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The Department of Psychology offers three introductory courses: Psychology 111, Psychology 114 and Psychology 115. Any of the three 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.
111. Introduction to Psychology. Psych.
111 serves, as do Psych. 112 or 113, 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.
This course provides a broad introduction to the field of psychology. During
the term we will cover such topics as perception, development, physiology
and behavior, personality, and social psychology. In addition, we will look
at some of the metaphors and principles that have guided research and theory
within psychology (e.g., the mind as computer; the role of the unconscious;
the person as pleasure seeking; the role of nature and nurture). Grades
are based on two exams, an optional final, and assignments in discussion
sections. Cost:3 (Hilton)
Sections 020, 021, 049, 050, LABS. The lab sections of Psych. 111 will meet once a week for two hours. Students in these sections will have a unique opportunity to apply knowledge from the text and lectures using hands-on demonstrations and experiments each week. The goal of the labs is to help students develop a deeper understanding of how experiments test psychological concepts and theories. Students in these sections will be required to attend the labs weekly, actively participate in all lab activities, and write a series of brief reports. The lab sections are designed to foster active participation and learning. Students who register for the labs do not need to register for a discussion section.
Disenrollment policy for Psychology 111: Students must attend discussion
section by September 18 or contact the GSI, or they may be disenrolled from
the course.
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114. Honors Introduction to Psychology.
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.
Section 001. 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, development across the life-span, motivation and
emotion, 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 a course pack. Each student will also be expected
to select and read a number of books from a master list of recommended popular
books in psychology. Grades are based primarily on two exams, a reading
log or journal based on the outside readings, and attendance at and participation
in class. Cost:2 WL:1 (Morris)
Section 010. Psychology 114 surveys the field of psychology -
including such topics as biopsychology, cognition, motivation, personality,
social psychology, developmental psychology, psychopathology, and research
methods used by psychologists to gain a better understanding of human behavior
and experience. The course requirements include (in addition to understanding
a textbook) participation in class discussion, keeping a weekly journal
of reading and observations, and carrying out a research project with other
students. There will be occasional quizzes, a midterm, and final examination.
(McKeachie)
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120. First-Year Seminar in Psychology
as a Social Science. 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. May be repeated for a total of six credits.
Section 001 - I, Too, Sing America:
Culture and Psychology. 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)?
Cost:1 WL:1
(Behling)
Sections 002 and 003 - Leadership: Theory and Practice. This is a multidisciplinary seminar for first-year students that explores the questions: What is leadership? What are some styles of leadership and traits of effective leaders? How does one lead? We will examine both classical and contemporary views of leadership as well as what contemporary theory and research in the behavioral sciences tells us about leadership. This is not a "how to do it" course in leadership, though students will learn a great deal about how to be an effective leader. Core readings consist of Gardner On Leadership, and McFarland et al. 21st Century Leadership. Small groups of students will also prepare an oral and written report on one outstanding leader of their choice. Course grades will be based on attendance at and participation in class discussions, a reading log or journal, several brief position papers, an end-of-class essay, and the oral and written reports. Cost:1 WL:1 (Morris)
Section 004 - Health and Healing: Mind and Body. 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 may elucidate how the mind-body connection impacts on health. Given the variety of traditions we will examine, this seminar will encourage a broadening of our conception of health to include physical, mental as well as spiritual well-being. We will also examine our own personal beliefs and understanding of health. Classes will involve discussion of readings, personal theories, as well how we view medicine in modern day society. Grades will be based on short written commentaries on reading assignments, small self-designed projects, and papers. There will be some choice in determining the basis for the grade. Cost:2 WL:1 (Murphy)
Section 005 - Psychology and Culture of Fertility, Pregnancy, and Motherhood. This course will explore psychological issues surrounding women's transition to motherhood. Cultural attitudes towards pregnancy, childbirth, breastfeeding, and related topics will be contrasted. In addition, the impact of technology on fertility and pregnancy will be discussed. (Merriwether)
