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Course Criteria
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3.00 Credits
not offered 2008-09 This course emphasizes a holistic approach to understanding the person as we examine classical and contemporary personality theories. Readings will include a popular text and journal articles organized around four central themes (intrapsychic mysteries, interactions, interpretive structures, interpersonal stories). Exams, a theoretical paper, short thought papers, and class participation will form the basis of the course grade. Prerequisite: Psychology 110 or the consent of the instructor. Credit not allowed if Psychology 370 has been taken.
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3.00 Credits
not offered 2008-09 This course surveys basic knowledge in the psychology of aging. Models of successful aging, social changes in late life, age-related changes in cognitive and intellectual functioning, psycho-pathology and the consequences of age-related degenerative diseases (Alzheimer's and Parkinson's diseases) are among the topics discussed. The course will likely motivate students to examine their preconceptions about older people and the aging process . Prerequisites : Psychology 110.
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4.00 Credits
not offered 2008-09 Covers primary theories in counseling psychology that have formed the basis for understanding clients and shaped therapeutic interventions. Critical analysis of theories based on research and applicability in multicultural contexts. Evaluation of relationship between theory and practice. In addition to class time, weekly co-counseling sessions required for guided experiential learning of interventions such as Gestalt techniques, systematic desensitization, dialectical behavior therapy, and rational emotive behavior therapy. Prerequisites: Psychology 110 and consent of instructor. Credit not allowed if Psychology 270 or Psychology 370 has been taken.
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4.00 Credits
not offered 2008-09 How do you go from being a newborn, unable to speak, walk, or even lift your own head, to who you are now, a speaking, thinking, moving adult How does change happen, and where does knowledge come from The central question in developmental psychology is the origins of new forms of behavior; this course will focus on the origins of human cognition. In this seminar, we will read and discuss classic and contemporary theories of development, as well as empirical data and computer models of development. Topics will include Piaget, nativism, and ecological theory, with a special emphasis on connectionism and dynamic systems theory. Our focus will be how successfully these theories address developmental change, and what developmental processes can tell us about cognition. Weekly response papers, a midterm and a final project are required. Prerequisites: three courses in psychology, or consent of instructor.
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3.00 Credits
Psychological concepts and theories accepted in the United States have often been presented as universal. Increasingly, however, these theories have been challenged for their failure to acknowledge diversity in terms of gender, race, social class, and culture in general. This course focuses on current theories and research in cross-cultural psychology, emphasizing methodological challenges and cultural influences on psychological processes. Attention is given to potential implications for general psychology in the United States. Emphasis in given years may change from international to national concerns. The course requires significant reading, written cultural analyses, and active participation in discussions and field trips. Prerequisite: consent of instructor.
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3.00 Credits
This course will examine research and theory on social stigma from a social psychological perspective. Topics will include the origins and functions of stigmatization, mechanisms and consequences of social stigma, and coping strategies of stigmatized individuals. Special attention will be paid to targets of stigma, including those stigmatized by their race/ethnicity, gender, and sexual orientation. The psychological effects of prejudice and discrimination for these targets will be discussed. This course is conducted primarily as an advanced seminar in psychology. Prerequisite: Psychology 110; students who have received credit for Psychology 232 may not receive credit for this course. Distribution area: alternative voices.
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4.00 Credits
not offered 2008-09 This seminar explores psychological topics across a wide variety of species, with a particular emphasis on evolution as a determinant of behavior and cognition. Course content will include modern research on animal behavior and ethology, stressing the importance of an animal's biological, ecological and social milieu. Specific topics may include dominance and social structure, foraging, mating, predation, communication, perception, conflict and cooperation. Prerequisite: three credits in psychology or biology.
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3.00 - 4.00 Credits
In this course we will work toward an integrated understanding of the nature of language through an examination of both empirical research and theoretical discussions. Specific topics will include: language acquisition, the relation between language and nonlinguistic communicative behavior, the relation between language and thought, the nature of meaning, and the relation between language and the world. Prerequisites: at least six credits of philosophy or six credits of psychology or consent of the instructors. Distribution area: social science or humanities. May be elected as Philosophy 338.
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4.00 Credits
These seminars focus on specific topics within psychology and/or research interests of psychology faculty. These courses are generally not offered regularly. Individual courses may be taught only once, and course offerings are likely to change substantially from year to year. Enrollments are generally limited to 12 students per class so that class discussion opportunities are maximized.
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3.00 Credits
This course examines multiple perspectives on student motivation and the management of learning environments as bases for reflecting on educational practice. The overall goals of this course are to develop a deeper understanding of how people learn, what motivates them and why, and how theory drives application. As motivation derives from educational psychology, dominant application is founded through the learner in the classroom setting. Participants will learn contemporary perspectives on student motivation and proactive strategies for linking theories of motivation through primary and text sources. Pre-requisites: Psychology 110 or equivalent.
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