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Course Criteria
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1.00 Credits
This course will examine theory and research on parent-child relationships in early childhood. Course material and discussions will focus on theoretical frameworks for understanding parent-child interaction, psychological research on the determinants and consequences of early parenting behavior, and methodological issues in the study of parents and young children. Specific topics will include infant-parent attachment security, temperament and children’s emotional contributions to the parent-child relationship, and unique characteristics of father-child interactions. Students will take an active role in facilitating and leading class discussions, and be expected to integrate research, theory, personal experience, and policy and practice related to healthy child and family functioning. The course will include oral presentations, regular reaction papers, and comprehensive written examinations.
Prerequisite:
PSYC 101
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1.00 Credits
This First Seminar is for mid- and upper-level psychology majors who have taken PSYC 109. Students in PSYC 257 will serve as Peer Learning Assistants (PLAs) for PSYC 109, where the primary tasks will be to organize sections and classes around the following three inquiry-based tasks: (i) getting students actively involved in discussions in section and on Black Board; (ii) helping students to organize (and stay on top of) their observation projects; and (iii) support and guide a group of six students through an inquiry-based interview project. The goal for participants in PSYC 257 is to learn to conduct and guide small group projects and discussions and through this activity deepen their understanding of qualitative, inquiry-based, psychology. This will be achieved by weekly meetings to go over the experiences of PLAs and preparing the upcoming projects. This class can be taken on a pass/fail basis, or by way of earning a grade through a write-up of a final paper that is based on the teaching/learning experience.
Prerequisite:
Registration by instructor permission only.
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1.00 Credits
Creativity is central to what makes us human. This capstone seminar explores what creativity is, its collaborative nature, and what role it plays in individual, societal and cultural development over time. We will use a Vygotskian and dynamic systems perspective to contextualize the ways creativity has been studied and to explore how creativity stimulates the purposeful generation of ideas and products in the arts, sciences, technology, business, and social institutions. We will examine theory and research as well as case studies to discuss the individual and collaborative experiences, opportunities, challenges, contexts, and effects of creativity. This course is open to graduate students.
Prerequisite:
PSYC 101 , PSYC 150 OR PSYC 152 OR PSYC 156 , and a First Seminar.
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1.00 Credits
Type of course: Capstone Seminar This course is designed to provide upper level students the opportunity to delve deeply into the topic of child & adolescent psychopathology. In particular, students in the course will become familiar wit 1) the conditions and disorders that typically develop and/or are diagnosed during infancy, childhood, and adolescence, including their diagnostic criteria, course and chronicity, and prevalence in the population, 2) how such disorders represent deviations from a more typical developmental trajectory, 3) the etiological or causal factors attributed to each disorder (i.e., genetic & environmental), and 4) current intervention and prevention practices. The course will also emphasize a developmental perspective and take an empirical approach. At the conclusion of the course, each student should be able to: 1) Describe the relative contributions of genetic, family, school/community, societal/cultural factors to the development of the primary childhood and adolescent disorders 2) Identify symptoms and diagnostic criteria for each disorder/condition 3) Explain current approaches to treatment and/or prevention of childhood psychological disorders 4) Evaluate the merits of an empirical article as well as the value of clinical research translated for public consumption Prerequisite: PSYC 101, PSYC 105, PSYC 108, PSYC 109, PSYC 173, and a First Seminar or Instructor's permission
Prerequisite:
PSYC 101, PSYC 105, PSYC 108, PSYC 109, PSYC 173, and a First Seminar or Instructor's permission
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1.00 Credits
This capstone seminar provides a theoretical and methodological frame for studying how thinking is shaped by the societal context in which the person is situated, by the social location the person occupies in that context, by the cultural discourses in which he/she participates, and by the nature of what is being thought about. The seminar draws from readings from interdisciplinary sources, including psychology. We start with illustrative works from developmental psychology, sociocultural psychology and social psychology that approach thinking and reasoning in their social and cultural contexts. We also examine some works that do not emphasize the social context of thinking but that examine everyday thinking about social problems. We then discuss interdisciplinary writings that emphasize how societies and cultures are structured internally in terms of gender, race and class, and we examine empirical research on thinking and on personal epistemology that is grounded in this kind of societal framework. The last class of the semester will be a symposium in which each student will present her or his final paper in a 15-minute formal presentation, followed by class discussion.
Prerequisite:
Juniors and seniors only or Instructor's permission.
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1.00 Credits
Devoted to a specific subtopic unique for each semester. Designed for seniors and graduate students. Official permission not needed, but contact the instructor for specific topic.
Prerequisite:
PSYC 101 or COMM 101.
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1.00 Credits
Explores the motivation of human behavior (i.e., what energizes and directs our actions). Examines theoretical and empirical works relevant to motivation, particularly those emphasizing an active organism. Also applies motivational theories to various areas, including education, work, sports, psychopathology and psychotherapy.
Prerequisite:
PSYC 101 , PSYC 105 , PSYC 108 , and a First Seminar.
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1.00 Credits
Independent study at an advanced level for qualified students.
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1.00 Credits
The Psychology Honors sequence is a two-semester experience designed to guide selected honors students through the design and execution of an independent honors research project. The Psychology Honors sequence is designed to be especially, but not uniquely, attractive to students interested in pursuing graduate study in Psychology or another related discipline such as medicine, teaching, and the law. The major focus of the experience is the completion of an individual research project conducted in close collaboration with a faculty mentor. These collaborations typically occur in individual meetings, as well as group meetings as part of the faculty member’s research team. In the fall of senior year, the student will develop the research project, submit a proposal to the IRB, and begin the project. In the spring semester students will complete their individual research projects and prepare written and oral presentations. Honors students are encouraged to present their projects at Academic Spree Day.
Prerequisite:
By permission only.
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1.00 Credits
Academic experience taking place in the field with an opportunity to earn university credit. Does not count for Psychology major credit.
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