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.
Department of Psychology disenrollment policy for Psychology 111, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by September 18 or contact the GSI, or they may be disenrolled from the course.
Independent Study/Directed Reading
The department of psychology offers several options for independent study/directed reading.
204. Individual Research and 206. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.
505. Individual Research and 507. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or plans of study under the direction of a member of the staff. Work in 505 must include the collection and analysis of data and a written report. Work in 507 provides an opportunity for further exploration of a topic of interest in Psychology. Faculty present a proposal for student work to the Department's Committee on Undergraduate Studies, which approves projects prior to registration.
The field practicum courses (Psych 404, 405, 408, and 409) offer an opportunity to integrate experiential and academic work within the context of a field setting. Students make their own arrangements to work in various community agencies and organizations; meet regularly with a faculty sponsor to discuss their experiences; read materials which are relevant to their experiences; and create some form of written product that draws experiences together at the end of the term. Obtain materials as early as possible as it generally takes students some time to meet requirements necessary to register for the course. An override from a Psychology Department faculty member is required to register. Credits do not count for the concentration although courses may be used for experiential labs. PSYCHOLOGY 409 IS RESERVED FOR RESEARCH PRACTICA. Field Practicums and Psych 505, 507 have prerequisites of one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology.
The following limitations apply to Experiential and Directed Reading/Independent Study credit:
100-399 |
400-499 |
500-599 |
Take me to the Fall Time Schedule
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 Psy
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.
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Times, Location, and Availability
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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Times, Location, and Availability
116. Introduction to
Mind and Brain. May not be used as a prerequisite
for or in a concentration plan in Psychology. No credit for those
who have completed Psych. 112. (4). (NS).
This course is designed for students interested in the relationship
between behavior and brain (that is, between the functioning of the mind and the functioning of the brain) but who are not interested
in being Psychology or Biology concentrators. The course will
focus on specific phenomena of the mind and examine the brain
mechanisms that underlie those phenomena. The topics to be covered
include memory, motor functions, perception, language function, gender differences in cognition, and some pathologies of cognition.
Note that the course expectation is that students will learn a
good deal about the anatomy and functioning of normal and damaged
brains. Evaluation will be based in part on weekly quizzes, an
examination, and participation in discussion section activities.
(Jonides)
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Times, Location, and Availability
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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Times, Location, and Availability
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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Times, Location, and Availability
122/Soc. 122. Intergroup
Dialogues. Permission of instructor. Intended primarily
for first- and second-year students. (2). (Excl). May not be included
in a concentration in psychology or sociology. May be repeated
for a total of four credits.
Section 001-007: Dialogues on Race, Gender, Sexual Orientation, Religion, or Ethnicity. In a multicultural society, discussion
about group conflict, commonalities, and differences can facilitate
understanding and interaction between social groups. In this course, students will participate in structured meetings of at least two
different social identity groups, discuss readings, and explore
each group's experiences in social and institutional contexts.
Students will examine psychological, historical, and sociological
materials which address each group's experiences, and learn about
issues facing the groups in contemporary society. The goal is
to create a setting in which students will engage in open and constructive dialogue, learning, and exploration. The second goal
is to actively identify alternative resolutions of intergroup
conflicts. Different sections of this course focus on different
identity groups (for example, white people/people of color; Blacks/Jews;
lesbians, gay men, bisexuals, and heterosexuals; white women/women
of color; Blacks/Latinos/Asians; men/women). Cost:1
(Beale)
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Times, Location, and Availability
204. Individual Research.
Introductory psychology and permission of instructor.
(1-6). (Excl). May not be included in a concentration plan in
psychology. (INDEPENDENT). May be repeated for a total of six
credits.
Arrangements may be made for adequately prepared students to undertake
individual research under the direction of a member of the staff.
Students are provided with the proper section number by the staff
member with whom the work has been arranged. Students are responsible
for properly registering for this course.
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Times, Location, and Availability
206. Tutorial Reading.
Introductory psychology and permission of instructor.
(1-6). (Excl). May not be included in a concentration plan in
psychology. (INDEPENDENT). May be repeated for a total of six
credits.
Arrangements may be made for adequately prepared students to undertake
individual plans of study under the direction of a member of the
staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students
are responsible for properly registering for this course.
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Times, Location, and Availability
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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Times, Location, and Availability
255. Patterns of Development.
Enrollment in the Inteflex Program. Inteflex students
electing a concentration in psychology may use Psych. 255 as the
introductory prerequisite. No credit granted to those who have
completed or are enrolled in 350. (4). (Excl).
This course is intended for students in the Inteflex program.
