Introduction to Human Services & Counseling (HSC300)

This course covers counseling in families, business, mental health and community agency settings. Emphasis is on professional roles, current trends and legal/ethical issues.

Credit Hours : 3

Course Learning Outcomes

1. Apply a human service model or counseling approach in a case study
2. Compare the three models of service delivery and their roles in human service delivery
3. Describe human services and counseling concepts and historical events that impacted its development
4. Describe the helping process and the helping skills for effective service delivery
5. Identify the major counseling approaches used in the counseling process and the possible ethical dilemmas involved in the profession

Fundamentals of Humanities and Social Sciences (HSSR101)

This course introduces the major concepts and the basic principles of humanities and social sciences. It discusses the fundamentals of knowledge and their impact on human development. Some influential theories in humanities and social sciences such as learning, knowledge, positivism, and conflict theories are discussed. Furthermore, factors affecting human behavior in various contexts will be examined. Students learn about the different disciplines categorized as humanities and social sciences and explore the related concepts in challenges and opportunities of the past, present, and future.

Credit Hours : 3

Course Learning Outcomes

1. Describe basic concepts in the fields of humanities and social sciences
2. Identify major sources of knowledge and their influence on human development
3. Demonstrate ability to classify factors affecting human behavior in various contexts
4. Explain opportunities and challenges within disciplines of the humanities and social sciences

People, Places, and Society (HSSR103)

This interdisciplinary College-wide course is designed to provide all CHSS students with a broad understanding of how the social sciences and humanities offer explanatory frameworks for understanding the complex interplay between people, place and society and provide opportunities for exploring how these three interconnected strands are experienced and constructed in local and global contexts.

Credit Hours : 3

Course Learning Outcomes

1. Describe the interplay between People, Place and Society using social science and humanities concepts and knowledge.
2. Demonstrate knowledge of the historical, structural, political, and cultural contexts which shape People, Place and Society
3. Explain how experiences and representations of People, Place and Society may be shaped by factors such as mass media, art, literature and religion
4. Identify social needs and responses to social issues from a social science and humanities perspective

Introduction to Linguistics (LNG100)

The course introduces students to the scientific discovery of language. Students recognize the basic components of human language including phonetics, phonology, morphology, syntax, semantics, psycholinguistics, and neurolinguistics. Based on cross-linguistic data, students recognize common patterns and variation in languages and build the set of tools that are necessary for the construction of a theory of human language. The ultimate goal is to achieve a better analysis and understanding of language as an integral part of human cognition and the brain.

Credit Hours : 3

Course Learning Outcomes

1. Define the field of linguistics as scientific study of human language.
2. Identify the various major fields of linguistics.
3. Practice the actual pronunciation of phonetic alphabets.
4. Demonstrate the dimensionality of language diversity.
5. Analyze simple cross-linguistic data by phonological and grammatical theory.

Phonetics (LNG220)

This course introduces students to the scientific study of speech sounds (or signs). Students will first be introduced to the theoretical foundations of phonetic theory and the mechanisms of human speech production. They will also be introduced to the International Phonetic Alphabet (IPA) and will be trained to detect speech sounds and use the IPA to transcribe such sounds, from individual sounds through to supra-segmental properties of connected speech such as stress, rhythm and intonation. Students will also be introduced to the basics of acoustic analysis of human speech sounds using state of the art speech analysis hardware and software.

Credit Hours : 3

Course Learning Outcomes

1. Classify the speech sounds of natural languages according to their articulatory and acoustic properties.
2. Use the International Phonetic Alphabet to transcribe speech sounds.
3. Identify the basic acoustic properties of sound on a spectrogram.
4. Design a phonetic experiment.
5. Apply the knowledge of articulatory phonetics in own pronunciation in English.
6. Outline the principles of voice production and disorders.

Phonology I (LNG231)

This course is concerned with the investigation of sound patterns. Students are exposed to the basic principles of phonological analysis, including phonological alternations, rules and derivations. The main theoretical framework adopted in the course is that of generative phonology, which applies a rule-based system to the investigation of phonological processes. Based on cross-linguistic data students learn to identify phonological patterns and formally express them using formal phonological rules.

Credit Hours : 3

Course Learning Outcomes

1. Analyze the sound patterns of English and other languages
2. Appraise the merits of cross-linguistic phonological approaches
3. Demonstrate skills in transcribing words using IPA symbols
4. Develop the technical vocabulary necessary for the discussion of phonological issues
5. Differentiate between contending phonological approaches both in theory and practice

Syntax I (LNG241)

This course introduces syntactic analysis within the generativist tradition. Students become familiar with the formal terminology used in syntactic work and apply this knowledge in the study of cross-linguistic data. The course covers topics on the position of syntax within cognitive science, categories and features, syntactic, binding theory and structural relations, X-Bar theory and how the lexicon constraints the application of syntactic rules. Assignments and discussions focus on several different languages in addition to English.

Credit Hours : 3

Course Learning Outcomes

1. Define The Basic Goals And Assumptions Of Generative Grammar
2. Evaluate Different Approaches To Explaining Specific Syntactic Phenomena
3. Examine The Major Syntactic Structures Of English And Other Languages And Their Relevance To Linguistic Theory
4. Explain The Rudiments Of Syntactic Analysis And Syntactic Theorizing And Argumentation
5. Illustrate Syntactic Processes With Reference To Cross-Linguistic Data

Morphology (LNG250)

This course introduces students to the basic concepts in morphological theory and the necessary tools in conducting morphological analysis. While some emphasis will be on Arabic nonlinear morphology, morphological patterns from various languages from around the world will be studied. Concepts such as root, stem, morpheme, allomorph, derivation, inflection, word syntax, and morphological productivity are covered. The interface between morphology and other levels of analysis, such as phonology, syntax, and semantics is also discussed.

Credit Hours : 3

Course Learning Outcomes

1. Analyse The Morphological Structure Of Typologically Different Languages
2. Analyse The Morphological Structure Of Words And How They Relate To Different Areas Of Linguistics
3. Apply Insight From Systematic Morphological Analysis To Other Professional And Academic Projects
4. Classify Morphophonological, Morphosyntactic And Morphosemantic Phenomena
5. Define The Theoretical Concepts Manipulated In Modern Morphological Theory

Linguistic Structure of Arabic (LNG290)

This course studies the linguistic properties of Emirati Arabic including (i) the sound inventory of the dialect from an articulatory point of view; (ii) phonological processes that sounds in the dialect undergo; (iii) the morphological structure of the language including non-linear morphological processes characteristic of Semitic languages; inflectional and derivational processes; borrowing; and so on; and finally (iv) the syntax of Emirati Arabic focusing on language specific properties, word order and key phrase structure rules.

Credit Hours : 3

Prerequisites

• LNG100 with a minimum grade D

Course Learning Outcomes

1. Describe the main grammatical properties of Emirati Arabic.
2. Contrast Emirati Arabic with other dialects of Arabic.
3. Demonstrate the phonological, morphological, and syntactic properties of Emirati Arabic with specific data sets.
4. Examine concrete data from Emirati Arabic.
5. Compile accurate descriptions of grammatical processes in the dialect.

Language & Computer Technology (LNG321)

In this course, we look at the use of computers for everyday language tasks (e.g. spelling, computer-assisted language learning, machine translation). While there is no programming in this course, students investigate these systems in hands-on sessions. We also cover current social and ethical issues, as well as more philosophical ones about consciousness and machine intelligence.

Credit Hours : 3

Course Learning Outcomes

1. Evaluate The Benefits Of And Issues Posed By Computer-Assisted Language Task Solving
2. Interpret The Influence Of Computer Technology On The History Of The Field Of Linguistic Science
3. Operate Selected Language-Analysis Software
4. Outline The Basic Principles Of How Everyday Language-Related Computer Programs Work
5. Recognise The Main Challenges That Language Poses For Computer Analysis

Phonology II (LNG331)

This course covers advanced topics in generative phonology. The focus will be on phonological representations and their role in phonological analysis. Topics to be covered include complex phonological alternations, phonological rules and rule ordering, distinctive feature theory, auto-segmental phonology, syllable theory, feature geometry, and prosodic morphology. Students may be asked to write a short phonological sketch of a language of their choice.

Credit Hours : 3

Course Learning Outcomes

1. Analyze In Depth Phonological Problems With Ordered Rules
2. Demonstrate Critical Reading Skills
3. Discriminate Between Different Solutions For The Same Set Of Data
4. Examine Different Theoretical Approaches To Phonology
5. Explain How Theoretical Investigations Are Motivated By Data And Problems Within The Theory Of Phonology

Syntax ll (LNG341)

This course builds on the material covered in Introduction to Syntax (LNG 241) and provides a more sophisticated treatment of modern approaches to the study of syntax in its narrow sense, as well as the interface between syntax and other linguistic components such as phonology, morphology, semantics and information structure. Additional advanced topics that are discussed include raising and control structures, and expanded verb phrases.

Credit Hours : 3

Course Learning Outcomes

1. Contrast syntactic processes based on data sets from English and other languages.
2. Determine how coherent syntactic analyses can be derived from the available data.
3. Explain advanced theoretical constructs in syntactic theory.
4. Explain the notion of displacement as manifested in head movement, phrasal movement and wh-movement configurations.
5. Predict how the most prominent of these analyses can be adopted

Semantics (LNG342)

This course examines meaning from a variety of perspectives focusing on how it is encoded in words and sentences and how native speakers interpret language. It deals with the relation between language and thought; with the relations between morphemes in the word and words in a sentence (compositionality); and with the relations between words in the lexicon (synonymy, hyponymy, etc.). In addition, students are exposed to various aspects of pragmatics - the function of meaning in a communicative setting.

Credit Hours : 3

Prerequisites

• LNG241 with a minimum grade D
• ENG250 with a minimum grade D

Course Learning Outcomes

1. Analyze Semantic Differences In Expression Across Different Languages
2. Compare The Meaning Relation Between Different Words
3. Explain Different Semantic Processes And Different Levels Of Meaning Of An Expression In A Systematic Manner
4. Solve Simple Problems In Semantic Analysis

Historical Linguistics (LNG370)

Languages change over time. The English or the Arabic we speak today is very different from the English or Arabic spoken 1000 years ago. Some of the questions that will be addressed in this course include: Why do languages change? How do languages change? Which aspects of a language change? What do we know about older stages of languages? Are there regular patterns underlying change?

Credit Hours : 3

Prerequisites

• LNG220
• LNG250
• LNG331
• LNG341
• LNG342

Course Learning Outcomes

1. Explain The Techniques Of Comparing Cognate Materials From Related Languages
2. Formulate Models To Explain The Historical Development Of Natural Languages
3. Identify The Types Of Attested Diachronic Language Changes
4. Illustrate Ways To Analyze Historical Data
5. Survey Phenomena Of Language Contact, And How They Affect Language Structure

Arabic Syntax (LNG390)

This course introduces students to the basic concepts used in the description of the syntactic structure of Arabic. The content of the course will cover such issues as constituent structure and how it can be formally represented, embedding and secondary sentences such as sentential complements and relative clauses, dependency relations, transformations, including movement operations, passivization and other grammatical function changing operations.

