Department of Psychology

  • Our Mission
  • News and Events
  • Our Goals



The Psychology Department at the College of Staten Island embodies the College's commitment to educational excellence through scholarship, service, and teaching.  We provide our students with a comprehensive understanding of the scientific study of behavior and experience through our broad curriculum. We foster critical thinking through a variety of research and internship opportunities. We help our students to develop lifelong learning skills as they design, execute, and summarize research investigating how biology, culture, social context and the environment influence psychology.  Our active participation in graduate programs at the college and at the CUNY Graduate Center provides our students with continued access to excellence as they prepare for careers in psychology and allied fields.

The last colloquium of the Spring'14




May 2014 CSI Undergraduate Research Conference

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Anthony Liguori & Dr. Cohen   Amber Adelstein & Dr. Cohen   Danielle Imbesi & Dr. Cohen
5   6   7
Priscila Alvarez & Dr. Cohen   Lauren Overeem   Lauren Fuscaldo, Dan Kaplin & Dr. Cohen
8   9   Han
Amanda Gioia & Dr. Hill   Joseph Rivera & Dr. Gillespie-Lynch   Han Lee
Kwoka   10   11
Nicole Kwoka   Ying Chen   Cassandra Emery & Dr. Cumiskey



This category represents activities that provide hallmarks of psychology education. Responsibility for development in and assessment of these areas rests primarily with the
psychology faculty in coursework or psychology advising.

Goal 1: Knowledge Base of Psychology

Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Goal 2: Research Methods in Psychology

Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

Goal 3: Critical Thinking Skills in Psychology

Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.

Goal 4: Application of Psychology

Students will understand and apply psychological principles to personal, social, and organizational issues.
Goal 5: Values in Psychology

Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline.


This category includes activities that are usually part of a general education program or liberal education. Thus, these goals reference our courses that are part of the general education program at the college. Responsibility for student development in these areas and assessment of students’ achievements tend to be shared across a broader range of disciplines than just psychology; however, psychology coursework can contribute to and expand upon these general education goals in significant ways. In turn, well‐developed liberal education skills can contribute to student achievement within the psychology major.

Goal 6: Information and Technological Literacy

Students will demonstrate information competence and the ability to use computers and other technology for many purposes.

Goal 7: Communication Skills

Students will be able to communicate effectively in a variety of formats.

Goal 8: Sociocultural and International Awareness

Students will recognize, understand, and respect the complexity of sociocultural and international diversity.

Goal 9: Personal Development

Students will develop insight into their own and others’ behavior and mental processes and apply effective strategies for self‐management and self‐improvement.

Goal 10: Career Planning and Development

Students will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.


The Psychology Department adopted benchmarks to compare our program to other psychology undergraduate programs (Dunn, McCarthy, Baker, Halonen, & Hill, 2007). Dunn and colleagues proposed eight domains of activities to be considered when evaluating undergraduate psychology programs. Their domains address student learning, but also the other major activities in an undergraduate program. The eight domains were: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. They also set benchmarks for each of those domains so that one could recognize an undeveloped (efforts are counterproductive to the mission), developing (marginal efforts), effective (adequate, appropriate, and positive contributions to the mission), and distinguished (exceptional) program efforts.

Goal 11: Achieve Effective Program Efforts in All Eight Domains

December 2011: MHC Master's Program Holiday Party

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2011 MHC 1 2011 MHC 3

May 2011: CSI Commencement

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14 April, 2011: 10th CSI Undergraduate Research Conference, Psychology Students Posters
































January 2011: Winter Session in Shanghai

2011_shanghaiProfessor Nan Sussman joined 26 CUNY students in the intensive four-week Winter Session at Shanghai University in China this January. She taught PSY217: Psychology and Chinese Culture through a psychology researcher’s lens, a course that focused on the role of Chinese culture in shaping psychological concepts, thinking, and behavior and on psychological research generated by investigators in China.

Sussman has written a book on a related subject, entitled, Return Migration and Identity: A Global Phenomenon, a Hong Kong Case. She has been presenting the book throughout Hong Kong and China since November and is internationally recognized for her research on the psychological consequences of Chinese return migration. Sussman was awarded a Fulbright grant in 2004 to interview 50 “re-emigrants,” people who moved from Hong Kong to Western countries and then returned, in order to gauge how they coped with the transition. “As a research psychologist, I am interested in understanding the process of cultural transitions and developing solutions to minimizing the distress associated with these transitions,” said Sussman. “I am particularly interested in reverse culture shock, the process of returning to your home country, either by sojourners (teachers, students, business personnel, missionaries, etc) or immigrants, and the subsequent changes in identity.”

May 2010: CSI Commencement

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