Curriculum and Degree Information

Fall Semester

70310: Research Methods and Design: An intensive examination of experimental research methodology, with emphasis on the following topics: experimental vs. non-experimental approaches to research; the control of variables and its relation to internal, external, and statistical validities; the relationship between design and analysis of data. Variants of between-group, within-group, and single-subject designs are considered, with an evaluation of the properties of each design type. The applicability of research design principles across a variety of substantive research areas is considered.

70500: Statistical Methods in Psychology I: An initial comprehensive review will cover tests of significance, one-way, independent groups and repeated-measures ANOVA, simple multiple comparisons, 2 × 2 factorial ANOVA, power analysis and SAS programs. This is followed by assumption failure, general multiple comparison procedures, general two-way ANOVA, three-way and higher factorial ANOVA, higher-order interaction effects, contrast coding, mixed designs, multiple regression and analysis of covariance.

72000 Developmental Psychology I: A lifespan perspective, from conception to death, on the development changes in sensory and perceptual functions, language, cognition, personality, and psychosocial adaptation. Contributions of adversity, stress and protective factors will be considered. Specific factors related to developmental age that impact on mental health will be reviewed.

75500: Psychopathology I: The identification and diagnosis of psychopathology including mood, anxiety, thought, and personality disorders. We will discuss the current psychiatric classification system (DSM-5) and consider psychopathology from a number of different perspectives (e.g., neurobiological, cognitive, behavioral and psychoanalytic). We will also consider multicultural and historical influences on the definition of psychopathology and the stability and change of psychopathology throughout the life course.

77100: Ethical/Legal Issues for Psychologists: Ethical and legal issues that arise in the course of dealing with human or animal subjects, in teaching, research, assessing or treating patients, interacting with colleagues and the public, and in publishing scholarly works. Professional issues, such as preparing CVs, job seeking, certification and licensing are also considered.

Spring Semester

70600: Statistical Methods in Psychology II (Prerequisite: 70500): Multivariate statistical methods including simple correlations, regression, multiple and partial correlation, one-way and factorial ANOVA, ANCOVA, one-way and factorial MANOVA, multiple comparisons for multivariate data, power analysis, and chi-square/log-linear analyses.

74000: Personality: The course focus is on contemporary research in personality and individual differences. Topics include factor analytic research, the nature of dispositions, motivation, behavior genetics, brain and personality, the self, intelligence, personality change, health, work, cognitive style and others.

74600: Social Psychology: A survey of classic and contemporary research and theory. Topics include stereotyping and prejudice, cross-cultural studies, social influence, gender, social cognition, and others. (Note! This class may alternate with 71103: Cognitive and Affective Aspects of Behavior such that every other year it may be held spring of 2nd year).

76000: Psychometric Methods: A general introduction to psychometric methods which focuses on administration, standardization, norms, reliability, validity, and test construction. Lectures cover the history of intelligence testing and the development of techniques for assessing personality and psychiatric disorders, as well as basic issues related to intelligence testing and an introduction to the Wechsler intelligence scales.

84400: Diversity Issues/Clinical Psychology:  This course is designed to cover a range of diversity and cross-cultural issues as they apply to the discipline of clinical psychology. These issues are approached from two different perspectives. The first refers to specific content areas, including ethnicity, socioeconomic status, sexual orientation, gender, age, and disabilities. More specifically, the ethnicity area includes racial, national, religious and linguistic components. The second perspective concerns the process underlying the practice of clinical psychology, running from the beginning to end stages of that process: self-assessment, establishing rapport, assessment, standardized testing, diagnosis and therapy. Throughout the course, case examples will be included. Of note, course readings will include materials authored by individuals from diverse backgrounds.

Fall Semester

70000: History of Psychology: Topics include the mind-body problem, nativism and empiricism, hedonism and reinforcement, hypnotism and spiritualism, psychophysiology and psychopathology. Schools of psychology (structuralism, functionalism, Gestalt, psychoanalysis and behaviorism) are reviewed, as are the contributions of philosophers, physical, biological and social scientists.

70910: Basic Neuroscience: Molecular Neuroscience: This course is designed to provide basic knowledge of neural function at a molecular and cellular level, encompassing neurophysiology and neurochemistry. Key concepts include electrical properties of neurons, propagation of action potentials, synaptic transmission, molecular signaling pathways and major neurotransmitter systems. The course centers of identifying molecular mechanisms underlying neural processing.
 
