Online Social Sciences Courses

Course Description

This course is designed to provide you with a comprehensive survey of the field by introducing you to its major concepts, theoretical perspectives, and empirical findings. Topics include worldviews in psychology, history of psychology, current perspectives in psychology, and models of integration of psychology and Christianity. This course will provide you with a broader understanding of human behavior and how the field of psychology and its study affects our lives. The topics speak to your own experiences and behavior, and will apply to real world events and issues. Further, this course is designed for the purpose of laying the groundwork for the study of psychology. It is intended to give you an understanding of the background and philosophical ideas that influence psychology today. 

Upon successful completion of this course, the student will be able to:

• Define psychological perspective.
• Discern how the psychological perspectives influence the collection and interpretation of
  psychological data.
• Understand the importance of the history of psychology on the discipline today.
• Understand important psychological concepts.
• Evaluate psychological theories and date in light of biblical revelation.
• Think about various psychological issues that Christians are concerned with.
• Gain an appreciation of the application of psychology to everyday life.
• Become knowledgeable consumers of scientific research in the field of psychology.

The course uses Macmillan Learning, LaunchPad: Psychology in Everyday Life (an online interactive program and e-text). The student will find specific instructions about ordering this resource within the syllabus.

The course utilizes various activities and reading in LaunchPad, as well as three papers.

14 Unit Exams in LaunchPad are worth 50 points each, and three Involvement Activities (papers) are worth 100 points each, for a total of 1,000 points in the course.

Vance Maloney

• PhD, Ball State University (1989)
• MA, Ball State University (1981)
• BA, Cedarville University (1979)

Course Description

This course deals not only with the subject matter of development psychology (such as cognitive development, physical development, and socio-emotional development) but also attempts to apply the subject matter to those actively working with children such as parents, teachers, coaches, and others.

Upon successful completion of this course, the student will be able to:

• Explain and discuss the major developmental theories and identify which theorists are associated with the theories by incorporating the concepts into written assignments and by responding to exam questions regarding the theories and theorists.
• Understand the child’s physical, cognitive and psychosocial development during infancy, early childhood, middle childhood, and adolescence as evidenced by responses on exam questions.
• Critique Christine Carter’s book in a 3-4 page paper that will facilitate critical thinking and demonstrate basic APA formatting skills.
• Recognize and comment on his/her observations of three children in regard to the major developmental stages in a 3-6 page paper.
• Apply information learned from the texts to his/her own life story by incorporating the concepts from the textbook in the autobiography.
• Demonstrate understanding as to the importance of child and adolescent development to a variety of social science fields by responses to exam questions, as well as in the written assignments.

• Child Development, 15th Edition
• The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and Distraction

This course consists of 5 assignments and 2 exams.

The assignments account for a total of 600 points, and each exam is 100 points for a total of 800 points possible.

Marcia Wiinamaki

• PsyD, George Fox College (1993)
• MA, George Fox College (1991)
• MEd, Southwest Texas State University (1987)
• BA, Cedarville College (1984)

Course Description

This course is designed to provide a general overview of the developmental process in humans from conception through death and dying. Included is attention to the physical, cognitive, spiritual and psychosocial developments.

Upon successful completion of this course, the student will be able to:

• Explain and discuss the major theories of emotional and cognitive development and identify which theorists are associated with the theories.
• Understand and recognize examples of theories of development in his/her own life and in others’ lives through interviewing a senior citizen and writing a brief biography of that individual.
• Choose a controversial topic in the textbook and be able to write an essay in defense of his or her position on that topic which includes spiritual and theological points of view.
• Choose an issue within the lifespan category and write a research paper about that issue which incorporates the spiritual and theological viewpoint of the learner.

• Human Development: A Life-Span View, 5th Edition

This course consists of 5 assignments and 3 exams.

Each assignment and exam is worth 100 points for a total of 800 points possible.

Marcia Wiinamaki

• PsyD, George Fox College (1993)
• MA, George Fox College (1991)
• MEd, Southwest Texas State University (1987)
• BA, Cedarville College (1984)

Course Description

Research methods in psychology are studied and critiqued. Students are involved in practical research and writing assignments.

Upon successful completion of this course, the student will be able to:

• Demonstrate an understanding of research methods as a practical tool for life and work.
• Apply biblical principles to the understanding of ethical principles in research.
• Develop a plan for conducting research and generating a question.
• Analyze and discuss practical issues for research planning.
• Demonstrate foundational knowledge of measurement and sampling concepts.
• Evaluate the general principles for conducting an experiment.
• Investigate the efficacy of survey research and its application in professional and ministry settings.
• Demonstrate an understanding of correlational studies and relationships.
• Evaluate observational approaches to research and understand principles for studying complex human behavior.