Section 006 - The Psychology of Culture, Power, and Human Relations. We will look at what cultural diversity is and the impact it has on human relations in different environmental contexts. We will review the old adage of American Culture as a "Melting Pot" of a plethora of European cultures and the ensuing criteria for membership. Subsequently, we will examine the new order thinking also known as a paradigm shift (though still not a behavioral shift) encouraging the American culture to become more global, embracing pluralism and forming the "Salad Bowl" approach of multiculturalism. This shift/change has presented opportunities, challenges, and conflicts within for American Society that warrants some investigation. We will brainstorm, identify, and develop approaches that can empower individuals, groups, and organizations in the change process to act with agency and progress towards a multicultural society. (Beale)
Section 007 - Diversity, Development, and Change on American Campuses. During your first 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. (Saunders)
Section 009 - Dreams. The purpose of the course is to review historical developments in the conceptualization of the meaning of nocturnal dreams from the late 19th century to the present. The major emphasis will be on the use of dreams to explicate personal problem solving hence clinical data will be made the focus - the aim of developing students' ability to read, interpret, and understand the meaning of dreams (their own and others) the main practical skill developed. In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature, and development will be discussed in respect to dream material which presumes the student has some degree of familiarity with these fields and topics. The classes will involve discussions of readings in which students will be expected to take active roles. The course readings will consist of Freud's "Interpretation of Dreams" and a course pack. The particular discussion of readings will be announced in class each week as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class), and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content, and adaptive problem solving strategy. (Wolowitz)
Section 010 - Psychology and Law. This seminar studies issues in which law and psychology interact. We will examine a number of real cases that have been covered by the popular press (e.g., the Simpson, Bobbit, and Menendez trials), as well as some fictional accounts (e.g., Grisham's A Time to Kill and Dershowitz's The Advocate's Devil). (Pachella)
Section 011 - Psychology and Non-ordinary Experience. This seminar will explore the experimental, anecdotal, and theoretical work that suggests that we humans are capable of intuition and knowledge that seriously challenge the prevailing conceptions of human potential and sensory-based reality. Experiences of non-ordinary reality are accepted as valid across a wide range of cultures and under varied conditions. However, it is only recently that such phenomena as remote viewing and holistic mind-body connections have begun to cross the boundary into the scientific community, stimulating both research and strenuous efforts to debunk what has been reported in the literature. We will review this literature and its critics. We will explore the possibility of replicating or extending some of these studies. And we will review efforts to make theoretical sense of what has been found to date. (Mann)
Section 012 - Late Life Potential. Although late life is often viewed as a time of inevitable loss of competence, there is also evidence of great late life potential. This seminar will explore such potential. We will become familiar with relevant theory and research, read biographical material on late life greatness, study examples of late life accomplishments, and talk with vital old people. By the end of the seminar students should understand the nature of late life potential, as well as some of the conditions that facilitate it. From this understanding we will consider appropriate roles for the elders of our society. (Perlmutter)
Section 013 - The Future of Work and Your Work Future. In this seminar we will consider the future of work in the 21st century, especially the influence of information technology, globalization and workforce diversity. We will examine the implications of these changes for what psychology tells us about the meaning of work in people's lives, especially its importance for personal identity, motivation, and attachment. Students will actively explore ideas about their own future work through writing personal narratives, interviewing others, and team research projects on the forms that future work may take. (Price)
Section 014 - Diversity and Coming of Age in the U.S. Preparing for
an adult role in one's society is clearly a universal goal. But, there are
economic, psychological and social circumstances, as well as family and
individual characteristics, which can make the experience different. This
seminar for first-year students explores the impact of various factors in
the process of becoming an adult. We will examine the coming of age process
and how the experience differs for girls, as compared to boys, particularly
for persons of different races, ethnicities, or social statuses. We will
also discuss how the process of preparing for adulthood is represented in
the media, how the process may be facilitated (or impeded), and the variety
of outcomes that are possible to accomplish. The assignments will include
biographies and theories of developmental psychology, as well as fiction
and films. (Trotman-Reid )
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121. First-Year Seminar in Psychology
as a Natural Science. Only first-year students, including those with
sophomore standing, may pre-register for First-Year Seminars. All others
need permission of instructor. (3). (NS). May not be included in a concentration
plan in psychology. May be repeated for a total of six credits.