70920:  Basic Neuroscience: Systems Neuroscience: This course focuses on neuroanatomy, circuits and functional systems within the brain. The course will provide basic knowledge of brain regions and pathways, i.e., essential neuroanatomy, together with how these anatomical regions/pathways form circuits and systems to mediate critical organismal functions. Emphasis in functional systems will be placed on motor, sensory and homeostatic systems.

85501: Systems of Psychotherapy I: (Prerequisite: 75500: Psychopathology I). The course provides an up-to date review of the evidence-based research literature on the theories and practice of psychotherapy. Major schools of psychotherapy (e.g., cognitive-behavioral, psychodynamic) will be compared and contrasted with the aim of evaluating the relative efficacy of various intervention approaches. Course material will include how these approaches apply to different diagnostic conditions (e.g., depression, anxiety, and personality disorders) and how sociocultural factors (e.g., age, gender, sexual orientation, and ethnicity) influence the course and efficacy of treatment.

Spring Semester

71103: Cognitive and Affective Aspects of Behavior: This course examines the behavioral and brain mechanisms and functions associated with cognitive and affective aspects of behavior. The course focuses on historic and current behavioral and neuroscience research to understand cognitive and affective processes in the human brain related to attention, executive processes, working- and long-term memory, language, stress and memory, affective regulation, affective disorders, and emotion and cognition interactions. (Note! This class may alternate with 76400: Social Psychology such that every other year it will be held spring of 1st year. As such, some students may have this course in the spring of their first year and have Social Psychology in the spring of their second year).

767601: Psychodiagnostics I: Intelligence Testing:  (Prerequisites: Psych 76000 and Psych 77100) This course will provide an introduction to clinical interviewing for the assessment of behavior, personality, and psychopathology; to the administration and interpretation of measures of intelligence (e.g., Wechsler Intelligence Scale for Children – V and Wechsler Adult Intelligence Scale – IV); and to test-report writing. Diversity issues (e.g., age, gender, ethnicity, educational level, and sexual orientation) will be considered with respect to test administration, interpretation of test findings, diagnostic issues, and rapport during testing.
 
76701: Psychodiagnostics II: Personality Assessment: (Prerequisites: Psych 75500, 77100) An introduction to clinical interviewing for the assessment of personality and psychopathology and to the administration and interpretation of commonly used objective inventories and rating scales, plus a survey of projective tests. Issues of cultural diversity (e.g., age, gender, sexual orientation, and ethnicity) will be considered with respect to psychiatric diagnosis, interpretation of test results and the therapeutic relationship.
 
82908: Systems of Psychotherapy II: Evidence-based treatments: The aim of the course is to become familiar with evidence-based psychotherapy treatments (EBT). The course is focused on critically examining the available evidence for these treatments, weighing the strength of this evidence and contemplating the various individual, family and environmental factors that are relevant to whether and to what degree these treatments are appropriate and likely to be effective with various populations. To meet these objectives, students will examine the empirical literature on EBTs and discuss various perspectives on the debate about their efficacy and effectiveness.
 
85400 Professional Issues in Clinical Psychology: This course is designed to facilitate entry into the field of clinical psychology and to ensure that students have a knowledge base of professional issues that arise in academic and practice settings. The aims of the course are to foster attitudes essential for life-long learning, scholarly inquiry and professional problem-solving. The course will include review of current APA standards, codes, and guidelines that govern psychological practice, research, and career development. National and state legislations will be discussed that are relevant to the practice of psychology and neuropsychology.

Summer

70341: Externship in Clinical Psychology I: Students are required to spend 16 hours per week over the summer working in the Queens College Psychological Center (QCPC) under the direct supervision of clinical program faculty. As part of the clinical psychology externship sequence, students (1) are exposed to a diverse clinical population in which relevant theoretical, empirical and clinical issues can be integrated within an evidence-based framework; (2) learn to: a) build rapport with diverse populations; b) create collaborative treatments that carefully consider the needs, values, and preferences of individual patients; c) conduct biopsychosocial intake evaluations; d) conduct risk assessments; e) develop a formulation and treatment plan; f) implement a treatment plan, with attention to the management of fidelity and flexibility; g) consult on the client's behalf (e.g., with parents, teachers, psychiatrists, internists, and other caretakers); h) document patients’ care and progress; i) manage termination; and j) conduct a testing assessment with a written report and feedback to the client; (3) participate in formal case presentations, didactics and administrative meetings; (4) develop a professional identity as a clinical psychologist working within a professional clinical setting - professionalism, ethical decision-making, collegiality, interdisciplinary collaboration and mentorship are modeled and taught as an integral component of training; and (5) get familiar with, and practice, the various roles of a psychologist in a clinical setting, including that of clinician, administrator, consultant and supervisor, including program development and evaluation, community outreach, and vertical and horizontal peer supervision. Documented hours and written evaluations by student and supervisor are required for course credit.

