First-Year Courses in Psychology (Division 455)
This page was created at 8:03 AM on Wed, Oct 4, 2000.
Open courses in Psychology
Wolverine Access Subject listing for PSYCH
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The Department of Psychology offers four introductory courses: Psychology 111, Psychology 112, Psychology 114 and Psychology 115. Any of the four courses meets the prerequisite requirement for the concentration and serves as a prerequisite for the area introductory courses. Psychology 114 and Psychology 115 are honors introductory courses open to honors students and others with permission of the instructor.
Department of Psychology disenrollment policy for Psychology 111, 112, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by September 17 or contact the GSI, or they may be disenrolled from the course.
Psych. 111. Introduction to Psychology.
Section 001.
Prerequisites & Distribution: Psych. 111 serves, as do Psych. 112, 114 or 115, as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed or are enrolled in 112, 113, 114, or 115. (4). (SS). Psych. 111 may not be included in a concentration plan in psychology. Students in Psychology 111 are required to spend five hours outside of class participating as subjects in research projects.
Credits: (4).
Course Homepage: http://www.umich.edu/~psycours/111-001/
This course is a broad introduction to the field of psychology. We will cover many topics, including perception, the nervous system, learning and memory, psychological development, intelligence, and psychopathology. There will be discussion sections offering students an opportunity to examine and discuss lecture material.
Psych. 114. Honors Introduction to Psychology.
Section 001.
Prerequisites & Distribution: Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113, or 115. (4). (SS). May not be included in a concentration plan in psychology. Students in Psychology 114 are required to spend five hours outside of class participating as subjects in research projects.
Credits: (4).
Course Homepage: No Homepage Submitted.
This course provides a broad introduction to the field of psychology. We will cover such topics as physiology and behavior, sensory and perceptual processes, states of consciousness, learning and memory, thinking, intelligence, motivation and emotion, development across the life-span, personality, stress and adjustment, abnormal behavior and psychotherapy, and social psychology. The text for the course is Psychology: An Introduction (10th ed.); there is also an optional course pack. Grades are based primarily on three exams and an oral presentation, though consideration is also given to attendance at and participation in class.
Psych. 114. Honors Introduction to Psychology.
Section 002.
Prerequisites & Distribution: Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113, or 115. (4). (SS). May not be included in a concentration plan in psychology. Students in Psychology 114 are required to spend five hours outside of class participating as subjects in research projects.
Credits: (4).
Course Homepage: No Homepage Submitted.
This course is designed to introduce Honors students to contemporary psychology. At the end of this term, the student should realize that psychology covers a tremendous variety of topics and that the approaches to studying these topics are equally numerous.
In order to achieve these goals, this course will cover a broad area of topics: Part 1 is a general introduction to psychology (definitions, history, methods).
In part 2, we will look at psychology on four different levels of analysis, namely on a biological level (the brain, evolution and the biological basis of behavior, behavioral genetics), a "basic processes" level (exploring research on perception, learning, information processing, motivation, and emotion), on a level of understanding the person (development, personality theories, psychopathology, treatment of mental disorders), and finally on a "social" level, which focuses on understanding the individual in a social context (social cognition, social influence, social interaction: intragroup and intergroup processes).
In Part 3, we will look at one specific problem, namely the student's transition from high school to college, and how this problem can be approached on a biological level (stress and infectious diseases), on a basic process level, on a level of looking at one person (the personality characteristics that might make an adjustment to a transition easier) and on a social level (how does social support influence our adjustment to transitions in our life?).
The text used is Gleitman, Psychology Norton. Additional reading will be available on a course website.
Psych. 115. Honors Introduction to Psychology as a Natural Science.
Section 001.
Prerequisites & Distribution: Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113 or 114. (4). (NS). (BS). Psych. 115 may not be included in a concentration plan in psychology. Students in Psychology 115 are required to spend five hours outside of class participating as subjects in research projects.
Credits: (4).
Course Homepage: No Homepage Submitted.