Credit Hours : 3

Prerequisites

• LNG241 with a minimum grade D

Course Learning Outcomes

1. Apply syntactic analysis to various sentence structures in Arabic.
2. Compare the sentence structure of various Arabic dialects.
3. Construct a small-scale original research project of a particular phenomenon in Arabic syntax.
4. Illustrate good command of modern syntactic theory.
5. Illustrate various types of Arabic sentence structure.

Sociolinguistics (LNG410)

This course focuses on the connections between language, culture and society, the way language is used in social contexts and how it reflects the culture of the speech community. Topics covered include the effects of regional variation, social variation, ethnicity, culture, gender, occupation, age, style, register, and the status of the speaker's language on language use. In addition, topics such as national identity as symbolized by language, pidgins and creoles, diglossia, lingua franca, bilingualism, language planning will be discussed.

Credit Hours : 3

Prerequisites

• LNG220
• LNG250
• LNG331
• LNG341
• LNG342

Course Learning Outcomes

1. Analyze the role of culture and its impact on taxonomy, color, prototypes, taboo and euphemism.
2. Compare between a language on the one hand and ‘regional’ and ‘social’ dialect on the other.
3. Evaluate regional and social variation in language use and, understand methods of data collection and analysis within this area.
4. Examine issues such as bilingualism, code-switching, intersecting communities and networks.
5. Explain the concept of ethnography and the ethnography of speaking and research methodology related to this area.
6. Recognize the differences between speech act theory and conversational analysis, interactional sociolinguistics and pragmatics as different approaches to discourse analysis.

Current Topics in Language Variation & Change (LNG415)

This course explores a range of topics in language variation and change. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various natural languages. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.

Credit Hours : 3

Prerequisites

• LNG220
• LNG250
• LNG331
• LNG341
• LNG342

Course Learning Outcomes

1. Analyze various cases of language variation and change.
2. Compare various approaches to language variation and change.
3. Create an original research project on some particular phenomena of language change and variation.
4. Define the scope of language variation and change.
5. Identify the various areas of language variation and change.

Computational Linguistics (LNG420)

This course is an introduction to computational linguistics. It assumes some familiarity with linguistics concepts but no programming is required. It covers topics on automata and finite-state machines and transducers, context-free models of syntax, parsing, and semantic interpretation; corpus-based research including probabilistic methods; and some selection of application areas from among such topics as information retrieval or machine translation. Some of the concepts taught in class will be reinforced in practice by hands-on programming assignments using Prolog.

Credit Hours : 3

Prerequisites

• LNG220
• LNG250
• LNG331
• LNG341
• LNG342 with a minimum grade D

Course Learning Outcomes

1. Apply Basic Programming Skills To Replicate/Illustrate Linguistic Processes
2. Build Small-Scale Programs To Parse Or Translate English/Arabic Texts
3. Demonstrate How Computational Processes Can Represent Linguistic Processes
4. Determine Which Computational Approaches Can Better Capture Linguistic Phenomena
5. Identify Core Issues In Natural Language Processing

Psycholinguistics (LNG450)

This course acquaints students with what is known about the representations, processes and architecture of language in the mind/brain. Topic areas include the history and methods of psycholinguistics, recognition and production processes, language in relation to other mental processes, and memory systems involved in language processing. The first part of the course emphasizes how theories in linguistics inform processing models, and how processing phenomena inform linguistic theories in terms of the architecture of a speaker's internal grammar. The second part presents child language data from various languages and focuses on an examination of universals of language development and structure. Research methods in psycholinguistics are also addressed, that comprise at least one case-study including statistical analyses of the data. Psycholinguistic research in Arabic is rather scarce, and training students in this area will encourage them to pursue their graduate studies in it.

Credit Hours : 3

Prerequisites

• LNG250 with a minimum grade D
• LNG341 with a minimum grade D
• LNG342 with a minimum grade D

Course Learning Outcomes

1. Explain the theoretical concepts manipulated in psycholinguistics.
2. Examine language structure, representation and processing in the mind/brain.
3. Evaluate the main issues surrounding history and state of the art in psycholinguistic research.
4. Design psycholinguistic experiments.

Practicum (LNG456)

This practicum experience is intended to provide students with the necessary opportunities to apply and expand on the information learned in academic courses, enabling students to explore career interests while gaining hands-on experience in a professional work environment. The practicum also provides students with the chance to build essential professional networks. The practicum lasts for one full term, with students expected to attend full-time (8 hours, 4 days per week).

Credit Hours : 6

Prerequisites

• LNG450

Course Learning Outcomes

1. Formulate diagnosis, treatment plans, and clinical reports.
2. Evaluate cognitive and physiological deficits and their interaction.
3. Evaluate different approaches towards treatment.
4. Analyse deficient language from a linguistic perspective.
5. Examine relevant literature with reference to own practicum experience.
6. Manage professional opportunities and duties.

Linguistic Theory and Aphasia (LNG460)

This course examines the interaction between linguistics and the study (description, diagnosis and treatment) of aphasia. The study of aphasic phenomena (linguistic manifestations of language breakdown) allows linguists to refine their theoretical models of linguistic knowledge, and to choose between competing theories of such knowledge that would otherwise be regarded as mere notational variants. Techniques of testing aphasic patients and collecting and analyzing aphasic speech error types will also be covered.

Credit Hours : 3

Course Learning Outcomes

1. Classify The Different Types And Subtypes Of Aphasia
2. Compare In Linguistic Terms The Different Aphasia Syndromes And Their Symptoms
3. Evaluate Linguistic Analyses In Aphasia
4. Evaluate The Use Of Aphasic Evidence In Linguistics
5. Propose A Diagnosis Of Aphasia Based On Initial Neuropscyhological Tests

Women and Language (LNG465)

This course is offered within the minor of ""Women Studies"". It provides students with insights into the role of language in defining people relative to each other. Students are encouraged to look critically at contexts they have been involved in on a regular basis and investigate how language reflects the changing roles of women and men in contemporary society. They further explore how language reveals and perpetuates attitudes and the kinds of roles language plays in empowerment and marginalization.

Credit Hours : 3

Course Learning Outcomes

1. Analyze The Main Linguistic Features That Characterize Women’S Language Use
2. Distinguish The Theoretical Principles That Underlie Women’S Use Of Language
3. Examine The Sociolinguistic Variations That Characterize Women’S Use Of Language
4. Illustrate How Politeness Is Reflected In Different Levels Of Women’S Language
5. Recognize The Relationship Between Gender And The Different Levels Of Language Structure

Current Topics in Arabic Linguistics (LNG470)

This course explores a range of current topics in Arabic Linguistics. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various Arabic dialects. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.

Credit Hours : 3

Prerequisites

• LNG231
• LNG241

Course Learning Outcomes

1. Analyze Arabic Language Change, Especially As It Applies To The Nature Of Dialects And Modern Standard Arabic
2. Compare Between Various Linguistic Methods Of Testing/Experimenting Such As Behavioral Tests And Brain Imaging Techniques
3. Develop A Psycholinguistic/ Neurolinguistics Test Using Real Data From Arabic Language
4. Discuss Recent Issues With Regard To Arabic Language From Different Linguistic Aspects (Phonology, Morphology, Syntax, ...Etc)
5. Evaluate A Number Of Recent Experimental Studies Using Scientific Procedures

Current Topics in Language Rept Meaning & Mind (LNG475)

This course explores current topics in representation, meaning and mind. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various natural languages. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.

Credit Hours : 3

Prerequisites

• LNG250
• LNG341
• LNG342

Course Learning Outcomes

1. Analyse Linguistic Data From Different Populations
2. Contrast Competing Scientific Theories
3. Formulate Research Questions And Plans Relevant To The Study Of Language Representation
4. Interpret Advanced Academic Articles
5. Recognise The Main Challenges Faced By The Field Of Linguistics

Field Methods in Linguistics (LNG480)

The course investigates the grammatical properties of a lesser-studied language through consultation with a native speaker, including descriptions of its sound system, phonology, morphology and syntax. Students are introduced to the basic tools for conducting linguistic fieldwork, including ethical issues, use of equipment and software, data elicitation techniques and database construction. They hold class, group, and individual sessions with a language consultant, working towards developing a description of a particular phenomenon within a chosen grammatical component of the target language..

Credit Hours : 3

Course Learning Outcomes

1. Compile a rigorous fieldwork survey/questionnaire.
2. Construct an original research project of a particular phenomenon in the fieldwork language.
3. Explain the importance of fieldwork in linguistics.
4. Illustrate various techniques used in conducting linguistic fieldwork.
5. Survey the particular phenomenon of the fieldwork language.

Neuroscience of Arabic (LNG485)

This course examines the imaging and behavioural research methods used in the study of the neuroscience of language with emphasis on Arabic. It investigates language processing and representation by the brain, how to design a behavioral experiment and the techniques used, how to design imaging experiments, and when to use EEG/MEG or fMRI and TMS. The course introduces these techniques in the context of Arabic offering insights into neurocognitive issues that cannot be studied in Indo-European languages.

Credit Hours : 3

Prerequisites

• LNG231
• LNG241

Course Learning Outcomes

1. Analyse critical neuro-linguistic issues
2. Appraise the ways in which arabic may be instantiated in the brain as opposed to other languages
3. Describe the various cognitive neuroscience experimental techniques used to study linguistic phenomena
4. Differentiate between contending theoretical approaches in cognitive neuroscience
5. Discuss the limits of the various experimental techniques as used to study various aspects of language
6. Recognize the relevance of empirical research for the UAE job market

Integrated Capstone (LNG489)

This is an undergraduate course offered as a requirement of the Faculty of Humanities and Social Sciences. This course is intended to provide students with the opportunity to integrate and synthesize the material covered during their studies in Linguistics. The students are expected to expand upon the covered material, provide constructive critique of different theoretical approaches in the field, apply their knowledge to solving problems, address specific issues raised in introductory courses, explore key arguments in the field, make connections with general education, apply specific comparisons with other fields and finally extend their critical thinking in general. This course results in the completion of a project related to the student’s academic or professional practice. An account of the proposed project including limited reference to the principal sources informing it must be submitted to the course instructor. The project must reflect a synthesis of skills and knowledge from the student’s core course work in Linguistics. It must include a substantial written component but additional presentation formats will also be used (i.e., class presentations). Projects need to be relevant to the student’s academic or professional goals and must incorporate significant content from a number of courses in the student’s program.