Fall Semester

70342: Externship in Clinical Psychology II: Students are required to spend 16 hours per week during the fall semester working in the Queens College Psychological Center (QCPC) under the direct supervision of a clinical program faculty member. As part of the clinical psychology externship sequence, students (1) are exposed to a diverse clinical population in which relevant theoretical, empirical and clinical issues can be integrated within an evidence-based framework; (2) learn to: a) build rapport with diverse populations; b) create collaborative treatments that carefully consider the needs, values, and preferences of individual patients; c) conduct biopsychosocial intake evaluations; d) conduct risk assessments; e) develop a formulation and treatment plan; f) implement a treatment plan, with attention to the management of fidelity and flexibility; g) consult on the client's behalf (e.g., with parents, teachers, psychiatrists, internists, and other caretakers); h) document patients’ care and progress; i) manage termination; and j) conduct a testing assessment with a written report and feedback to the client; (3) participate in formal case presentations, didactics and administrative meetings; (4) develop a professional identity as a clinical psychologist working within a professional clinical setting - professionalism, ethical decision-making, collegiality, interdisciplinary collaboration and mentorship are modeled and taught as an integral component of training; and (5) get familiar with, and practice, the various roles of a psychologist in a clinical setting, including that of clinician, administrator, consultant and supervisor, including program development and evaluation, community outreach, and vertical and horizontal peer supervision. Documented hours and written evaluations by student and supervisor are required for course credit.
 
81703: Survey of Clinical Neuropsychology (Prerequisites: 70920, 75500): The course reviews the fundamentals of neuropsychology with an emphasis on applying the knowledge of brain-behavior relationships to neurological, psychiatric, and other medical disorders affecting higher cortical functioning. The course covers disorders of attention, aphasia, amnesia, agnosia, apraxia, parietal syndromes and dysexecutive syndromes.
 
80200 Independent Research for Master’s Thesis: Independent Research under the mentorship of a Program faculty member. Required as part of the Master’s Thesis requirement.

Spring Semester

70343: Externship in Clinical Psychology III: Students are required to spend 16 hours per week over the spring semester working in the Queens College Psychological Center (QCPC) under the direct supervision of a clinical program faculty member. As part of the clinical psychology externship sequence, students (1) are exposed to a diverse clinical population in which relevant theoretical, empirical and clinical issues can be integrated within an evidence-based framework; (2) learn to: a) build rapport with diverse populations; b) create collaborative treatments that carefully consider the needs, values, and preferences of individual patients; c) conduct biopsychosocial intake evaluations; d) conduct risk assessments; e) develop a formulation and treatment plan; f) implement a treatment plan, with attention to the management of fidelity and flexibility; g) consult on the client's behalf (e.g., with parents, teachers, psychiatrists, internists, and other caretakers); h) document patients’ care and progress; i) manage termination; and j) conduct a testing assessment with a written report and feedback to the client; (3) participate in formal case presentations, didactics and administrative meetings; (4) develop a professional identity as a clinical psychologist working within a professional clinical setting - professionalism, ethical decision-making, collegiality, interdisciplinary collaboration and mentorship are modeled and taught as an integral component of training; and (5) get familiar with, and practice, the various roles of a psychologist in a clinical setting, including that of clinician, administrator, consultant and supervisor, including program development and evaluation, community outreach, and vertical and horizontal peer supervision. Hours and written evaluations by student and supervisor are required for class credit.
 
70940: Basic Neuroscience: Behavioral Neuroscience (Prerequisites: 70910, 70920): This course is designed to provide students with an overview of behavioral neuroscience, with an emphasis on animal models. The course covers such topics as reward, reinforcement learning, memory, associative processes, appetitive regulation, habit, emotional regulation, motor learning and spatial navigation. Please note: Students have the option of taking either this or 75610 for the PhD requirement. Only one of these classes is necessary, but students are welcome to take both.
 