This course provides a broad introduction to the study of modern
Psychology through lecture and discussions, with an emphasis on the
natural science approach to the study of behavior. This approach
emphasizes the biological (genetics, evolution, and nervous system
organization) underpinnings of behaviors ranging from learning and memory
to the motivation to care for oneself (eating, sleeping, etc.) and engaging
in social behaviors (finding mates, parenting, fighting, etc.). Grading is
based on two hourly exams, a final exam, two written assignments, two critiques
of reading assignments, and class participation.
Psych. 120. First-Year Seminar in Psychology as a Social Science.
Section 001 I, too, sing America: A Psychology of Race and Racism.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be included in a concentration plan in psychology.
 First-Year Seminar,
Credits: (3).
Course Homepage: No Homepage Submitted.
Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, They'll see how beautiful I am.. I, too, sing America?
Topics will include stereotyping, communication, cooperation, conflict, justice, and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia, and anti-Semitism)?
Psych. 120. First-Year Seminar in Psychology as a Social Science.
Section 002 Diversity, Identity Development, and Change on American Campuses.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be included in a concentration plan in psychology.
First-Year Seminar,
Credits: (3).
Course Homepage: No Homepage Submitted.
During your first academic term at the university, you are likely to interact
with peers and instructors from social identity groups (age, disability,
ethnicity, gender, language, nationality, race, religion, sexuality, etc.)
with which you have had limited or no experience. These kinds of
interactions can lead you to examine your beliefs, perspectives, and
understanding of yourself and others.
This course offers the opportunity
to explore these identity development processes using psychological
theories and models. We will discuss sources of intergroup conflict linked
to our different identities and how students' identity development and
behaviors may influence and be influenced by involvement in formal campus
groups and informal social interactions. We will also explore how your
knowledge about diversity and identity development can facilitate your
participation in coalition and/or community building on campus to help
make the campus climate more responsive to your needs and the needs of
students different from you. The social identity areas that we will focus
on in this course are: gender, race, sexual orientation, and physical
ability.
Grades will be based on: (a) written reflections on readings and videotape
assignments; (b) a written autobiography; (c) a self-reflection paper or
video; (d) individual and small group projects; and (e) class participation.
Psych. 120. First-Year Seminar in Psychology as a Social Science.
Section 006 Clinical Study of the Family.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be included in a concentration plan in psychology.
First-Year Seminar,
Credits: (3).
Course Homepage: No Homepage Submitted.
This course is designed primarily for first-year students who think they might be
interested in pursuing careers that would involve work with families (e.g.,
social work, primary care medicine, clinical psychology, nursing, policy
planning for families, family law, having a family of one's own, etc.). The
emphasis in the course is decidedly clinical, which is to say strong on
theory, case material, and research.
Attention will be given to the
plight and history of the American family over the past 40 years. This
includes the mounting divorce rate, the impact of divorce, the many
alternative family forms that exist in the society, changing gender roles,
reactive attempts to rescue "the family" (political, social, and clinical),
the rise of family therapies, the politics of researching the family (past
and present), and the evolution of "mental health" approaches to studying
and intervening in families. These approaches will be contrasted with
other approaches to the family (e.g., psychoanalytic,
cognitive-behavioral).
Psych. 120. First-Year Seminar in Psychology as a Social Science.
Section 008 The Future of Work and Your Work Future.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be included in a concentration plan in psychology.
First-Year Seminar,
Credits: (3).
Course Homepage: No Homepage Submitted.
This course is designed to help students explore their future career goals and, at the same time, reflect on the future of work. Our emphasis will be on active learning and exploration. We will read, discuss, conduct small research projects, and work both individually and in teams. In the first part of the course, we learn what writers, psychologists, and experts on work and careers have to say about the psychological meaning of work, how you will cope with challenges, shape your future self, and choose your future work.
Next, we look to the future where emerging technology, rapid globalization, and cultural differences will play a major role in shaping working life. The authors we read ask whether work as we know it will disappear, how it will cross national boundaries, and if we can bridge the gap between dramatically different cultures in the global work of the future.
Then we ask how these global, technological, and cultural forces will actually shape future work. What is likely to happen to jobs and careers, and to the work organizations of the future? How will we experience the work itself, and how will the growing diversity of the workforce influence work and organizations?