Credit Hours : 3

Course Learning Outcomes

1. Recognize the research techniques used in linguistics and allied fields.
2. Demonstrate an ability to critically review academic papers in the field.
3. Apply skills learned in the course to choose a specific research topic.
4. Design a complete oral presentation.
5. Produce a full description of data from an experiment, survey or questionnaire.

Senior Capstone (LNG490)

This course cultivates student skills in writing and presenting orally original research in a chosen field of linguistics. The course is offered in the form of lectures and student presentation/round-table discussions. Lectures discuss linguistic abstracts, book and journal reviews, and the stages of completing an original research paper. Particular attention is paid to the methodology, analysis, and argumentation of selected publications. Discussions strengthen the presentation and debate skills of the students.

Credit Hours : 3

Prerequisites

• LNG220
• ENG250
• LNG331
• LNG341
• LNG342

Course Learning Outcomes

1. Compose A Research Paper Based On Their Analysis And Discussion Of Their Experimental Data
2. Define The Meaning Of Research
3. Design An Experiment And Collect Data On Their Proposed Topic
4. Produce A Research Topic Based On Literature Review
5. Summarize A Research Paper

Introduction to Philosophy (PHI101)

This course covers fundamental theories in the history of philosophy and examines what philosophers do, the role philosophy has played throughout the history of human thought and its ongoing importance in the contemporary world. It will introduce students to the core areas of logic, metaphysics, epistemology and value theory. It will examine specific topics such as the structure of valid arguments, the ultimate nature of reality, the relations between knowledge, truth and belief, and free will and determinism.

Credit Hours : 3

Course Learning Outcomes

1. Describe some of the theories and ideas in the history of philosophy.
2. Analyze topics in core areas of philosophy.
3. Critically evaluate theories and arguments in core areas of philosophy.
4. Formulate cogent arguments in defense of particular philosophical theories.

Critical Thinking (PHI180)

This course will promote the basic skills of critical reasoning and logical analysis. In particular, students will be introduced in general to basic reasoning skills, including the ability to identify logic import, close analysis of argumentative (and other) passages, as well as analysis of reasoning methods and techniques for clarifying, interpreting and evaluating pieces of both everyday and academic reasoning, thus distinguishing between good and bad reasoning. Students will also acquire and practice the basic skills of constructing short reasoning of their own, which would include constructing logical responses to others’ ideas and opinion. Students will also gain skills in producing good, reasoned and balanced presentations and written arguments.

Credit Hours : 3

Course Learning Outcomes

1. Identify the logical purpose of everyday and scientific reasoning.
2. Analyse pieces of reasoning in their different components and relationships.
3. Identify the structure of reasoning in logical and diagrammatic form.
4. Evaluate different argument types and pieces of reasoning.

Logic (PHI200)

This course examines the logical structure of reasoned argument, focusing primarily on propositional symbolic analysis of arguments. Topics include how to differentiate between valid and invalid argument, inductive and deductive inference, and sound and unsound argument. Special emphasis will be given to applications of propositional logic by translating arguments in ordinary language into symbolic language in order to evaluate their soundness, together with the identification of fallacies.

Credit Hours : 3

Course Learning Outcomes

1. Apply Logical Tools To Reasoning In A Variety Of Real Life Contexts.
2. Apply Methods To Test Validity And Consistency In Predicate First-Order Logic.
3. Apply Methods To Test Validity And Consistency In Propositional Logic.
4. Identify The Basic Concepts Of Logical Appraisal, Such As Soundness, Validity, Consistency, And Entailment.
5. Solve Logical Problems In Philosophical Contexts.

Ancient Philosophy (PHI211)

This course examines the main problems of Ancient Greek and Classical philosophy and its most important figures. It covers the emergence of humanistic philosophical thought and its development throughout antiquity by investigating such thinkers as the Pre-Socratics, Sophists, Socrates, Plato, Aristotle, and the different Hellenistic Philosophical Schools and such topics as the ultimate nature of reality, philosophical method, theory of knowledge, political philosophy, ethics and aesthetics.

Credit Hours : 3

Course Learning Outcomes

1. Develop the ability for close reading of primary sources and the skills necessary for research into both philosophical and historical topics.
2. Examine the views of different Greek philosophers.
3. Explain the most important philosophical concepts addressed and utilized by Greek philosophers.
4. Recognize the role of philosophy in laying the foundations for science and scientific theories.

Modern Philosophy (PHI212)

This course covers Western Philosophy from the 17th to the 19th centuries including Rationalism (including Descartes, Leibniz and Spinoza), Empiricism (including Locke, Berkeley and Hume), and German Idealism (including Kant, Fichte, Hegel and Schelling). It focuses on the metaphysics, epistemology, philosophy of science, philosophy of religion and ethics in each of these philosophical movements as well as the critical relations between them.

Credit Hours : 3

Course Learning Outcomes

1. Compare and contrast central debates of the modern Era.
2. Evaluate modern theories and concepts from multiple perspectives.
3. Formulate cogent arguments in defense of particular interpretations of the works of modern philosophers and their theories.
4. Interpret primary texts from the modern period.

Citizenship & Civil Society (PHI225)

This course examines the concepts of citizenship, rights, responsibilities and obligations. Students will learn how the concepts of citizenship and rights arose and developed and how they are understood in contemporary terms. Students will also learn how citizenship and rights affect the everyday lives of people in terms of immigration, security, patriotic duties, and the relationship of citizens to government.

Credit Hours : 3

Course Learning Outcomes

1. Analyze The Rights And Duties Required For Citizenship And Public Life.
2. Evaluate The Role Of Voluntary Association In Public Life.
3. Identify The Various Institutions Of Civil Society.
4. Plan Civil Initiatives On Public Issues.

Human Rights Theory (PHI226)

This course examines the nature and origin of the concept of human rights and the applications of the concept at all levels of contemporary society and political structures. Various concepts and their implications for implementation for human rights will be reviewed. A philosophical framework will be used to examine, interpret, and explain the relevance of human rights to today's issues in a global framework.

Credit Hours : 3

Course Learning Outcomes

1. Analyze the international framework for human rights theory and law.
2. Contrast and compare universal and group rights.
3. Dispute human rights issues.
4. Explain the legal concept of a right.

Aesthetics (PHI231)

This course examines the basic themes in aesthetic studies. The course will provide students with specific methods to analyze and evaluate works of art and literature. The course deals with various definitions of beauty, fine arts, criteria of aesthetic experience, creativity, criticism, and the relation between art and society. It also looks at the history of the development of aesthetic discourse, especially in antiquity, modernity and postmodernity.

Credit Hours : 3

Course Learning Outcomes

1. Apply Concepts And Theories From The History Of Aesthetic Theory To Particular Works Of Art And Literature.
2. Demonstrate Competence In Scholarly Research Methods, By Sourcing Relevant Materials, Referencing Essays Correctly, And Deploying Resources Effectively In Essays.
3. Describe Some Of The Aesthetic Theories Of Philosophers From Antiquity, Modernity, And Postmodernity.
4. Formulate Cogent Arguments In Defense Of Particular Aesthetic Theories Or Propositions.

Philosophy of Education (PHI270)

This course critically examines philosophies of education and the conceptual relations between knowledge, truth, experience, culture and human values. It examines what can be taught, how it can be learned, and the philosophical psychology of education. Students will develop critical skills regarding education, teaching, learning and self-education, and will examine the development of education in contemporary society to achieve a greater understanding of the philosophical problems that underlie differing philosophical views of education.

Credit Hours : 3

Course Learning Outcomes

1. Compare Different Historical Philosophical Perspectives And Theories Of Education.
2. Critically Evaluate Philosophical Perspectives On Education.
3. Engage In Critical Debate And Independent Research, Particularly On Issues Involving The Theoretical And Practical Aspects Of Education.
4. Identify The Major Issues Pertaining To Education, Teaching, And Learning.

Ethics (PHI310)

This course deals with the main problems of moral philosophy and its connection with practical life. It covers philosophical approaches to the nature of right and wrong, moral obligation, the source of moral rights and duties, teleological ethics, and moral values. It familiarizes students with metaethical perspectives on normative ethical theories and introduces students to the application of normative ethics to real life situations.

Credit Hours : 3

Course Learning Outcomes

1. Analyze Key Ethical Theories.
2. Apply Concepts And Theories In Moral Philosophy To Particular Case Studies.
3. Critically Evaluate Key Ethical Theories.
4. Describe Some Of The Theories And Debates In Moral Philosophy.
5. Formulate Cogent Arguments In Defense Of Particular Ethical Theories.

Political & Social Philosophy (PHI312)

This course examines some of the main theories and concepts in the history of political and social philosophy in the western tradition. Figures examined include Plato, Aristotle, Hobbes, Locke, Rousseau, Hegel, Marx, Mill, Rawls and Foucault. Concepts discussed include: goals, purposes, guiding principles and moral principles underlying social and political philosophy, the state of nature, the social contract, the nature of justice, pluralism, the separation of powers.

Credit Hours : 3

Course Learning Outcomes

1. Apply Concepts And Theories From The History Of Political And Social Theory To The Analysis Of Particular Political And Social Formations.
2. Demonstrate Competence In Scholarly Research Methods, By Sourcing Relevant Materials, Referencing Essays Correctly, And Deploying Resources Effectively In Essays.
3. Describe Some Of The Political And Social Theories Of Philosophers From Antiquity To The Present.
4. Formulate Cogent Arguments In Defense Of Particular Political And Social Theories.

Contemporary Islamic Political Philosophy (PHI314)

This course examines Islamic political thought in the modern period by examining the works of a range of contemporary Muslim political thinkers: liberals, fundamentalists, moderates, revolutionaries, advocates of theocracy, and internationalists. Themes include: the development of classical Islamic political thought, concepts of society, authority, law, justice, international relations, the relation between religious and political institutions, and Islamic politics in a global context.

Credit Hours : 3

Course Learning Outcomes

1. Analyze Political Theory From An Islamic Perspective.
2. Compare Islamic And Non-Islamic Views On Political Philosophy.
3. Critically Evaluate Different Islamic Views On Politics
4. Describe How Contemporary Islamic Views Developed In An Historical Context.

Technology and Culture (PHI315)

This course explores basic concepts of technology and examines its specific approaches: from Aristotle in antiquity, Bacon and Descartes in early modern times, to 19th and 20th century approaches, including materialistic, idealistic, and phenomenological traditions, Critical Theory, Systems Theory and the recent visions of Techno-Science. It examines questions about the consitutive role of technology in the production of knowledge, the impact of technology on human identity and ethical questions about recent applications of technology in bioscience and nanotechnology.

Credit Hours : 3

Ethics in Business Governance (PHI320)

This course examines issues in Business Ethics specifically designed for Management and related fields. Major topics covered include: Corporate Social Responsibility, Resource Management and Structural Efficiency, Organizational Diversity, Boards and Value Creation and Business Intelligence Practices. It places these topics in the context of contemporary global economics, international law, and theories of power, while also providing historical and humanistic perspectives on value theory.