Section 001 - The Evolution of Consciousness
and Cognition. This interdisciplinary seminar will explore the nature
of conscious and unconscious mental processes in various types of human
cognition and action, including perception, memory, thinking, and behavior
broadly construed. We will take an eclectic approach in our exploration,
encompassing points of view found in disciplines such as psychology, neurophysiology,
artificial intelligence, philosophy, and medical practice. Both normal and
altered states of consciousness (e.g., sleep, dreaming, meditation,
hypnosis, and hallucination) will be considered from these perspectives.
Cost:2 WL:1
(Meyer)
Section 003 - Decisions About Marriage.
Decisions about marriage (e.g., concerning whether, when, and whom
to marry) are among the most important the typical person ever makes. But
there is good evidence (e.g., high rates of divorce and domestic
violence) that people often make these decisions badly, with serious, detrimental
consequences for everyone involved, including children. This seminar will
examine literature concerning the variety of ways marriage decisions are
made in practice. It will also explore and critically evaluate proposals
for how people could make such decisions more effectively. Cost:3
WL:1 (Yates)
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211. Outreach. Prior or concurrent
enrollment in introductory psychology. (1-3). (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 Psychology
as a Natural Science concentration. Laboratory fee ($15) required. (EXPERIENTIAL).
May be repeated for a total of six credits.
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 40 agencies in which you can provide direct service
to children in day care settings, adolescents in after-school programs,
handicapped children and adults, physically ill adults and children, persons
legally confined to criminal institutions, and others. Career exploration
is also addressed. All sections are two credits, requiring six hours of
work per week including four (4) 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 Outreach office at 1346
East Hall beginning April 2, 1998 to pick up an Outreach Booklet which describes
each section offered and possible placement opportunities. Two separate
sections of Outreach count as an experiential lab for the Psychology concentration;
they do not count as a lab for the Psychology as a Natural Science concentration.
Outreach Office Hours: Monday thru Friday 7:30 am 'til 4:00 PM, 764-9179.
Cost:1, not including
$15 lab fee. WL:1 (Miller)
Section 001 - Working with Preschool Children. (2 credits). Students will work at a placement with infants, toddlers, and preschool children. The children with whom you work will come from a variety of backgrounds including some children "at risk" due to such factors as living in single-parent or low-income households, or experiencing special educational or emotional needs. Lectures and discussion will address the diversity of experiences that impact young children and their development in our culture.
Section 002 - Big Sibs. (2 credits). Be a Big Sib: develop a meaningful individual relationship with a child in need of the companionship of a consistent caring adult. Share in activities and enjoy being with a young person in the community. Some students might also have the opportunity to be a Big Sib to a physically or mentally handicapped child.
Section 003 - Juvenile Delinquency and Criminal Justice. (2 credits). Establish meaningful friendships with and serve as positive role models for teenagers or adults whose behavior is in conflict with the rules and laws of our society. Work in group settings at agencies where juvenile delinquents or adults live or go to school. Help plan and carry out activities that will foster individuals' self-esteem and permit them to recognize and develop their skills and strengths. Learn about juvenile delinquency, criminality, the criminal justice system, gang behavior, institutionalization, and rehabilitation.
Section 004 - Working with School-aged Children and Teens. (2 credits). Work with children and adolescents in both school and community settings. Children and teens come from a variety of family and socio-economic backgrounds. Serve as a mentor, tutor, or friend. Learn about developmental issues in children, and the stresses that affect them. Learn about the wide range of career opportunities for working with youth.
Section 005 - Health, Illness, and Society. (2 credits). 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.
Section 006 - Exploring Careers. (2 credits). Learn about your
own abilities and interests; investigate college majors and careers that
best fit these; explore graduate school options; write a resume and cover
letter; improve your job search strategies; talk with professionals in various
fields; increase your awareness of social issues that affect people's career
decisions and work lives.
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