Independent Study and Special Topics Policy

Overview

The purpose of the Special Topics and Independent Study (IS) Policy is to outline requirements for students, faculty, and staff to ensure a successful and structured learning experience. Cummings Graduate Institute (CGI) academic programs offer IS and Speciality Studies credits to allow individual students to work closely with faculty member(s) to research specializations that are not covered in more detail in required or elective courses or that will support their Culminating Project. Students may also utilize an IS course to receive course credit for application of new knowledge in a clinical setting, such as a self-funded practicum or internship in an integrated care setting.

A Special Topic or IS course must be requested and are not guaranteed. All requests should be made at least 6 weeks prior to the start of the term they wish to take the IS course. CGI reserves the right to deny a request for an IS course. Students must have completed a minimum of twelve (12) credits in their program of study before requesting an IS course, and these twelve (12) credits must include any program prerequisites. Other prerequisites will be determined by the faculty member with whom the student would like to do IS work. A student can take a maximum of six (6) credit hours of IS courses for their degree program. IS credits can only be credited towards the elective credit requirements.

Students may utilize IS to research evidence-based interventions in specialty areas, such as oncology, OB/GYN, pediatrics, intensive outpatient substance abuse treatment, respiratory therapy, etc. or to work towards their CP literature review. Students may utilize IS to fulfill their elective credit requirements towards their program of study.

An IS may also be approved for a student who wishes to receive course credit for application of new knowledge in a clinical setting, such as a self-funded practicum or internship in an integrated care setting. Students who wish to utilize IS in this way are required to complete forms related to the internship site, site supervisor agreement to oversee the clinical and non-clinical hours, and a weekly hours tracking form. Students may not receive credit for hours at their regular job/employment. The award of credit hours is based on CGI’s Credit Hour Policy, which is developed in partnership with the student, instructional design team, and faculty member(s).

It is the faculty member’s explicit responsibility to monitor the student’s progress in the IS course, including, but not limited to scheduling and holding meetings regularly throughout the term with the student, grading student work and providing feedback via the online learning management system, communicating any progress concerns with the student, advisor, and/or Retention Team, and other duties associated with instruction as outlined in the faculty handbook.

Policy Procedure

  1. It is the students responsibility to contact the Operations Team to request an IS. This should be done via email by emailing registrar@cgi.edu. Within the request, the student should let the Operations Team know the basic information of the IS course, the requested faculty, term in which they want to complete the IS course, and estimated credit amount (ranging from 1-3 credits). 
  2. The Operations Team will then verify the following information:
    1. If the student is eligible to request and complete the IS course
    2. If the faculty member is available to teach the requested course
    3. If there is budget available for the faculty to oversee the IS request 
  3. If any of the items above do not get approved, the IS request will be denied and the student will be notified by the Operations Team. 
  4. If the IS request meets all the requirements listed above, the Operations Team will notify the student via email with the IS Request Form. 
  5. The student will need to work with the IS instructor to complete the form.
  6. Once the form is filled out, they will need to notify the Operations Team via email at registrar@cgi.edu. 
  7. The Operations Team will then notify the Curriculum and Instructional Design Team (CIDT) to review the form for any missing information. 
  8. Once approved by CIDT, the Operations Team will send the IS Form out for official signatures. 
  9. Once all signatures are completed, the Operations Team will enroll the student into the course in Populi and upload the form to the student’s account in Populi.

Forms

The Independent Study Request Form does not have a public link. The form must be requested via email at registrar@cgi.edu.

Approvals/Revision History

Policy was revised on: November 3, 2025
Policy was approved by and date: Amanda Harrison, COO, November 3, 2025

Testimonials

“As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.”

Willam Chum, LMHCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

“The Doctor in Behavioral Health (DBH) program has changed my understanding of the subject and career path. Before this academic journey, my knowledge of behavioral health was primarily theoretical, including essential ideas and methods. However, the DBH curriculum combined intense academic research with practical application, helping me understand behavioral health from multiple angles. Recognizing mental health as part of total health changed my perspective. The biopsychosocial model, which showed how biological, psychological, and social variables affect mental health, was stressed in the DBH curriculum. This comprehensive approach made me realize how complex human behavior is and how important it is to address mental health issues. Effective interventions must target the individual’s surroundings, relationships, and life experiences, not just symptoms. The curriculum also gave me enhanced evidence-based practice training to execute successful solutions. Studies methods and data analysis classes improved my critical thinking and allowed me to evaluate and apply behavioral health studies. This gave me the confidence to contribute to the field’s knowledge base through practice and research.”

