An introduction to spreadsheets and databases. Cell formulas, charts, macro programming are examined. Database design, decomposition; basic SQL. Tools such as Excel, Access, and MS-SQL may be used, but the focus is on concepts and design rather than skills with specific tools.

The student will gain a broad introductory understanding of information systems including how modern computers interact with networks. The student will gain problem solving skills by employing computational thinking, testing, and debugging techniques. No prior computing experience is required. Not for students with existing credit for or exemption from CMPT 140 or 166. This course may not be counted toward a minor, concentration or major in computing science.

Equips students with the essential skills and knowledge required to enter employment in the professional world of computing science. Focuses on workplace readiness, emphasizing practical soft skills for success in professional environments. Upon successful completion, students will be prepared to pursue a wide range of roles in the computing science field, being equipped with the skills needed to navigate the complexities of modern, technology-driven workplaces.

This course provides students with a clinical understanding of trauma and provide an overview of trauma-informed therapies. Students will learn to conceptualize and understand clients in a systemic way while understanding trauma’s far-reaching impacts. This course focuses on understanding trauma symptomology as well as understanding differences between developmental trauma, PTSD, complex-PTSD and crisis/disasters. Students will learn evidence-based treatments for trauma and be familiar with the main pillars of trauma-informed therapy: choice; safety; attunement; and predictability.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development.

Teaches students working with couples and families the theoretical foundations of Bowen Family Systems, while applying the theory to their own families and clinical practice. Bowen Family Systems is grounded in the natural sciences and thinking about families as living systems. Presented in this course are Bowen theory’s eight interlocking concepts, including triangles, differentiation of self, nuclear family emotional process, family projection process, multigenerational transmission process, emotional cutoff, sibling position, and societal emotional process.

This course introduces Dialectical Behavior Therapy as a theoretical orientation to assess, manage and treat severe emotional and behavioral dysregulation in teens and adults. Students will learn ways of clinically understanding extreme behaviors such as self-harm and suicidal actions, gain clinical skill and comfort around discussing these topics while assessing risk level and will come to understand the range and appropriateness of clinical interventions needed to ensure client safety and stabilization.

This introductory course to working with children ages 12 and younger offers students a developmental framework for understanding the interconnections of nervous system presentations within a multigenerational family system. Using non-pathological approaches, students will learn to conceptualize presenting issues for guardians, children, and family systems through the lens of neurosomatic psychotherapy. Experiential practices will be explored through expressive therapy modalities and play.