Credit Hours : 3

Epistemology (PHI322)

This course examines various theories of knowledge, both from an historical perspective and an analytical perspective. Topics covered include: the meaning of knowledge, theories of justification, types of knowledge, skepticism, and sources of knowledge. The course also investigates the institutional production of knowledge and the link between knowledge and power, and the processes for the authorization, production, reproduction and preservation of what counts as knowledge in the sciences and social sciences.

Credit Hours : 3

Course Learning Outcomes

1. Analyze Key Debates In Epistemology.
2. Be Able To Apply Concepts And Theories In Epistemology To Questions Concerning The Nature, Value, And Possibility Of Knowledge.
3. Critically Evaluate Epistemological Claims And Theories.
4. Demonstrate Competence In Scholarly Research Methods, By Sourcing Relevant Materials, Referencing Essays Correctly, And Deploying Resources Effectively In Essays.
5. Describe Some Of The Theories And Debates In Contemporary Epistemology.
6. Formulate Cogent Arguments In Defense Of Particular Epistemological Theories.

Philosophy of Mind (PHI323)

This course explores various views on the problems of mind, such as the issues of consciousness, personal identity, mind/brain interaction, physicalism, functionalism, the relationship between computation and mind, and various architectures of the mind such as the modular, the multiple drafts and the theatre of the mind models. Of principle importance will be the relationship between abstract objects (such as mathematical and physical theories, logic and arguments) and the mind.

Credit Hours : 3

Course Learning Outcomes

1. Compare Various Conflicting Theoretical Perspectives About The Nature Of The Mind, With Past And Present Models
2. Evaluate The Relevance And The Implications Of The Study Of The Mind For The Overall Definition Of The Human Being, With Its Transformations Through Historical Periods, And Different Cultures And Societies
3. Examine The Specific Contribution That Different Disciplines Provide To The Knowledge Of The Mind
4. Recognize The Historical And Philosophical Roots Of Important Theoretical Motifs That Traverse The Current Debate In The Sciences Of The Mind
5. Use In A Critical Manner Scholarly Research Considering Both Primary And Secondary Philosophical Literature

Philosophical Problems (PHI331)

This course examines the philosophical dimensions of some topic of interest, or the work of a particular philosopher or philosophical movement. It will be tailored to the students' philosophical interests and the instructor's expertise to provide an opportunity to explore in depth some topic or topics that are not otherwise available. It enables students to refine and develop their research skills at the same time as acquiring specific knowledge about the chosen topics.

Credit Hours : 3

Course Learning Outcomes

1. Apply Appropriate Methods To Solve Philosophical Problems.
2. Critically Compare Alternative Perspectives On A Given Philosophical Problem.
3. Describe Theoretical And Practical Philosophical Problems.
4. Identify The Nature Of A Philosophical Problem Through The Knowledge Of Major Figures, Themes And Methodologies In The History Of Philosophy.

Metaphysics (PHI332)

This course explores issues in metaphysics and philosophy of mind. Topics include causation, determinism, free will, the nature of consciousness, the nature of being and existence, space and time, identity, universals, the relation between mind and body and the relation of language to thought and the world. The course examines these topics both analytically and through the history of philosophy.

Credit Hours : 3

Course Learning Outcomes

1. Compare Different Approaches To Metaphysical Topics.
2. Criticize Key Thinkers And Their Views.
3. Describe The Views Of Key Thinkers.
4. Evaluate Alternative Metaphysical Theories.
5. Identify Different Theories In Central Topics Of Metaphysics.

Philosophy of Language (PHI333)

This course surveys traditional and contemporary problems related to language. Topics include: the nature of language, the relationship between semantic theory and philosophy of language, how language refers to the world, how thoughts receive mental content, the difference between what is said and what is communicated, truth, demonstratives, indexicals, and self-reference. The course examines these topics both analytically and by reference to the history of philosophy.

Credit Hours : 3

Course Learning Outcomes

1. Articulate The Reasons For, And Criticisms Of, These Central Responses To The Puzzles.
2. Construct Intellectually Independent, Critical Arguments For And Against Competing Views About Meaning, Reference And Mental Content.
3. Describe The Central Puzzles About Language Connected With Meaning, Reference, And Mental Content.
4. Describe The Central Responses To The Central Puzzles About Meaning, Reference And Mental Content And Identify The Historical Proponents Of Them.
5. Evaluate The Reasons For, And Criticisms Of, These Central Responses To The Puzzles.

Islamic Phliosophy (PHI362)

This course analyzes the sources, problems and trends of Islamic Philosophy. It deals with the factors that led to the historical rise of Islamic Philosophy, and also with the doctrines, concepts and arguments of Muslim philosophers. It analyzes the main problems of Islamic Philosophy, the connection between religion and philosophy, and Islamic perceptions of the relations between human beings and the universe.

Credit Hours : 3

Course Learning Outcomes

1. Analyze Some Islamic Issues.
2. Define The Moral Values Of Islamic Philosophy.
3. Evaluate Examples Of Islamic Doctrine.
4. Evaluate The Islamic Philosopherõs Creativity.
5. Outline The Internal And External Sources Of Islamic Philosophy.

Cognitive Science (PHI440)

This course covers current theories and debates in cognitive science, the interdisciplinary study of mind, drawing on philosophy, psychology, linguistics, computer science, logic and neuroscience on the premise that the concepts of information and computation are the key explanatory tools. Topics cover such issues as perception, reasoning, emotion, language, imagination, embodied cognition and extended cognition. The course draws on research in all the component disciplines to raise philosophical issues and to apply philosophical critique.

Credit Hours : 3

Course Learning Outcomes

1. Compare Different Theoretical Approaches To Intelligent Systems And Cognitive Functions, With Their Underlying Metaphysical And Logical Assumptions And Their Practical And Applicative Implications.
2. Examine The Connections Between Different Disciplines Within The Cog Sci Paradigm, And The Specific Contribution That These Disciplines Can Provide To The Knowledge Of The Mind.
3. Interpret In A Critical Manner Scholarly Research Published In Journals In The Natural Sciences And In The Humanities, Including Valid Hypotheses And Theories, And The Empirical Data That Support Them.
4. Recognize The Important Key Points Of The Current Debate In Brain Sciences And In Theoretical Ai And Cognitive Robotics

Principles of Professional Ethics (PHIL120)

Students will examine various ethical theories and how they are applied to specific issues within business and professional life. Students will learn to develop their own professional ethics and to reason ethically about professional life. Students will learn key terminology, theories and problematic cases for professional ethics. Students will also learn how to research about professional ethics and how to propose and present rational, ethical justifications for their professional decisions.

Credit Hours : 3

Course Learning Outcomes

1. Describe selected theories of ethics.
2. Apply theories of ethics to professional settings.
3. Evaluate arguments about issues in professional ethics.

Introduction to Psychology (PSYC100)

This course provides students with a contemporary overview of the field of psychology. The course begins with defining the characteristics that make psychology a science and key developments in the history of psychology that have shaped the field. The course examines the major domains of psychological study including the biological basis of behaviour, human development over the lifespan and the approaches to understanding a wide range of phenomena including perception, consciousness, thinking and language. We will next evaluate theories of learning, intelligence, motivation and personality. The course will illustrate the importance of social psychology in understanding how we are influenced by others and how both prosocial behaviour and prejudice can develop. Finally, the course will review the criteria for defining psychological disorders, their classification and the psychological interventions designed to reduce the impact of such disorders on well-being and quality of life.

Credit Hours : 3

Course Learning Outcomes

1. Identify the characteristics that make psychology a science and key developments in the history of psychology.
2. Describe the biological basis of behaviour and the primary stages of human development.
3. Differentiate between key cognitive processes such as perception, consciousness, memory and thinking.
4. Critically evaluate important theories of learning, intelligence, motivation and personality.
5. Recognize the importance of social psychology as a means of understanding group influence, prosocial behaviour and prejudice.
6. Define the criteria for psychological disorders and associated psychotherapeutic interventions.

Creative & Innovative Thinking Skills (PSYC105)

This course covers creative and innovative thinking skills, focusing on the theoretical conceptualizations of creative and innovative thinking as well as the practical applications involved in fostering creative and innovative thinking. It will include the use of idea-generating techniques like SCAMPER, brain storming and mind mapping and examine how change and risk-taking behavior can influence innovative thinking. Case studies will be used to understand the creative process as it fuels innovation.

Credit Hours : 3

Course Learning Outcomes

1. Apply Creative Thinking Techniques: Brain Storming, Scamper, Mind Mapping.
2. Demonstrate Creative Thinking Skills: Flexibility, Originality, Fluency And Elaboration.
3. Describe And Explain Creative And Innovative Thinking Concepts.
4. Identify Creative And Innovative Thinking Processes.
5. Implement Creative Ideas In Academic And Real Life Situations (Innovate).
6. Produce Creative (Novel, Original And Useful) Ideas.

Introduction to Scientific Enquiry in Psychology (PSYC200)

Psychology is typically defined as the science of mind and behaviour. This entails that psychologists must be able to apply scientific thinking to various areas of psychological investigation. This course provides students with the intellectual standards required for scientific thinking in psychology and the characteristics of scientific reasoning in psychology. Furthermore, examples of the benefits of a scientific psychology are identified and discussed. The course also discusses the dangers of pseudo-science in respect of understanding human behaviour and identifies the common fallacies in human thinking. In addition, the course provides students with a foundation in scientific literacy in psychology, the skills required for the interpretation of psychological research and the criteria used for evaluating scientific reasoning and research in psychology.

Credit Hours : 3

Course Learning Outcomes

1. Identify why science is important in understanding human behavior and what are the goals of scientific psychology.
2. Explain how psychological science can promote outcomes that benefit others.
3. Recognize the flaws associated with pseudo-science in the understanding of human behavior.
4. Describe the common fallacies in thinking that may impair drawing accurate research conclusions.
5. Identify how information sources differ in credibility and objectivity, favouring the criteria of expert, peer-reviewed scholarship.
6. Accurately summarize in written format specific ideas and conclusions from psychological sources.

Basic Research Methods in Psychology (PSYC201)

Research methods in psychology are strategies, processes or techniques psychologists use to collect data or evidence to investigate important research questions and hypotheses. The overall aim of this course is to provide students with the foundational skills needed to conduct meaningful psychological research. This course begins with identifying the purpose of research methods and the relationship between theory and hypotheses in formulating research questions. The course next defines basic concepts in psychological research and their relationship with reliability and validity in the use of measurement instruments typically used in various research strategies. Students will learn about the problems of generalization and how decision making in research studies is affected by sample size. The advantages and disadvantages of different sampling methods to select participants in research studies are also identified. Students will next learn about the structure of psychology research reports and practice writing basic reports. The skills needed to conduct an appropriate literature review are also identified and practiced. The key principles in both national and international codes of ethics relevant to conducting psychological research and ethical practice around data management are identified. In addition, this course aims to improve students' skills in writing a basic research report and a literature review by choosing a research topic and formulating appropriate hypotheses and research questions.