Finally, how will the new work influence our values, our sense of family, and our sense of community? In the last part of the course, students will work in teams on small research projects that explore a topic of their own choosing on the future of work.
Psych. 120. First-Year Seminar in Psychology as a Social Science.
Section 009 The Psychology of the African American Athlete and Society.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be included in a concentration plan in psychology.
First-Year Seminar,
Credits: (3).
Course Homepage: http://www.umich.edu/~psycours/120-009/
The purpose of this course is to provide a forum for discussion and analysis of the unique condition of the African American athlete in this society. The course takes a multidisciplinary approach to examine historical and contemporary issues that face the African American athlete. Special emphasis is placed on the life experiences of certain African American athletes and the sociocultural climate in which they live. This course is taught as a seminar with class discussions as the primary modus of operation. Students are encouraged to integrate their personal experiences with course materials during class discussion. Students will be expected to work in groups extensively as part of the requirements of the course. Also, class attendance and participation in the discussion are mandatory.
Psych. 120. First-Year Seminar in Psychology as a Social Science.
Section 014 Health & Healing: Mind & Body.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be included in a concentration plan in psychology.
First-Year Seminar,
Credits: (3).
Course Homepage: No Homepage Submitted.
This seminar will explore conceptions of health and healing within a broad
range of traditions, from conventional allopathic medicine to shamanism.
We will study the mind/body relation within these traditions as well as
consider current scientific studies that elucidate how the mind-body
connection impacts on health. This seminar will encourage a broadening
of our conception of health to include physical, mental as well as
spiritual well-being. Students will examine their personal beliefs and
understanding of health as well as study the influence of culture on
medical practices.
Other topics will include stress, pain, addiction, and depression. Grades
will be based on short written assignments, class participation, and a
small self-designed project. There will be some choice in determining
the basis for the grade.
Psych. 211. Outreach.
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
Project Outreach enables students to do field work in local community
settings. The purpose is to gain an understanding of yourself, the agency
in which you will work, the people whom you will serve, the psychological
concepts observed in action, and to provide a genuine community service.
Outreach includes approximately 45 agencies in which you can provide
direct service to children in day care settings, schools in the community, adolescents in school and
after-school programs, physically
ill adults and children, and persons legally confined to criminal
institutions. All sections are two credits, requiring six
hours of work per week including four hours of fieldwork; journal writing,
readings, papers; one hour lecture and one hour discussion.
Students need
to check the Time
Schedule for lecture/discussion times and meeting places per
section. Students are invited to stop by the Undergraduate Office at 1044
East Hall beginning November 15, 2000 to pick up an Outreach Booklet and
receive information regarding registration, field work, and general course
information for the Fall Term 2000. Two separate sections of Outreach
count as an experiential lab for the Psychology concentration; they do
not count as a lab for the Biopsychology and Cognitive Sciences
concentration.
Psych. 211. Outreach.
Section 001 Working with Preschool Children. (A student can only enroll for 1 credit of Project Outreach if they have already taken the same section in a previous term )
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
In the Working with School-Aged Children and Teens section, students will volunteer at a community preschool or childcare center with infants, toddlers, and/or preschool children (ages 0-6). The children with whom you work will come from a variety of backgrounds including some children at risk due to such factors as physical, cognitive, or emotional difficulties, low family income or poverty, parental unemployment, lack of health insurance and single-parent headed households.
Lectures and discussion groups will address the diversity of experiences that impact young children and their development in our culture. Students will volunteer a total of 40 hours and complete regular journal assignments, a midterm project, and a brief final paper. Negative TB tests are required in order to volunteer at most sites.
Psych. 211. Outreach.
Section 002 Big Sibs: Community and Opportunity. (A student can only enroll for 1 credit of Project Outreach if they have already taken the same section in a previous term )
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
Through the Big Sibs program, you will become involved in a one-on-one friendship with a child in the community age four through fifteen years. You will develop a meaningful individual relationship with a child in need of a role model, mentor, and companion.
The program enables you to become involved in the larger Ann Arbor community as you and your little sib participate in free or low cost, educational and fun activities. The corresponding lecture series addresses various issues that impact childhood, including poverty, racism, and divorce.
