clinical placement site schedules before planning activities. 

If a student misses more than 20% of an academic course (excused or unexcused), they cannot be considered to have gained the necessary competencies and knowledge needed to fulfill that area of their training. They will receive a failing or incomplete grade (at the faculty’s discretion), receive a Remediation Plan or be put on Formal Probation, and need to work with the faculty member and Psy.D. Executive Team to establish next steps. 

See PsyD program manual for tuition information.