Credit Hours : 3

Prerequisites

• PSYC100
• PSYC200

Course Learning Outcomes

1. Identify the purpose of research methods in psychology and the importance of the relationship between theory and hypotheses.
2. Define key research concepts in the context of validity and reliability of measurement instruments.
3. Accurately describe the interplay between decision making and generalization based on different sampling methods in psychological research.
4. Specify the components of a psychology research report and write a basic research report.
5. Conduct an accurate research literature review using psychology databases.
6. Describe the key principles in both national and international codes of ethics relevant to conducting psychological research and data management.
7. Define the basic distinctions between qualitative and quantitative research methods.

History and Systems of Psychology (PSYC203)

This course delves into the development and evolution of the field of psychology. It will trace intellectual roots from the ancient world and early philosophical inquiries, traversing classical Rome, the Renaissance, and Middle Ages. The birth of modern science and the influence of the French, British, and German traditions will be explored. This course will also highlight the impact of romanticism and existentialism as influential precursors to modern psychology. Students will demonstrate a working knowledge of the major systems of psychology including functionalism, gestalt, psychoanalysis, behaviorism, the third force movement, and cognitive psychology. Ultimately the expectation is for students to discriminate between major traditions and their influence on contemporary theories of psychology and communicate this understanding through well-structured formal academic presentations.

Credit Hours : 3

Corequisites

• PSYC100 with a minimum grade D

Course Learning Outcomes

1. Describe historically important perspectives in psychology from its philosophical roots through to its links to the Middle Ages.
2. Explain the development of psychology as a science through the lens of the French, British, and German sociocultural traditions and their impact on scientific reasoning.
3. Evaluate the impact of Romanticism and Existentialism on the rise of modern psychology.
4. Demonstrate a working understanding of the major systems of psychology and their interpretation of clinical, social, and organizational issues.
5. Distinguish between the systems of psychology and their influence on contemporary conceptualizations of human behavior and cognition through well-constructed formal presentations.

Developmental Psychology (PSYC206)

Developmental psychology is the scientific study of how and why humans grow, change, and adapt across the course of their lives. This course introduces students to the history, theories, and key findings of developmental psychology. In the first half of this course, students will explore key theoretical underpinnings, such as the psychoanalytic, behaviorist and social learning, cognitive, and contextual theories, and how they shaped the field of developmental psychology. This course will also identify the primary research methodologies used in the study of lifespan development and their impact on contemporary psychology as a science. Biological and environmental factors, such as attachment experiences and parenting styles, and their influence on individual development will be discussed. The second half the course will focus on the unique developmental processes occurring during specific stages of life through a physical, cognitive, biological, and socioemotional lens. The course will conclude with discussions on death and dying and the universal and cultural differences in perspectives on lifespan development.

Credit Hours : 3

Prerequisites

• PSYC100
• PSYC200

Course Learning Outcomes

1. Identify the key characteristics of development psychology and the influence of important theoretical perspectives in the field.
2. Explain how biological and environmental factors such as parenting styles and attachment experiences influence individual development.
3. Describe the key physical, cognitive, and socioemotional changes that occur from the prenatal period to middle childhood.
4. Define the primary developmental changes that occur in the three stages of adulthood across physical, cognitive, biological, and socioemotional domains.
5. Communicate how culture can influence one’s perspective of development across the lifespan via a collaborative oral presentation.

Tests and Measurements (PSYC303)

This course introduces students to the field of psychometrics and identifies its importance in psychology as a discipline. It aims to identify the historical basis, important psychometric principles, and the relevant ethical issues in the uses and applications of psychological. Students will also learn the criteria necessary to evaluate the quality of psychological tests or scales using important measurement concepts such as validity and reliability. Students will apply knowledge learned in this course to develop a psychological test or scale using appropriate scaling, items format, and item analysis. Students will learn how to evaluate the appropriateness and quality of various measurement procedures reported in selected empirical psychological research papers. Students will learn how to employ scientific and measurement procedures using real data sets in analyzing, norming (e.g., normal distribution, z-scores, or percentiles), and reporting results using APA writing and publication standards. Additionally, students will learn how to identify the various purposes of common psychological tests/scales such as: intelligence, aptitude, personality, ability, and achievement tests.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206

Course Learning Outcomes

1. Accurately explain the purpose, historical basis, and contemporary ethics of psychological measurement.
2. Describe the key psychometric concepts of validity and reliability in test construction and usage.
3. Construct a basic psychological test or scale using appropriate scaling, item formatting, and item analysis.
4. Apply scientific and measurement procedures to real data sets in analyzing, norming (e.g., normal distribution, z-scores, or percentiles), and reporting results reflecting APA standards.
5. Critically evaluate the purposes and characteristics of psychological tests in the domains of intelligence, aptitude, personality, ability, and achievement.
6. Apply psychometric concepts to evaluate psychological tests used in published psychology research papers.

Cognitive Psychology (PSYC305)

Cognitive psychology is a subfield of psychology concerned with the scientific study of mental processes. This course provides students with an overview of the mental processes used to acquire, process, and retain information. Topics covered include perception, attention, memory, knowledge representation, language, reasoning, and problem solving. We will discuss the historical origins of the field of cognitive psychology, the neural basis of cognition, research methods, and theoretical models associated with various cognitive processes. The course emphasizes the contributions of experimental research to the field of cognitive psychology and we will identify and describe key experiments that helped shape important theories of cognition. Students will gain first-hand experience with research in cognitive psychology by taking part in demonstration experiments, analyzing and interpreting the results of such demonstrations, and by conducting critical reviews of empirical research articles. The course will also include a discussion about the applications of cognitive psychology to some real-world issues.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206

Course Learning Outcomes

1. Describe the information processing approach to the study of cognition and associated research methods to understand how the mind and brain function in neuroscience.
2. Critically evaluate theoretical models of perception, attention, and working memory in the context of key studies and empirical findings.
3. Accurately identify the various types of long-term memory and common causes of forgetting and memory errors.
4. Compare and contrast theories of language, knowledge representation and problem solving based upon empirical findings in the literature.
5. Effectively communicate research findings in cognitive psychology using oral presentations.

Abnormal Psychology (PSYC306)

Abnormal psychology is the branch of psychology that studies unusual patterns of behavior, emotion, and thought, which could possibly be understood as a mental disorder. In this course, students explore the discipline's foundations and historical evolution, gaining insight into key psychological concepts and their development over time. The course emphasizes evaluating diagnostic methods and systems of classifying psychological disorders, focusing on credible, socio-culturally relevant approaches. Topics in common mental health difficulties and more complex presentations are also examined, fostering critical thinking and scientific analysis of psychopathology research. Furthermore, treatment strategies and ethical practice in abnormal psychology are identified, integrating responsible professional conduct with therapeutic approaches. The course culminates in synthesizing knowledge within diverse sociocultural and global contexts, thus highlighting abnormal psychology's application in addressing global issues

Credit Hours : 3

Prerequisites

• PSYC319 with a minimum grade DPSYC206

Course Learning Outcomes

1. Describe the foundations and evolution of abnormal psychology.
2. Evaluate diagnostic methods and classification systems of psychological disorders with emphasis on credible socio-culturally sensitive approaches.
3. Critically explore topics in both common mental disorders and more complex psychopathology.
4. Identify treatment strategies and ethical practice in abnormal psychology.
5. Synthesize knowledge of abnormal psychology in sociocultural and global contexts.

Introduction to Health Psychology (PSYC307)

Health psychology is a field within psychology that focuses on the behavioural, cognitive, psychosocial, and physiological factors that influence individual responses to health and illness. This course begins with providing students with an overview of the historical development of health psychology and identifies the importance of the biopsychosocial model in achieving a more comprehensive understanding of the factors that influence health and illness. Students will next learn about the human stress response, models of understanding stress and variation in coping responses to stress. The complex relationship between health cognitions, behaviour and health is addressed in the context of several key areas such as exercise, sleep, and nutrition. The role of health psychology in the context of chronic and life-threatening diseases is next identified with specific reference to cardiovascular disease, diabetes, and cancer. Finally, students will learn about the contribution of health psychology in understanding the factors that influence seeking healthcare and treatment and effective pain management.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• Pre/Co PSYC206

Course Learning Outcomes

1. Identify the factors that have influenced the development of health psychology and the importance of the biopsychosocial model as a way of understanding health and Illness.
2. Accurately describe the human stress response, models of understanding stress and individual variation in coping with stress.
3. Identify the importance of specific factors that contribute to positive health including exercise, nutrition, sleep, and health cognitions/beliefs.
4. Explain the contribution of health psychology in the effective management of chronic and life-threatening illnesses such as cancer, diabetes and cardiovascular disease.
5. Identify the contribution of health psychology in understanding the factors that influence seeking and obtaining health care and pain management.

Social Psychology (PSYC308)

Social Psychology is the scientific study of how behaviors, thoughts, and emotions are affected by the real or imagined presence of other people. This course provides students with an overview of theories and research that explain how people interact, influence one another, and make judgments about others. Topics covered include are social cognition, social influence, group dynamics, prejudice, aggression, prosocial behaviour, and close relationships. We will identify and describe key studies in social psychology and evaluate these studies critically while considering some ethical issues associated with them. This course also highlights the application of social psychology principles to everyday life and real-world problems.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206

Course Learning Outcomes

1. Accurately identify the focus, goals, and research methods of social psychology.
2. Define social cognition with reference to heuristics, attributions and attitudes.
3. Accurately describe classic studies in the scientific study of conformity and obedience and their implications for human behaviour.
4. Describe various group influence phenomena, including ingroup and outgroup categorization, deindividuation, group polarization, social loafing, and groupthink.
5. Critically evaluate empirical research articles about prosocial behavior and close relationships in the context of cultural differences.
6. Apply key concepts of prejudice and aggression to promote social harmony and conflict resolution while collaborating effectively on a team-based project.

Intermediate Research Methods (PSYC310)

This course builds on the knowledge and skills acquired by students in PSYC 201 (Basic Research Methods) and aims to further develop the student’s ability to conduct meaningful psychological research. The course defines the key differences between quantitative and qualitative research methods, the types of research questions they can provide answers to and their respective advantages and disadvantages. Students will learn about different experimental designs (such as true experimental designs, quasi-experimental and advanced designs) and the extent to which each can support claims of causality. Following this, the advantages and disadvantages of cross-sectional and longitudinal research designs will be identified and discussed. The course also introduces qualitative research methods and clarifies the assumptions of this approach in addition to the practical use of thematic analysis and grounded theory designs. Furthermore, the course aims to improve students' advanced scientific writing skills in psychological research by writing research reports via experimental and non-experimental research projects that adhere to the American Psychological Association (APA) publication guidelines. In addition, the course will help develop students' collaboration and project management skills through participation in research team projects.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206

Course Learning Outcomes

1. Evaluate the extent to which various experimental research designs strategies rule out alternative explanations and support claims of cause and effect.
2. Describe the advantages and advantages of cross-sectional and longitudinal research designs.
3. Accurately define the underlying assumptions of the qualitative research approach and the characteristics of thematic analysis and grounded theory.
4. Demonstrate advanced scientific writing skills in psychological research.
5. Participate effectively in research teams and demonstrate professional collaboration and project management skills.