Psych. 211. Outreach.
Section 003 Juvenile Delinquency and Criminal Justice. (A student can only enroll for 1 credit if they have already taken the same section of Project Outreach in a previous term)
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
The Juvenile Delinquency and Criminal Justice section of Project Outreach is designed to provide students with experience in and knowledge of the criminal justice system. The course consists of a field placement, a lecture series, and group discussions. The field placements match students with juveniles or adults in a number of placement settings in the criminal justice system. These include Maxey Boys Training School, Arbor Heights, Boysville, the Forensics Center, Adrian Training School, and COPE Alternative.
The lecture series is intended to expose students to issues relevant to juvenile delinquency and criminality such as the influences of sexism and racism in the criminal justice system, the antecedents of delinquent and criminal behavior, the effects of child abuse, the intersection of substance abuse and mental illness with criminality, and the treatment programs available in institutions. It is our hope that you will not only learn about the system but have the opportunity to reach out to juveniles and adult criminals and have a positive impact on their lives.
Psych. 211. Outreach.
Section 004 Working with School-Age Children and Teens. (A student can only enroll for 1 credit if they have already taken the same section of Project Outreach in a prior term)
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
The Working with School-Aged Children and Teens section of Project Outreach provides students with an opportunity to work with children and adolescents in both school and community settings. These children and teens come from a variety of family and socio-economic backgrounds. You can serve as a mentor, tutor, or friend. Learn about developmental issues in children and the stresses that affect them. Finally, you can learn about the wide range of career opportunities that involve working with youth.
Psych. 211. Outreach.
Section 005 Health, Illness, and Society. (A student can only enroll for 1 credit if they have already taken the same section of Project Outreach in a prior term)
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
Students in the Health, Illness, and Society section or Project Outreach help patients and families in medical and other health care settings by offering empathy, emotional and practical support in waiting rooms, at bedside, in community health clinics and in other settings. Provide supervised occupational, physical, rehabilitative, educational, and recreational therapy and support for people with special physical or health needs: senior citizens; children who are physically impaired; people who are HIV-positive; and people with chemical dependency problems, or work with groups trying to prevent particular health problems, to promote health education, or those that are advocating for improved health services. Learn about health care, health promotion, and how people cope with stress.
This course will have two major components: classroom and fieldwork. These components will interface so that the student has an opportunity to do direct work with patients, family/friends, and staff in a medical setting or with groups working on issues in the health field and then consider the experience within the framework of a series of lectures that are presented in class. Class time will be divided between a Presentation Series including lectures, films, guest presentations, and small discussion groups with students.
Psych. 211. Outreach.
Section 006 Exploring Careers. (A student can only enroll for 1 credit if they have already taken the same section of Project Outreach in a prior term)
Prerequisites & Distribution: Prior or concurrent enrollment in introductory psychology. (1-2). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Biopsychology and Cognitive Science concentration. Laboratory fee required. (EXPERIENTIAL). May be repeated for a total of six credits.
Credits: (1-2).
Lab Fee: Laboratory fee required.
Course Homepage: http://www.umich.edu/~psycours/211/
The Exploring Careers section of Project Outreach will help students explore how their understandings of themselves, their interests, their values, and their skills relate to ideas about college major and career possibilities. The aims of this section are twofold: (1) to provide students with a psychological perspective on the development of career identity and decision making processes, and (2) to encourage the development of the skills needed to identify career options, become familiar with occupational resources, and to practice job or internship search strategies.
Topics for lectures and discussions will include career decision making, self-assessment and exploration, social and cultural issues that affect people's career paths, job search strategies, and how to make the most of available resources at Career Planning and Placement. In addition, students will have the opportunity to hear from guest speakers and panel members from a variety of occupations who will share information and discuss their own experiences.
Exploring Careers is structured so that students will benefit from attending and participating in all sessions and completing assignments based on personal goals. The instructors encourage a friendly, open atmosphere where students can actively explore areas of interest and discuss the challenges and hurdles along the way.
This page was created at 8:03 AM on Wed, Oct 4, 2000.
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