75610: Clinical Psychopharmacology: This course focuses on clinical psychopharmacology geared toward knowledge relevant for clinical practice. The course will briefly cover basic pharmacology and a review of neurochemistry, but focus primarily practical application of currently available neuropsychiatric medications in treating a range of clinical presentations. The course will emphasize seeking information from the primary literature and its application to decision-making in clinical practice. Please note: Students have the option of taking either this or 70940 for the PhD requirement. Only one of these classes is necessary, but students are welcome to take both.
 
76101: Neuropsychological Assessment: (Prerequisites: 76000, 76601): An introduction to neuropsychological assessment techniques. The course provides direct training in neuropsychological assessment and reviews neuropsychological  tests for evaluation of brain damaged adults and children. The course covers tests of fund of knowledge, attention, language and aphasia, memory perception and gnosis, apraxia and motor function, parietal syndromes and frontal executive syndromes. Each test is discussed in terms of the logic underlying it, sociocultural and theoretical perspectives. Tasks include neuropsychological evaluations, clinical report writing, and oral case presentation. Laboratory exercises provide direct experience and supervision of a variety of neuropsychological tests, to acquire competence in their administration.
 
80400: Independent Reading (Neuropsychology) (Prerequisites: 70341, 70342): The course provides more in-depth experience with clinical neuropsychology assessment and supervision for students who have completed 70341 and 70342. The course is not required for the PhD, but is strongly recommended.

Fall Semester

70344: Clinical Externship IV: Neuropsychology: (prerequisites: 70341, 70342, 70343) Students will be placed at an external site and be under the supervision of a licensed psychologist as the course instructor for all activities. The supervisor will have expertise in Neuropsychology. Students will interact directly with patients who have various neurological, psychiatric, and/or medical disorders. The student may participate in interviewing patients and in conducting feedback sessions with patients and/or families. Students will administer a variety of neuropsychological (including cognitive and affective) measures, score test data, interpret test data, develop treatment recommendations, and write test reports. Documented hours and written evaluations by student and supervisor are required for course credit.

85408: Supervision and Consultation: This course in supervision and consultation will survey a variety of models in an effort to understand and gain exposure to our roles as consultants and supervisors. The class will focus on the ways in which the psychological dispositions of individuals becomes manifested on the stage of organizational/institutional life, and how awareness of the various processes that are involved in consultation and supervision enable the psychologist to work more effectively.

Spring Semester

70345: Clinical Externship V: Neuropsychology (prerequisites: 70341, 70342, 70343, 70344):  Students will be placed at the same external site as they were for 70344 under the supervision of a licensed psychologist as the course instructor for all activities. The psychologist will have expertise in Neuropsychology. The course will build upon skills acquired during 70344. Students will interact directly with patients who have various neurological, psychiatric, and/or medical disorders. The student may participate in interviewing patients and in conducting feedback sessions with patients and/or families. Students will administer a variety of neuropsychological (including cognitive and affective) measures, score test data, interpret test data, develop treatment recommendations, and write test reports. Documented hours and written evaluations by student and supervisor are required for course credit.
83908: Advanced Seminar in Psychotherapy (Prerequisites: 85501; 82908): This advanced seminar in psychotherapeutic interventions will vary both in instructor and content from semester to semester. It will provide comprehensive readings and discussions to provide an in-depth focus on a particular therapeutic approach/treatment modality or a particular patient group. Examples of potential seminars include the treatment of borderline personality; Transference Focused Psychotherapy (TFP), Dialectical Behavioral Therapy (DBT), or child interventions.

This exam is taken before the completion of 45 graduate credits (including transfer credits). Students may not register for courses beyond the 45-credit limit or apply for externship training until they have passed the First Doctoral Examination.  For the exam, students are presented with three research questions.  They must choose one question and design an experiment or research study to address the question.

EXAM BANK

This empirical research is conducted by the student in a faculty member’s research lab and should culminate with a research report of publishable quality by the end of the second year in residence.