Psychology of Learning (PSYC312)

Learning is one of the most important topics in contemporary psychology. The course provides an overview of the major theoretical approaches in psychology in relation to how learning and change takes place including behaviourism, cognitivism, social learning and neuroscience. The course begins with a review of early associative/classical conditioning accounts of learning and key concepts by Watson and Pavlov. Next, functionalist models of learning are introduced beginning with the work of Thorndike and moving to Skinners Radical Behaviourism and operant conditioning. The differences between respondent and operant behaviour are clarified along with key concepts in operant learning. Following this more cognitive accounts of learning are introduced including the work of Tolman and concepts such as latent learning and reinforcement expectancy. Observational and social cognitive theories are then discussed using the work of Bandura and key terms. Finally, neurophysiological accounts of learning and contemporary findings are discussed beginning with pioneering work of Donald Hebb.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206

Course Learning Outcomes

1. Describe the contributions of Pavlov and Watson to the development of classical conditioning and the key concepts underlying associative models of learning and their application.
2. Identify the main conceptual differences between operant and classical conditioning and the main principles and applications of operant learning.
3. Explain the historical development and characteristics of cognitive, social cognitive and observational theories of learning.
4. Discuss the contributions of neurophysiological accounts of learning and contemporary findings in this domain.
5. Communicate the applications theories of learning through well-structured formal academic presentations.

Educational Psychology (PSYC313)

This course covers the principles and concepts of educational psychology. Topics include psychological principles of teaching and learning, planning and evaluation, student development, settings of class learning, intelligence and individual differences, and motivation in education and applications.

Credit Hours : 3

Course Learning Outcomes

1. Compare And Contrast Various Learning Theories: Behavioral, Social Cognitive, Cognitive And Constructive Theories And Their Applications In Classroom Context.
2. Define Educational Psychology Theory, Knowledge And Research Methods, And Describe And Think Critically About Ways They Can Contribute To The Educational Environment Including Effective Teaching.
3. Discuss And Identify The Influence Of Diversity And Individual Differences In Terms Of Intelligence, Cultural/Linguistic Background, And Gender On The Learning Of Individual Students In The Classroom.
4. Discuss The Importance Of The Educational Psychology To The Development Of A Student’S Personal, Social, Emotional, Physical And Cognitive Development.

Sensation and Perception (PSYC314)

This course covers basic theory and research in sensation and perception. How we get information from the environment, and how do we make sense out of the information we receive. Topics include the five senses (touch, smell, taste, hearing, and vision). Color perception, depth perception, size perception, tactile perception, temperature perception, pain perception, olfactory perception, taste perception. Perceptual deficits and losses, perceptual development and aging.

Credit Hours : 3

Prerequisites

• PSYC100

Course Learning Outcomes

1. Classify the fundamental processes that give rise to sensation and perception and demonstrate general knowledge regarding the link between the brain, behavior, and the world around us
2. Describe the sensory systems, and distinguish between sensation and perception.
3. Evaluate research and use reliable resources in sensation and perception in order to distinguish valid evidence from common misconceptions and demonstrate understanding of the unscientific nature of the claims such as extra sensory perception
4. Explain some of the commonly used scientific methods and techniques to answer questions related to sensation and perception
5. Explain the main functions of the five primary sensory and perceptual systems and describe several key mechanisms of sensation, perception, and action
6. Outline the significance of the complex behavioral and neural processes by, which environmental stimuli falling on sensory receptors are translated into the ability to perceive the world and interact with their surroundings

Industrial Organizational Psychology (PSYC315)

This course introduces students to the field of Industrial and Organizational (I/O) Psychology, the scientific discipline that draws upon theory and research to understand human behaviour in the workplace. Students in this course will first be introduced to broad theoretical contributions and research in Industrial/Organisational psychology. Employee and personnel issues, including specific topics such as pre-employment selection issues like job analysis, employee selection and placement, evaluating employee performance, and employee training will be critically examined. This course will also address work related issues and worker-centred processes, including worker motivation, positive work attitudes and behaviours, and stress and burnout in the workplace. The course will conclude by outlining group oriented organizational topics including communication, working in teams, decision making in teams, leadership, and organizational structure and culture.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206

Course Learning Outcomes

1. Identify the historical development of I/O psychology and understand why both theory and research are critical for understanding behavior in the workplace.
2. Accurately describe applications of I/O to human resource issues such as employee assessment, selection, evaluation and training.
3. Critically evaluate key theories of motivation in the workplace and methods to enhance positive employee attitudes.
4. Identify the primary sources of stress in the workplace and the characteristics and consequences of burn-out.
5. Develop an understanding of work group and organization issues in the areas of decision- making, leadership and organizational structures.

Personality and Individual Differences (PSYC317)

This course is designed to introduce students to the study of personality and individual differences. The course covers major theoretical approaches to the study of personality, including psychoanalytic, neo-analytic, trait, humanistic, cognitive, and behavioral approaches. Students will learn to apply key concepts of personality to predict thoughts, emotions and behaviour. Topics related to individual differences will also be discussed with a particular focus on intelligence. Assessment methods of personality and individual differences will be identified and described. Students will gain a more practical understanding of personality measurement tools via self-application. A particular emphasis of the course is on the critical evaluation of theories and measures of personality and individual differences.

Credit Hours : 3

Prerequisites

• STAT180
• PSYC100
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC308
• PSYC319

Course Learning Outcomes

1. Explain how the construct of personality in psychology is used as method of explaining variation in human behaviour, thoughts and emotions.
2. Distinguish between the major concepts associated with psychoanalytic and neo-analytic approaches to the study of personality.
3. Describe the characteristics of trait theories of personality and the contribution of factor analysis.
4. Identify the differences between objective and subjective tests of personality and employ a commonly used objective test of personality to gain practical knowledge about test administration and interpretation while considering the sociocultural context.
5. Evaluate the strengths and weaknesses associated with humanistic, cognitive, and behavioral approaches to understanding the development of personality.
6. Critically evaluate individual differences in creativity, mindfulness, emotional intelligence, and intelligence via a team-based oral class presentation.

Arab Psychology (PSYC318)

This course explores how culture, religion, philosophy and history shape and impact Arab psychology. Students will evaluate the relevance and applicability of Western psychological models and empirical findings to Arab psychology and thoughtfully apply psychological principles to a variety of Arab psychological contexts, such as mental health care, group behavior and migration and acculturation challenges. Importantly, the course emphasizes ethical standards within Arab psychology with particular references to conflict resolution; and enhances skills in communicating Arab psychology constructs and potential contributions to a Western audience. Lectures, seminars, extensive discussion, role plays and fortnightly readings will aim to foster a comprehensive and critical understanding of the subject.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC308
• PSYC319

Corequisites

• PSYC200

Course Learning Outcomes

1. Analyse the cultural and historical influences on Arab psychology.
2. Evaluate the applicability Western psychological models to contemporary Arab psychology.
3. Apply psychological principles to a variety of Arab psychological settings such as mental health care, social dynamics, and migration.
4. Explain ethical standards within Arab psychology in the contexts of applied practice and conflict resolution strategies.
5. Demonstrate effective communication of Arab psychology to a Western audience.

Biological Basis of Behaviour (PSYC319)

This course provides students with a comprehensive exploration of the biological foundations of behavior, with a focus on understanding the intricate roles of cellular structures like neurons and synapses. Through an in-depth examination of various neuroscience research methods, including anatomical, physiological, and genetic techniques, students will develop a thorough understanding of brain function and behavior. Moreover, students will thoroughly examine the biological mechanisms underlying sensory perception, encompassing vision, hearing, mechanical, and chemical senses, as well as motor control. Additionally, the course will use students' personal experiences to explore the physiological mechanisms of sleep and wakefulness, along with internal regulatory systems governing temperature and hunger, and their implications for health and behavior. Students will also gain a deeper understanding of how the brain's neural processes drive learning, memory, intelligence, and cognitive functions, considering factors such as development, plasticity, and psychopathology.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• PSYC305
• PSYC308
• PSYC310

Course Learning Outcomes

1. Describe the essential role of cellular structures, such as neurons and synapses, in improving our understanding of behavior and mental processes, emphasizing how crucial they are to psychological science.
2. Critically interpret the effectiveness and limitations of various neuroscience research methods, covering anatomical, physiological, and genetic techniques, to develop a comprehensive understanding of their applications in studying brain function and behavior.
3. Evaluate plausible explanations for the biological mechanisms involved in sensory perception (vision, hearing, mechanical, and chemical senses) and motor control, illustrating how these systems work together.
4. Identify the physiological mechanisms of sleep and wakefulness, internal regulatory systems (including those governing temperature and hunger), and their implications for health and behavior.
5. Analyze how the brain's neural processes drive learning, memory, intelligence, and cognitive functions, considering factors such as development, plasticity, and psychopathology.
6. Discuss and critically evaluate a recent research article in the neuroscience literature, effectively communicating findings through an oral group presentation.

Environmental Psychology (PSYC321)

This course provides students with contemporary developments in the field of environmental psychology. Environmental psychology primarily studies the interplay between individuals and the built and natural environment. The course examines first examines the key characteristics of environmental psychology and the topics it focuses on. It next examines the relationship between environment, stress and well-being. Environmental problems such as climate change, pollution, and deforestation are major challenges threatening the health, economic prospects, and food and water supply of people across the world. Because human behaviour is one of the main causes of these environmental problems, we examine the ways by which we can potentially change people’s behaviour to reverse environmental problems, encourage pro‐environmental behaviour while at the same time preserving human well‐being and quality‐of‐life.

Credit Hours : 3

Prerequisites

• PSYC100
• PSYC200PSYC201PSYC203PSYC206STAT180

Course Learning Outcomes

1. Accurately define the key characteristics and goals of environmental psychology.
2. Describe the relationship between environment, urban design, stress and well-being.
3. Critically evaluate theories of environmental behaviour change and social influence.
4. Identify the barriers to environmental behaviour and strategies to overcome them.