Dr. Rhea Hill, DBH, LPCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - February 17, 2025

“This program will change how you present to the world, not just as a professional but as an individual. Understand this is work but the work is worth it and the journey is undeniably transformative. If you are seeking a doctorate for the title, this is not the program for you. If you are seeking a doctorate to interrupt and disrupt the course of healthcare, then this is the program for you. You won’t find a more supportive program with professors who are dedicated to your success and your education. This program is not about the regurgitation of information. It is about the appropriate applied application of knowledge and information to push forward and become an advocate for equitable and quality care for all.”

Brandy K. Biglow LMHC, CCTP, QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 5, 2024

“The Doctor of Behavioral Health (DBH) program has definitely transformed my understanding of behavioral health. Understanding the links between physical and mental health has taught how to make better treatment decisions. The DBH program has also given me insights that otherwise would not be possible and allows me to view individuals through a lens that I was previously ignorant of. This program has helped me grow into a more confident individual, provider, and parent.”

Cory H. Cannady, BCBA, LBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 13, 2024

“The DBH program has reinforced my vision of viewing behavioral health (BH) as an integrated component of the healthcare system rather than a siloed service. As a practitioner in the focused BH realm of substance use disorder (SUD) treatment, I observe on a regular basis how identifying and serving SUD patients is often missed, ignored and stigmatized in primary healthcare, despite the fact that early intervention at these check-points often has the potential to intervene earlier and lessen the negative SUD outcomes frequently seen by the time a patient reaches specialty SUD services. Reinforcement received in my DBH program has motivated me to promote integration as a leader in my workplace and is a primary factor in considering the long-term trajectory of my individual career path.”

Kenneth L. Roberts, MPS, LPCC, LADCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 5, 2024

“Graduating from the DBH program has influenced and enhanced my approach to addressing behavioral health challenges and making a difference in the field by preparing me to become a serious business owner. Through the DBH program, I understand now that becoming a business owner not only assists me in reaping the financial benefits of working for myself, but the program also offers me a sense of freedom to make a difference in an individual’s life.”

Dr. Rebecca K. Wright, DBH, LBA, BCBA, QBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - December 18, 2024

“I have always wanted to pursue a higher degree but never found a program that met my needs. When I investigated the DBH program, I can honestly say I was excited. It was a program that would expand my knowledge in behavioral health but also how it relates to physical health. The philosophy of treating the whole person was exactly what I was looking for.”

Elizabeth Nekoloff, M.Ed., LPCC-S, NCCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 16, 2025

“Prior to obtaining my DBH, I practiced behavioral health within the boundaries of behavior analysis. The DBH degree has given me the ability to broaden my scope of competence allowing me to provide a higher quality of care to my clients through a person-centered approach, while still staying within my scope of practice. I was in the beginning stages of opening my business when I enrolled in the DBH program which set my trajectory towards being a stronger leader. The program equipped me with essential healthcare leadership and entrepreneurial skills, allowing me to ensure high-quality services for my clients and foster a supportive work environment for our staff. It has also given me the confidence to expand my business and pursue other healthcare ventures, reaching a broader range of patients in need.”

Dr. Pauline Tolentino Pablo, DBH, BCBA, IBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - January 21, 2025

“Although I have worked with many patients who have mental health diagnoses, or behaviors which make managing their medical diagnoses and day to day life difficult, the DBH program at CGI is broadening that knowledge and providing a deeper understanding of behavioral health and how best to help these individuals manage their health and improve their quality of life. This will allow me to provide and advocate for more meaningful and seamless integrated care, providing new tools for my intervention toolbox, and the confidence and skills to collaborate within and lead whole person focused interdisciplinary teams. I also anticipate building upon my knowledge as a nurse case manager and long time caregiver, as well as my personal passions and professional vision, learning about processes and operations, to be in position to start up and lead my own company one day, offering the services and care I know every person should have access to.”

Hollie Wilson, MSN, RN, CCMDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 11, 2025

“The DBH program will open opportunities for me to contribute to healthcare system innovation, particularly through trauma-informed care and integrated behavioral health settings. I will be better positioned to advocate for and implement holistic care models that improve health outcomes for underserved populations. Ultimately, this program will help me transition into higher-level roles, such as a director or consultant in behavioral health, where I can influence broader system changes and contribute to the future of healthcare delivery.”

DeKyn Rashad Peters, MPH-CHES,BSW/BA,APCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 4, 2025

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