• The Process of Research in Psychology, 3rd Edition

This course consists of 10 module assignments and one research project.

Each module assignment is worth 100 points (each weighted at 7.5% of the final grade), and the research project is also worth 100 points (weighted at 25% of the final grade), for a total of 1,100 points in the course.

Terry Portis

• EdD, Argosy University (2003)
• MS, North Carolina A&T State University (1996)
• BS, Covenant College (1989)

Course Description

A study of the nature, causes and treatment of maladaptive behavior with special consideration given to the symptoms and dynamics of psychological disorders.

Upon successful completion of this course, the student will be able to:

• Demonstrate an understanding of the historical background and research methods in abnormal psychology.
• Use the DSM-IV as a basic tool to classify and understand the symptoms of various mental disorders.
• Apply biblical principles to the understanding and treatment of abnormal behavior.
• Read and write about the impact of stress on daily life and health.
• Analyze and discuss anxiety and panic disorders, and biblical approaches to understanding and dealing with stress and anxiety.
• Demonstrate foundational knowledge of mood disorders, somatoform, and dissociative disorders.
• Evaluate the causes, consequences, and resources of eating disorders.
• Discuss personality disorders and analyze their impact on everyday life and work.
• Investigate substance abuse and dependence issues and evaluate treatment approaches, including the church’s role in ministering to people with substance-related disorders.
• Demonstrate an understanding of sexual variants in modern society.
• Evaluate the impact of sexual abuse and dysfunction.
• Analyze the origin, treatments, and outcome of schizophrenia and other psychotic disorders.
• Survey issues related to cognitive disorders and analyze their impact on older adults.
• Demonstrate an understanding of the common disorders of childhood including developmental disorders, and evaluate the role of church and community in assisting people with disabilities and their families.

• Abnormal Psychology, 18th Edition

This course consists of 14 assignments and no exams.

Each assignment is worth 100 points, for a total of 1,400 points possible.

Terry Portis

• EdD, Argosy University (2003)
• MS, North Carolina A&T State University (1996)
• BS, Covenant College (1989)

Course Description

In this course the student will become acquainted with the major theories of the psychology of learning, along with basic biblical principles about humanity. Through personal investigation, observation, and basic research, students will learn to recognize and apply the theories of psychology of learning in their own lives as well as in the lives of others.

Upon successful completion of this course, the student will be able to:

• Explain and discuss the major theories of psychology of learning and identify which theorists are associated with the theories.
• Understand and recognize examples of theories of psychology of learning in their own lives and others’ lives.
• Design, implement and write up a basic research project that applies and investigates one or more theories in the psychology of learning.
• Demonstrate understanding as to the relevance and importance of the psychology of learning to a variety of social science fields.
• Apply concepts and principles of the major theories of psychology of learning as it relates to aspects of faith.

• Introduction to Learning & Behavior, 3rd Edition

This course consists of 5 assignments and 3 exams.

Each requirement is worth 100 points, for a total of 800 points possible.

Marcia Wiinamaki

• PsyD, George Fox College (1993)
• MA, George Fox College (1991)
• MEd, Southwest Texas State University (1987)
• BA, Cedarville College (1984)

Course Description

A study of the major current systematic psychological theories of personality. Consideration is given to their underlying assumptions and usefulness for research and therapeutic process.

Upon successful completion of this course, the student will be able to:

• Define personality as the underlying cause within the person of individual behavior and experience.
• Address three areas by personality theory: description, dynamics, and development.
• Describe personality in terms of broad types or more numerous, and narrower, traits.
• Gain an understanding of the importance of personal responsibility for self-development (including spiritual development) and community participation.
• Consider the role that spirituality plays in the development of the healthy personality.
• Evaluate and analyze prominent theoretical approaches to personality development utilizing psychological concepts, personal experience and understanding, and a Biblical worldview.
• Develop an appreciation for cultural diversity by considering personality psychology principles across gender, ethnicity, and culture.

• Theories of Personality: Understanding Persons, 7th Edition

This course consists of 12 assignments and one final project.

Each assignment is worth 70 points with the final project worth 160 points, for a total of 1,000 points for the course.

