Bachelor of Arts in Psychology

Study psychological science rigorously while building research, helping and family and relationship understanding.

• Biological, cognitive and social psychology
• Development, personality and abnormal psychology
• Statistics and research methods
• Helping and family foundations
• Ethics, diversity and applied psychology

• Research study
• Psychology data analysis
• Helping-skills evidence
• Field experience
• Psychology capstone

• Research / Program Assistant
• People and community roles
• Human-services support roles
• Graduate psychology or counseling study

Career directions are illustrative and do not guarantee employment, professional title, licensure or eligibility in a particular jurisdiction.

EAU uses a digital-first learning model designed around applied learning, evidence of competence and meaningful academic support.

• 100% online delivery, with asynchronous learning as the normal mode.
• Live or observed activity is used where the learning outcome itself requires interaction, demonstration or verification.
• Learning combines focused study, guided practice, authentic tasks, feedback and evidence of competence.
• Academic participation is based on meaningful learning activity and outcomes rather than login time alone.

The courses below reflect the current program curriculum. Course details may be updated through the university's academic review process.

• Assessment is based on evidence aligned with defined learning outcomes.
• Depending on the discipline, evidence may include projects, cases, laboratories, analysis, presentations, professional artifacts or verified individual work.
• Feedback supports improvement before later or higher-stakes evidence points.
• Capstone, clinical, oral, security-sensitive or Ijazah requirements may include additional competency gates where applicable.

• Clear course roadmaps, requirements and assessment expectations.
• Human academic support alongside the digital learning environment.
• Early support where access, participation or academic progress indicates a meaningful barrier.
• Accessibility and reasonable learning arrangements where applicable without reducing essential learning outcomes.