Students must pass the clinical competency exam prior to application for internship. This exam may be held anytime in the year prior to internship application, but we expect that most students will schedule the exam at the end of the spring semester prior to internship application. The exam consists of a written and an oral component.  The written component consists of a summary of externship training experiences and a deidentified written report that describes an intervention that was implemented with an individual, family, couple, group, etc.  In the report, the student should discuss 1) the assessment strategy used to identify the presenting issues (e.g., intake interview, diagnostic interview, standardized tests); 2) the nature of the intervention, including the empirical basis for applying the intervention strategy; and 3) how he or she evaluated the outcome of the intervention. The student should also conceptualize an alternative perspective for approaching the intervention.  Finally, the report should include a discussion of ethical issues and address issues of cultural diversity with respect to assessment and/or intervention.

The oral examination evaluates the student’s ability to conceptualize the case described in the write-up, defend the choice of assessment tools and intervention strategies, outline steps in clinical decision making, and discuss the application of research findings to the clinical work.  Students are expected to demonstrate breadth as well as depth in their thinking about clinical activities. The exam is expected to last no more than 1.5 hours.

The Second Doctoral Examination is designed to give students the opportunity to examine a specific topic of interest in depth and has both a written and an oral component. The Second Doctoral Exam consists of the student writing and defending a dissertation proposal (introduction, hypotheses and method sections) with a three-person faculty committee comprised of at least 2 out of 3 QC Clinical Associated and/or Core faculty. The Second Doctoral Exam must be successfully completed (with revisions suggested by the committee) no later than the last day of classes of the 10th semester in the program and before June 30^th of the year in which the student wants to apply for internship.

At the completion of the second doctoral exam, students are required to submit the Dissertation Proposal Approval Form and Dissertation Topic and the Committee Selection Form to the Graduate Center.  At this time, a Dissertation Advisory Committee comprised of at least three faculty members is formed; the Chair of the Dissertation Advisory Committee must be a faculty member in the PhD Program in Clinical Psychology at Queens College, and at least two members (including the chair) must be Program faculty.  The student is required to arrange a meeting of the Dissertation Advisory Committee at least once per semester.  At these meetings the student should describe the work done since the last meeting of the committee.

After the three members of dissertation advisory committee have approved the written dissertation, two additional readers, one typically from outside the university and always from outside of the Program, are asked to review the written document.  The Dissertation Defense may be scheduled when three of the five members have approved the dissertation. The dissertation defense consists of a public portion, approximately 30 minutes in length, during which the candidate presents a summary of the dissertation research and answers questions from the audience. The remainder of the defense is conducted in closed session with the five member dissertation committee. Students are encouraged to defend their dissertations prior to internship.

1. Students may not begin externships until they have taken all of the following courses: Ethics/Legal Issues for Psychologists; Diversity Issues/Clinical Psychology; Psychopathology I; Psychometric Methods; Psychodiagnostics I: Intelligence Testing; Psychodiagnostics II: Personality Assessment; Systems of Psychotherapy I ; Systems of Psychotherapy II; and Professional Issues in Clinical Psychology.
2. Students may not register for externships for course credit beyond their 45^th credit unless they have passed the First Doctoral Examination.
3. Students taking externships must have practice and liability insurance, which may be purchased from APA as a student member, at: http://www.apa.org/membership/.
4. Students must be familiar with the Law, Rules, and Regulations of NYS Department of Education for licensure as a Psychologist in New York State: http://www.op.nysed.gov/prof/psych/
5. Students must complete the NYS Mandated Training Related to Child Abuse. A list of approved providers can be found at the NYS website:  http://www.op.nysed.gov/training/caproviders.htm

First year Clinical Psychology externship

1. During the first year of externship training, which begins in June of the second year, all students are assigned to the QCPC which provides some training in testing, assessment and consultation, but preferentially focuses on Intervention techniques (e.g., individual and group psychotherapy).  The primary goal of training will be for the student to develop competencies in the following areas: building rapport, conducting an intake interview, making and implementing treatment plans, recording client/patient progress and evaluating outcome, and dealing with termination issues, if applicable. All students get experience both with child and adult cases, and are supervised by Program core clinical faculty members, who are all licensed, doctoral-level psychologists. 
2. The first year of externship consists of a total of 16 hours per week of supervised clinical training.  Note that some of this work may be conducted “off-site” (e.g., report writing, background reading) and it is important for the student to discuss the workload expectations with Clinic Director, Dr. Yvette Caro.  Externs are typically supervised for adult cases by Dr. Caro, for child cases by Dr. Valentina Nikulina, and for assessment cases by Dr. Veronica Hinton, although other core clinical faculty may also serve as supervisors.
3. The first three semesters of externship are taken for course credit.  As the first year of externship training usually begins in the summer before the student's third year in the program, students register for both 70341 and 70342 in the fall, and for 70343 in the spring of the third year. 