Terry Portis

• EdD, Argosy University (2003)
• MS, North Carolina A&T State University (1996)
• BS, Covenant College (1989)

Course Description

An analysis of the major theories and approaches to counseling, correlating them with counterpart theories of personality and learning. Each major theory will be dealt with in light of biblical revelation. As a result, the student is encouraged to formulate a tentative theory of counseling consistent with biblical truth.

Upon successful completion of this course, the student will be able to:

• Demonstrate an understanding of the concept of a worldview and its impact on a person’s life and counseling.
• Develop a biblical understanding of various theological concepts and their implication for the counselor and counseling process.
• Understand the role of the counselor in the counseling process.
• Understand the characteristics of an effective counselor
• Utilize the Internet to learn about counseling organizations and resources.
• Develop a personal theory of counseling.
• Think critically about the various approaches to counseling.
• Become familiar with specific techniques and approaches for counseling.

• The Popular Encyclopedia of Christian Counseling
• Theory and Practice of Counseling and Psychotherapy

Terry Portis

• EdD, Argosy University (2003)
• MS, North Carolina A&T State University (1996)
• BS, Covenant College (1989)

Course Description

An examination of the relationship between psychology and Christian beliefs about human nature. Topics involve the presuppositions of modern psychology, the Christian view of man and tension areas between psychology and theology.

Upon successful completion of this course, the student will be able to:

• Demonstrate knowledge of the relationship of psychological science to theology.
• Analyze and evaluate the assumptions and methods of modern psychology.
• Discuss the relational patterns of psychology and theology.
• Describe the limitations of psychological science.
• Discover areas of faith and practice that might be strengthened through psychological science.
• Describe the major models of integration of psychology and Christianity used by Christian psychologists.
• Evaluate the major models of integration of psychology and Christianity used by Christian psychologists.
• Think critically about the major tension areas between psychology and Christianity.

• Coming to Peace with Psychology
• Psychology and Christianity: Five Views

This course consists of 11 assignments and 2 projects.

Each assignment and project must be completed and receive a passing score in order to complete the course. All requirements are worth 100 points each for a total of 1,300 points possible.

Terry Portis

• EdD, Argosy University (2003)
• MS, North Carolina A&T State University (1996)
• BS, Covenant College (1989)

Course Description

This class is an initial exposure to the field of social work by exploring what social workers are, what social workers do, and the settings in which they work. Examination of the knowledge, value and skill base, practice settings, education and career opportunities, and the interrelationships between social work and social welfare in the United States. Opportunity is given for the student to explore his/her own interest in and potential for a career in social work. Service learning component provides interaction with a variety of community based agencies. 

Upon successful completion of this course, the student will be able to:

• Demonstrate and articulate an introductory knowledge of basic social work settings, systems, fields, levels of social work practice, the planned change process, and social work career opportunities.
• Integrate their personal values with their professional values and ethics within various settings, programs and classrooms at a beginning generalist level.
• Understand social justice issues.
• Demonstrate critical and creative thinking skills to expand and actualize their vision of wholeness to self, others, community, and society.
• Use effective written and oral professional communication skills.

• Social Work: An Empowering Profession, 9th Edition

This course includes a Service Learning project (15 hours of service learning volunteer experience), a Service Learning journal, a Faith and Integration paper, module assignments, and a Final Course Application project.

The final grade is figured by:

Service Learning project: 20%
Service Learning journal:  10%
Faith Integration paper:  20%
Module assignments:  30%
Final Application project:  20%

Cheryl Thompson

• LCSW, Illinois (1992), Indiana (2020)
• MSW, University of Illinois
• BA, University of Illinois

Course Description

An online course integrating theory and application of concepts through case study dealing with issues related to diversity, oppression, discrimination, human rights, and social justice. Dimensions related to Women’s Issues, Immigration and Acculturation, Religion and Spirituality, Social Class, and Sexual Orientation will be explored.

This course will enable the student to:

• Contribute to the understanding, sensitivity, and commitment to social justice.
• Demonstrate the application of critical thinking within the context of professional social work practice and application to diversity issues.
• Demonstrate an awareness of personal values and how this impacts interaction with clients, colleagues and community.
• Evaluate the usefulness of competing theories and models to explain oppression and disenfranchisement.
• Be able to critique current Christian responses to social needs in the US and globally and advocate for changes that promote a biblically based understanding of social justice.

• Dimensions of Multicultural Counseling: A Life Story Approach

This class consists of 3 exams, 2 papers, 10 journal entries, and a participation grade.

The exams make up 30% of the final grade, the papers 40%, the journal entries 25%, and the participation 5%.