Cross-Cultural Psychology (PSYC323)

This course offers an in-depth exploration of cross-cultural psychology, focusing on the key concepts, theories, and frameworks that examine the influence of cultural contexts on human psychology. Students will engage with material that details how cultural factors shape behaviors, perceptions, and cognitive processes, including sensation, perception, intelligence, and consciousness. Through critical and comparative analyses, the course will guide students in evaluating the methodologies used in cross-cultural research, highlighting the complexities and challenges involved in studying diverse cultures. Emphasis will be placed on the theoretical and empirical approaches to understanding how culture affects emotional responses and social behaviors, alongside exploring variations across cultures. Additionally, students will learn to design and propose research or intervention strategies that address how cultural contexts impact upon psychological development and psychological disorders.

Credit Hours : 3

Prerequisites

• PSYC100PSYC200PSYC201PSYC206PSYC203

Course Learning Outcomes

1. Explain key concepts and theoretical frameworks of cross-cultural psychology, emphasizing how cultural contexts influence human psychology.
2. Apply critical and comparative analysis to evaluate cross-cultural research methodologies, demonstrating an understanding of the complexities involved in studying cultures.
3. Describe the role of cultural factors in shaping cognitive processes such as sensation, perception, intelligence, and states of consciousness.
4. Critically assess the influence of culture on emotional responses, personality development and social cognition and behaviors, using theoretical and empirical approaches to understand cultural variations.
5. Propose research or intervention strategies that address cultural impacts on psychological development and mental disorders.

Clinical Psychology (PSYC401)

Clinical psychology is the branch of psychology concerned with the assessment and treatment of mental illness and psychological problems. This course provides an overview of the history, current practice and the science and profession of clinical psychology. The origins and development of clinical psychology as a distinct profession are first discussed followed by an examination of current controversies related to contemporary practice in the field. Students are introduced to the concept and importance of the clinical psychologist as a scientist-practitioner and the criteria for good clinical research are identified. The course also highlights relevant ethical issues in the practice of clinical psychology in an international and local context. The general process of clinical assessment and the primary methods of assessment in routine clinical practice are identified and described. The course also introduces students to the difference between diagnosis and formulation. General issues in psychotherapy practice are described followed by a more detailed examination of current approaches to the practice of psychotherapy. The course concludes with identifying the training requirements to become a clinical psychologist and identifying some of the strategies to prevent burn-out and related problems.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Accurately describe the evolution of clinical psychology and current controversies affecting contemporary clinical psychology practice.
2. Identify the criteria for evaluating good clinical psychology research and its importance to the role of the clinical psychologist as a scientist-practitioner.
3. Apply ethical principles to clinical dilemmas in normal practice with appropriate cultural considerations.
4. Explain the process, standards and methods of clinical assessment used in diagnosis and formulation.
5. Compare and contrast between different models of psychotherapy.
6. Identify training requirements, self-awareness and self-care strategies to work effectively as a clinical psychologist.

Cognitive Neuroscience (PSYC402)

This course provides a comprehensive introduction to the fundamental concepts, theories, and methods used in the study of cognitive neuroscience. Students will explore the intricate workings of the human brain and how it relates to cognitive processes such as perception, attention, memory, language, decision-making, and problem-solving. Students will develop a solid understanding of the neural mechanisms underlying cognition. They will gain insight into the cutting-edge research techniques used in the field, including brain imaging (e.g., fMRI, EEG), and neuropsychological studies. Moreover, students will critically analyze empirical studies and learn to interpret and evaluate scientific findings in cognitive neuroscience.

Credit Hours : 3

Prerequisites

• PSYC100 with a minimum grade D
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319STAT280

Course Learning Outcomes

1. Describe the anatomical structures and functional organization of the nervous system and identify and explain various experimental methods and techniques employed in cognitive neuroscience.
2. Accurately identify the neural processes underlying perception, object recognition, and attention based upon the mechanisms through which sensory inputs are transformed into meaningful perceptual experiences.
3. Discuss the neural correlates and anatomy of memory and language and identify and describe neurological disorders affecting these mental faculties while considering the etiology and symptomatology of the disorder.
4. Apply knowledge of cognitive neuroscience principles and methodologies to design and propose a research studies investigating topics related to emotion and cognitive control
5. Critically evaluate empirical research studies related to social cognition and consciousness and prepare an oral presentation about it.

Experimental Psychology (PSYC403)

This course examines the nature and role of experimentation in psychology. Topics include the role of experimentation in psychology; basic concepts, the development of experimental methods in psychology, experimental versus non experimental methods; training in designing and running experiments, analyzing data and writing the experimental report. Laboratory and field experiments are undertaken in the fields of sensation, perception, learning, memory and social behavior

Credit Hours : 3

Prerequisites

• STAT180
• PSYC100

Course Learning Outcomes

1. Applying critical thinking regarding the introduction to experimental psychology.
2. Ilustrate the principles of experimental research methods in psychology and distinguish between different experimental aproaches.
3. Test hypotheses including identifying the Independent dependent and irrelevant variables and choose the apporpriate Eexperimental approaches.
4. Use appropriate statistical procedures and software to analyze Ddata and Iinterpret findings.

School Psychology (PSYC405)

This course is designed to introduce students to the discipline of school psychology. It will provide students with an overview of the history and development of the field of school psychology. This course will identify the ethical principles and relevant standards that regulate the professional practice of school psychology from a western perspective, while integrating proposed regulations and guidelines in the MENA region. This course will also highlight the intricate interactions between psychological, biological, social, and cultural factors and their respective impact on individuals in the educational environment. Students will be exposed to data gathering practices, such as interviewing, behavioral observations, and rating scales, for the purpose of integrating information and writing a functional behavioral assessment. Students will also be introduced to other school-based assessment strategies, such as curriculum-based, cognitive, and achievement assessments, to understand the utility of such approaches within the school context.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Explain how historical events have influenced the development of the profession of school psychology.
2. Apply ethical standards to dilemmas that may arise when working with students, parents, teachers and administrators in the school setting.
3. Distinguish between psychological, biological, social, and cultural factors that impact behavioral and psychological phenomena that occur within the school environment.
4. Demonstrate the use of effective data gathering strategies, such as interviewing and detailed observation of clinically relevant information while mitigating against the effect of personal biases that may influence professional judgment.
5. Write a clear and concise functional behavioral assessment that integrates multiple sources of data
6. Distinguish between various school-based assessment approaches and their respective purposes.

Forensic Psychology (PSYC406)

This course provides students with an overview of the field of forensic psychology. The course will cover the history and origins of the field of forensic psychology and provide the student with an understanding of the domains of forensic psychology work. Forensic psychologists help courts make informed decisions about cases when some aspect of psychology is involved. The course will pay particular attention to examining the relationship between theories of crime, psychological disorders and types of offending. The course will identify the skills needed to be a forensic psychologist and the core competencies required. The course will provide students with practice in writing a forensic psychology report and how to write a forensic formulation. Students will also learn about the application of forensic psychological assessment to issues such as victim impact, assessment of risk and custody evaluations.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Identify the role of forensic psychology in the justice system and identify the ways in which forensic psychologists’ interface with the legal system.
2. Evaluate the relationship between theories of crime, psychological disorders and types of offending.
3. Identify the requirements and competencies needed for data driven forensic psychological evaluations.
4. Write a basic forensic psychology report using provided case study information.
5. Explain the application of psychology in criminal and non-criminal matters such as the assessment of risk, victim impact and child custody evaluations.

Affective Science (PSYC408)

This course explores human emotions and affective processes, providing a comprehensive understanding of physiological, neurological, and cognitive theories of emotion and their evolution in light of modern scientific advancements. It offers an in-depth overview of the physiological processes that underlie emotions, their functions, and the expression of emotions. Students will learn to study emotions scientifically, understand how emotions function in the brain, and examine the impact of personal emotions like empathy, shame, and jealousy on thought and behavior. The course will also cover emotional regulation and the intersection between group processes and gender. It will conclude with a deeper analysis of the universal and unique aspects of emotions across different cultures.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Critically evaluate theories of emotion and contemporary research methods in the field of affective science.
2. Analyze how physiological processes affect the function and expression of emotions across different contexts.
3. Describe the impact of emotions on human behavior and cognition, and the significance of emotional processes.
4. Describe the influence of emotions and emotional regulation on attitudes, judgments, and peer interactions.
5. Evaluate universal and cultural differences in emotions in the context of gender, social relationships, and happiness.

Judgement and Decision Making (PSYC409)

This course is designed to introduce students to the study of judgments and decision making. It covers classical and contemporary theories of judgment and decision making, including Expected Utility theory and Prospect theory. The psychological processes that underlie judgments and decision making will be examined, with a particular focus on biases and heuristics. Students will learn how people’s choices deviate from “optimal” rational decisions, why such deviations occur, and techniques to improve individuals’ and groups’ choices. The course also highlights the influences of affect, context, and individual differences in decision making. In addition, we will explore how concepts of judgments and decision making can be used to predict and interpret real-world events.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Compare and contrast Expected Utility theory and Prospect theory in context of human decision making.
2. Distinguish between System 1 and System 2 thinking decision-making and describe common heuristics and biases that influence judgment and decision making.
3. Apply concepts of decision-making under uncertainty and risk to predict and interpret real-world events.
4. Identify how emotions, perceived expertise, and personality influence judgment and decision making.
5. Describe the dynamics of group decision making and formulate strategies to shift and improve group decisions.

Social Cognition, Prejudice, and Stereotyping (PSYC410)

This comprehensive course will explore the link between stereotyping, prejudice and discrimination, covering various interrelated themes. Students will delve into the theoretical foundations of prejudice, including the nature of stereotypes, their impact on social interactions, contemporary theories of prejudice, and the role of individual values and belief systems. Further, this course will allow students to explore research methodologies used in prejudice and discrimination research and its impact on the field of psychology. The influence of stereotyping on the development of prejudice behavior and ideologies across the globe will be explored through a sociocultural lens, and shift from prejudice to discrimination and its impact of human interactions, especially within group contexts, will be discussed. An in-depth exploration of the nature and experience of discrimination, including its various forms such as gender, age, ability, and appearance discrimination will be critically examined. The course will conclude with identifying ways to reduce prejudice and discrimination intra- and interpersonally

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180 or PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280 or PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Distinguish between key theories of the underlying causes stereotype and prejudice and impact on oneself.
2. Apply critical thinking skills to recognize how research has shaped the understanding of in prejudice and discrimination and its understanding on psychological phenomena.
3. Recognize and analyze the link between stereotypes, prejudice, and discrimination and their impact on social divisions, identity, and inequality in clinical, social, and organizational contexts.
4. Critically evaluate the nature and experience of discrimination and the impact on human interactions.
5. Accurately describe strategies and interventions that can be applied to effectively address or mitigate the negative consequences of stereotypes, prejudice, and discrimination in practice.