Second, Clinical Neuropsychology, and subsequent, years of externship.  

1. For the second year of externship, students will apply to sites that provide training in Clinical Neuropsychology, where the primary goal of training will be for the student to develop competencies in the following areas: conducting a neuropsychological intake interview, devising and administering an assessment battery addressing the referral question(s), report writing and providing feedback to patients and family members, if applicable. Students should plan to submit applications on January 15 for externships that begin in June or September of that same calendar year.
2. All students will be required to work at a site that is approved by the Clinical committee.  The supervisor must be a licensed, doctoral-level psychologist. Students will be provided with a list of approved externship sites and must submit a ranking that may include a program faculty member’s site.  Students who are assigned to a faculty member’s site will not be authorized to apply to other sites or to refuse a placement with a program faculty member. 
3. Externships taken in the second year of clinical training (fourth year of program) receive a total of six course credits; three in the fall semester (70344) and three in the spring semester (70345). 
4. Externships taken after the first two years of clinical training (fourth year of program) will take place in sites approved by the Clinical committee and may include training in either intervention or assessment techniques, depending on the student’s desire or need for additional training.   No course credit is awarded for the completion of externships beyond the second externship training experience, but successful completion is noted on the student’s transcript. 

1. Students who would like to take an externship or practicum at a site not approved by the Program would need to have the site seek such approval.  This approval must be obtained before the student commits to working at the site.
2. At the end of each semester of training (at least two times per year), externship supervisors will be asked to complete an on-line evaluation of the extern’s performance.  Areas of evaluation are related to Program training objectives and include knowledge and application of diagnostic testing and therapeutic techniques, ethical behavior and appropriate interactions with clients/patients and professional staff.
3. Students are required to submit written records at the end of each semester that document contact hours, supervision hours, support hours and number of reports written, if applicable. The reports must include the supervisor’s signature documenting this activity and the report will serve as documentation of the student’s externship experience. 
4. Students must also complete an on-line site evaluation form at the end of the semester (two times per year).

In order to be eligible toapply for internship and participate in the match, students must be at Level III during the semester in which they intend to apply, i.e., complete all coursework; successful defense of second doctoral exam; submission of dissertation topic proposal.  Students must also have passed the clinical competency exam (described above).  This exam may be held anytime in the year prior to internship application, but we expect that most students will schedule the exam during the spring semester prior to internship application.  In order to strengthen the application and facilitate the transition to professional life, it is strongly advised that a student’s dissertation be complete, or almost complete before the start of the internship year.

Applying for internship requires a significant time commitment as the top sites are competitive. There is a standard online application for internship is administered by APPIC and instructions for completing the application can be found on the website http://www.appic.org/. Briefly, students must complete a standard application documenting coursework, practicum hours, and testing experience. The application consists of two parts (1) the standardized application form, completed by the applicant (Part 1), and (2) the Academic Program's Verification of Internship Eligibility and Readiness Form, and completed by both the applicant and his/her Director of Clinical Training (DCT; Part 2).  Each year, during the summer, the current year application becomes available online; Internship application deadlines vary by site and typically range from November 1 to December 15 and applicants are encouraged to register for the Match by December 1st. Interviews are conducted during December and January, and rank order lists are due in early February.  Match day occurs at the end of February.  Students who do not match to an internship site can participate in the APPIC second round.  The DCT will hold an information session each year for interested students to review the policies and procedures for applying to internship the following semester.

In addition to the APPIC application, nearly all sites also require an official transcript from the student’s graduate program, three letters of recommendation, and sample (deidentified) reports.  Some sites request minor supplemental information or additional letters.  The decision process for making offers for internship obviously differs from site to site, but a recent survey conducted by APPIC indicates that over half of Internship Training Directors consider interviews, essays and letters of recommendations as among the most important indicators of internship selection. Only 40% of directors rated the total number of hours as “very important”, suggesting that after meeting the minimum standard, other factors become more important. 

In order for a statement as to the successful completion of an internship to appear on the official CUNY transcript, and also for the purpose of licensing, an official letter from the internship site, attesting to successful completion of the internship training, must be sent to the DCT.  It is the student's responsibility to make sure that this documentation is provided to the Program.