Deborah Stiles

• DSW, Teaching and Leadership, University of St. Thomas (2022)
• LCSW, Indiana (2008)
• MSW, Social Work—Children & Families, Schools, University of Kansas (1994)
• BSW, Northwest Nazarene University (1990)

Course Description

This course follows the development of social welfare efforts from early civilization to the present time. The course focuses on the emergence of the profession of social work and explores the question: "Am I my brother’s keeper?" in the light of biblical principles.

Upon successful completion of this course, the student will be able to:

• Understand social welfare as it is distinguished from and relates to public welfare, social work, and sociology.
• Discuss the historical and Biblical foundations of social welfare and the connections these have to current systems and ideologies.
• Obtain necessary knowledge base about historical developments of social policy, social research, and social work practice.
• Describe the impact of social welfare programs upon the less powerful and oppressed groups in our society.
• Identify personal values and attitudes that may influence one’s understanding of how those in need should receive help.
• Identify key persons who influenced social welfare and the development of social work as a profession and describe the contributions each made.
• Demonstrate critical and creative thinking skills.
• Use professional written communication skills.

• From Poor Law to Welfare State, 6th Edition
• The Poor You Have with You Always

This course consists of 15 assignments including 2 papers, and 4 exams.

Assignments are worth 60% of the grade, papers are 10% each, and exams are 5% each.

Traci Slager

• MSW, Indiana University (2005)
• BA, Taylor University Fort Wayne (2001)

Course Description

This course is one of four courses in the social work practice sequence that prepare graduates for generalist social work practice. The specific focus of this course is working with families. The course will explore the variations found in modern families and focus on some of the more common difficulties family units experience. The course will provide theoretical frameworks that help understand the causes and dynamics of the various situations including homelessness, substance abuse, domestic violence, sexual abuse, and sustained conflict. It will also provide students with appropriate beginning level professional social work skills to help intervene in situations needing professional help.

Upon successful completion of this course, the student will:

• Understand and critique the various definitions and characteristics of the contemporary family.
• Develop a biblical framework for helping families in distress that is consistent with professional values and ethics.
• Be able to apply essential elements of selected social work intervention approaches to families in distress.
• Gain a basic understanding of various contemporary approaches to working with troubled families.
• Understand the impact that diversity and oppression has on the way families function and are helped.
• Have a better understanding of one’s own family of origin and develop an awareness of self and family that uses strengths and weaknesses to improve current and future family relationships.
• Demonstrate the ability to use professional written communication skills.
• Use the critical thinking skills required for assessment and intervention required when working with families.

• An Introduction to Family Social Work, 4th Edition

This course consists of 7 assignments plus one research paper and one exam.

Each assignment is 100 points, except one worth 150 points. The paper is another 150 points and the exam is 100 for a total of 1,000 points possible.

Traci Slager

• MSW, Indiana University (2005)
• BA, Taylor University Fort Wayne (2001)

Course Description

Films are ways of looking at the social constructions that pattern our lives and provide us with glimpses into the forces that shape our social world. Films tell stories—stories of identity, interaction, inequality, and institutions. In this class, students will watch, discuss, process, and deconstruct films using the sociological imagination.

When finished, students should be able to:

• Understand the theoretical and conceptual foundations of race and ethnic relations.
• Recognize race and ethnicity as a cross-national and global issue.
• Illuminate on the structure of social inequality.
• Provide a foundation for understanding the techniques of dominance, including prejudice and discrimination.
• Describe the foundations of Anglo, Native, African, Hispanic, and Asian Americans.
• Discuss the politics of diversity by focusing on issues of religion, class, gender, and multiculturalism.
• Recognize how religious ideas govern ethnic and minority issues.
• Discern how images of God continue to inform differing visions of civic life and responsibility.
• Understand the foundations of racial reconciliation.
• Use the power of the media to develop a new understanding and appreciation for race/ethnicity.

• How to be an Antiracist
• Solito
• Under the Skin: The Hidden Toll of Racism on American Lives and on the Health of or Nation
• White Awake: An Honest Look at What It Means to Be White

Students will watch 14 movies and write 7 reflective essays pertaining to the movies and the readings. There are also 5 participation activities and 1 ethnic autobiography.

Each reflective essay is worth 100 points, the ethnic autobiography is worth 50 points, and the participation activities are each worth 10 points, for a total of 800 points for the course.

Michael Jessup

• PhD, Sociology, Southern Illinois University
• MS, Sociology, Iowa State University
• BA, American Studies, Idaho State University
• BA, Sociology, Idaho State University