Entrepreneurship for Psychologists (PSYC411)

Entrepreneurship is the ability and readiness to develop, organize and run a business enterprise, along with any of its uncertainties in order to make a profit. The purpose of this course is to introduce students to the psychology of entrepreneurship. The course begins with an examination of entrepreneurship as a distinct process and examines the value of specific theories in understanding entrepreneurship. Next the empirically based psychological characteristics of entrepreneurship are identified including personality, specific competencies, cognitive abilities, motivation and emotional intelligence. The relationship between organizational factors and the fostering of innovation and entrepreneurship are also discussed. Students are introduced to models of consumer decision making and behaviour and their implications for entrepreneurship. Finally, students will gain experience in innovation by building a simple business idea in a team format.

Credit Hours : 3

Prerequisites

• PSYC100 with a minimum grade D

Course Learning Outcomes

1. Identify the contribution of psychological theories to understanding entrepreneurship as a process.
2. Describe the empirically based psychological factors (i.e., personality, competencies, cognition, motivation, and emotional intelligence) that are associated with entrepreneurship.
3. Analyze the relationship between specific organizational factors in facilitating entrepreneurship such as team functioning, leadership and training.
4. Understand models of consumer decision making and behaviour and their implications for successful entrepreneurship.
5. Use psychological knowledge in relation to successful entrepreneurship to develop and present a team-based simple business plan.

Psychotherapeutic Skills (PSYC413)

This course focuses on providing students with the foundational skills essential for forming therapeutic relationships and effective therapeutic interactions with clients from diverse backgrounds. It also guides students in the skills needed to perform basic, ethically informed clinical assessments, while addressing the creation and application of evidence-based intervention strategies for common disorders such as depression and anxiety. The course identifies methods of assessing client progress, effectively managing therapy conclusion and adapting therapeutic techniques to diverse cultural contexts. Through this curriculum, students will cultivate a good understanding of relevant psychological principles, ethical practices, and culturally sensitive therapeutic approaches.

Credit Hours : 3

Prerequisites

• PSYC304PSYC401

Course Learning Outcomes

1. Develop foundational skills for establishing a therapeutic relationship.
2. Demonstrate the ability to carry out a basic and ethically informed clinical assessment.
3. Create and apply evidence-based intervention strategies.
4. Identify methods to assess client progress and successfully manage the conclusion of therapy.
5. Adapt therapeutic techniques to cater to diverse cultural backgrounds.

Differential Psychology (PSYC416)

This course covers basic concepts and methods of individual differences, with emphasis on gender differences. It includes the nature, characteristics, distribution and determinants of individual normality and abnormality. Theories in clinical psychology; psychoanalysis, behaviorism and differences; group and individual differences in intelligence, achievement, aptitudes, attitudes, motives, and traits; and the role of the psychology of individual differences in educational and vocational fields as well as an overview and research on gender similarities and differences are also included.

Credit Hours : 3

Prerequisites

• PSYC100

Neuropsychology (PSYC417)

Neuropsychology is a branch of neuroscience that traditionally has relied more on clinical case studies (brain damaged patients) as a source of information for identifying the functional significance of various regions of the brain. The course provides the basis for understanding/diagnosis/and treatment of most common neuropathological and neurobehavioral syndromes (e.g., traumatic brain injury, aphasia, dyslexia, cerebrovascular accidents [strokes], dementia, etc.). Prerequisite: PSY 202

Credit Hours : 3

Prerequisites

• PSYC202 with a minimum grade D

Course Learning Outcomes

1. Evaluate The Strengths And Limitations Of Various Methodological Approaches
2. Explain Neuropsychological Disorders, Their Etiology, Risk Factors And Treatment/Management Methods
3. Recognize The Organization Of The Nervous System
4. Use And Integrate And Effectively Communicate Knowledge In The Field.

Seminar in Psychology (PSYC419)

This seminar-based course offers an in-depth study of selected topics in human behavior. Topics vary each semester according to the specialization of faculty members.

Credit Hours : 3

Prerequisites

• PSYC452

Crisis and Trauma Psychology (PSYC420)

This course is designed to introduce students to the field of crisis and trauma psychology. The key differences between crisis, trauma and disaster are described followed by an overview of the six major categories of crisis. This is followed by an overview of theories of trauma and the historical development of the scientific study of trauma. The relationship between adverse child events and the development of trauma is discussed in the context of attachment theory and brain development. The primary models of treatment for both children and adults are outlined along with an overview of assessment of trauma. The course next discusses the effects of disasters at the level of the individual, community and culture along with an overview of psychological first aid in disaster settings and the effects of secondary trauma on those providing professional care.

Credit Hours : 3

Prerequisites

• PSYC100PSYC200PSYC201PSYC206PSYC203STAT180PSYC303PSYC308PSYC317

Course Learning Outcomes

1. Accurately differentiate between crisis, trauma and disaster and categories of crisis.
2. Critically evaluate theories of trauma and PTSD in their historical context.
3. Identify the relationship between adverse events in childhood and developmental trauma.
4. Describe models of treatment in children and adults.
5. Describe the effects of disasters on individuals, families, communities, cultures, and carers.

Internship in Psychology (PSYC452)

In the is Internship course, students will apply theoretical knowledge and skills learned throughout their course work to the real-world setting through in internship site placement. Students will engage in hands-on, experiential learning opportunities within diverse settings, such as clinical facilities, community organizations, or educational institutions, under the supervision of a site supervisor. While on placement, students will be expected to abide by ethical standards and professional conduct, as outlined by professional organizations such as the APA, BPS, and Dubai Medical City, and set by their placement's policies and procedures. This course emphasizes student recognition and mitigation of individual biases that can impact the practice of psychology while fostering the development of effective professional communication skills with clients, peers, and professionals during their placement. Depending on their placement students will engage in information gathering sessions, observations, case presentations, assessment, client planning, case studies, and training workshops. Students are expected to deliver a case presentation and draft a case report, integrating relevant theoretical and client information, while maintaining confidentiality.

Credit Hours : 3

Prerequisites

• PSYC100
• STAT180
• PSYC200
• PSYC201
• PSYC203
• PSYC206
• STAT280
• PSYC303
• PSYC305
• PSYC306
• PSYC308
• PSYC317
• PSYC319

Course Learning Outcomes

1. Apply ethical and legal standards relevant to the practice of psychology, adhering to professional codes of conduct and respecting the rights and welfare of clients and colleagues.
2. Effectively deliver a case presentation that demonstrates integration of theoretical knowledge and client conceptualization.
3. Demonstrate effective communication, interpersonal skills, collaboration, ethical decision-making, and professionalism.
4. Reflect on inter- and intra-personal biases and their impact on interactions within an organization and on clients.
5. Draft a confidential case summary report that integrates theoretical knowledge and relevant client data.

Research Project (PSYC454)

The Senior Research Project is a capstone course in which students, under the guidance of a faculty mentor, will conceptualize, design, and conduct an original empirical research study. This course will support students in summarizing ideas and conclusions form psychological sources in order to identify a research topic of study to carry out. This course introduces students to the IRB process, outlining key ethical considerations in research, and require them to draft an IRB proposal. Students will implement data analyses strategies specific to their research design. This course will have students to consider cultural implications for research and potential limitations with a sociocultural framework. Ultimately, a final research presentation and paper that aims to consolidate and apply the research skills, theoretical knowledge, and methodological expertise acquired throughout the undergraduate program will be produced.

Credit Hours : 3

Prerequisites

• PSYC302PSYC310

Course Learning Outcomes

1. Accurately summarize ideas and conclusions from psychological sources and research to conceptualize a research project.
2. Prepare a high-quality research proposal that adheres to ethical standards to be submitted to the ethical review process.
3. Identify and apply the appropriate use of data analyses techniques to a specific research design.
4. Evaluate the generalizability of research findings within a sociocultural framework, including identifying limitations when extending western constructs and psychological principles in culturally relevant contexts.
5. Effectively communicate research findings through a comprehensive and well-organized presentation and research paper that articulates the significance of their research, discusses limitations, and suggests directions for future research, adhering to APA style and guidelines.

Integrated Capstone (PSYC485)

The capstone course is a hybrid academic/practical training course in which students develop specifically conceived academic topics and integrate these with practical skills/experiences gained in a simulated clinical context role-play. The focus of the course is to introduce students to the notion of evidence based psychological therapies and how some of these are used to treat common mental health problems. As well as focusing on evidence-based therapies, the course draws on, and integrates, different areas within the discipline of psychology to illustrate and enrich the teaching.

Credit Hours : 3

Prerequisites

• PSYC401 with a minimum grade D or PSYC306 with a minimum grade D

Course Learning Outcomes

1. Demonstrate sufficient of knowledge in different fields of psychology covered (namely, learning theory, psychopathology, clinical psychology.
2. Apply critical skills to analyze and review research papers in the context of literature review.
3. Demonstrate effective communication skills in discussing major psychological issues and when working with vulnerable individuals.
4. Present and interpret research data in the context of literature review.
5. Complete an assessed role play that integrates therapeutic knowledge and skills learned in the course.

Introduction to Applied Linguistics (TSL110)

Applied linguistics is the theoretical and empirical investigation of real-world problems in which language is a central issue, and it draws upon research in education, linguistics, psychology, sociology, and anthropology. The course demonstrates how, for example, applied linguists employ research findings from linguistics, education and psychology to develop second language teaching methodologies and to implement successful literacy programs; how they employ sociolinguistic and pragmatic knowledge in the elucidation of misunderstandings in cross-cultural communication; how they draw on findings from discourse analysis and pragmatics to clarify written and spoken communication in professional settings such as hospitals and law courts; how they use knowledge of phonetics and phonology to solve problems in speech therapy; and how they draw on the many contributing fields to address major societal issues such as language planning. Through these and other examples, the course explains how applied linguists employ the theories and tools of formal linguistics, education, psychology, and sociolinguistics in a wide variety of socially useful ways.

Credit Hours : 3

Course Learning Outcomes

1. Develop the technical vocabulary necessary for the discussion of issues in applied linguistics.
2. Explain the nature & scope of applied linguistics & the key concepts in the field.
3. Describe the fundamental principles involved in conducting research in applied linguistics.
4. Give examples of how applied linguistics research is relevant to the field of EFL teaching.
5. Differentiate between contending approaches to applied linguistics in theory & practice.

Second Language Acquisition & Teaching (TSL321)

This course is a thematic application, and it focuses on the unique attributes of adult language education contexts. The course will train students to develop practical materials and methods to enhance their ability to conduct useful and relevant lessons with adult learners. By the end of the course students will have gained knowledge of the main issues surrounding adult language education and the ability to plan and conduct an effective language class with adult language learners.

Credit Hours : 3

Prerequisites

• TSL100 with a minimum grade D
• TSL110 with a minimum grade D

Course Learning Outcomes

1. Demonstrate awareness of the technical terminology used in discussion of the key issues in second language acquisition research
2. Explain the processes centrally involved in (a) naturalistic and (b) instructed second language acquisition
3. Evaluate the various internal and external factors that affect second language acquisition
4. Describe the fundamental principles involved in conducting research in second language acquisition
5. Apply insights from the study of second language acquisition research to classroom-based language learning