It is a combination of an introduction to psychology and a life
span human development course. This course will introduce basic
concepts and research in psychology and survey the lifespan from
birth to death, providing theoretical and empirical material on
physical, perceptual, cognitive, social/emotional development.
The course is geared to Inteflex students, and they have first
priority. (Merriwether)
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Times, Location, and Availability
305. Practicum in Psychology.
Introductory psychology. (1-4). (Excl). A total of
six credits of Psychology letter-graded experiential courses may
be counted for the Psychology concentration. Psychology 305 must
be taken for at least three credits to count as an experiential
lab in the psychology concentration. (EXPERIENTIAL). May be repeated
for a total of six credits.
Section 001 – Michigan Mentorship Program. (3-4 credits).
This experiential learning course is designed to provide mentoring
experiences for students in the Ann Arbor Public Schools who are
regarded at risk for low achievement. We will pair college students
with elementary and high school students in order to help students
with homework, to encourage effective learning strategies, to
set goals, and to help them develop appropriate coping strategies.
College students who can relate to younger students' concerns
are a tremendous resource for their learning and motivation. Conversely, college students can learn a great deal from children and adolescents
as they work through issues. The course will provide a personal
relationship and useful academic information in order to help
grade school students become more successful and more motivated
in school. University students will be expected to participate
in mentoring a minimum of six hours per week, read related background
information, keep a weekly journal, and write a 5-10 page paper.
Students will meet in seminar, weekly (Tues. evening) to discuss
relevant issues. Admission is by application only. Email Dr. Quart
at equart@umich.edu for
application procedures. Cost:1
WL:3 (Quart)
Section 002 – Practicum in Child Development and Child Care. (2-4 credits). Prerequisite: Psychology 350. This course allows students to acquire experience working in a child care setting with preschool age children. Students will be assigned to specific classrooms and work under the direct supervision of the head teacher and director of the Pound House Children's Center. Students are required to keep a weekly journal summarizing their experiences in the child care setting as well as write papers integrating these experiences with literature on children's development. Students will be required to read the Staff Handbook for information on Center policies as well as independent readings on child development. All students must show evidence of a negative TB tine test and have a physical exam from a doctor stating that there is no reason why they cannot work with young children. Contact Carolyn Tyson at Pound House, 998-8399. (Volling)
Section 003 – Community Issues in Latino/Latina Schools. (3 credits). The purpose of the proposed course is first, to expose students to Latino youth and their Southwest Detroit community (a multi-ethnic neighborhood); second, to educate students about cultural aspects of human development, mental health, and contrasting theoretical approaches to social change; finally, to help the students analyze their practical experience using this theoretical framework. The overall goals of the course are to educate students to be able to envision themselves working in an urban community setting and to become motivated to work for social change in their academic and professional careers. This course will be a field course involving two visits per week to a Southwest Detroit community. A neighborhood school will be used as the site for tutoring and working with the children. In this course, the instructors themselves will supervise the field experience. No Spanish is required. (José)
Section 004 – Helping Children Learn to Read. This practicum allows undergraduates to work with children in elementary schools who are learning to read. Students will work in K-4 classrooms, tutor children, and assess their reading progress. The class will meet as a seminar biweekly to discuss observations of children, instructional approaches to teaching reading, and indicators of literacy development. Requirements include a class presentation, case studies of children, and weekly journals. (Scott Paris)
Section 005 – Michigan Mentorship Program. (3-4 credits). This experiential learning course is designed to provide mentoring experiences for students in the Ann Arbor Public Schools who are regarded at risk for low achievement. We will pair college students with elementary and high school students in order to help students with homework, to encourage effective learning strategies, to set goals, and to help them develop appropriate coping strategies. College students who can relate to younger students' concerns are a tremendous resource for their learning and motivation. Conversely, college students can learn a great deal from children and adolescents as they work through issues. The course will provide a personal relationship and useful academic information in order to help grade school students become more successful and more motivated in school. University students will be expected to participate in mentoring a minimum of six hours per week, read related background information, keep a weekly journal, and write a 5-10 page paper. Students will meet in seminar, weekly (Tues. evening) to discuss relevant issues. Admission is by application only. Email Dr. Quart at equart@umich.edu for application procedures. Cost:1 WL:3 (Quart)
Section 010 – Alcoholism and Other Behavior Disorders in
Community Settings, II. (3 credits). Prerequisite: Psychology
372.010. The University of Michigan Alcohol Research Center
(UMARC) provides a continuing opportunity for students to gain
valuable research experience in a community setting as part of the Health Profile Project. The project will focus on the nature
and extent of alcohol problems among patients 60 years of age
and older, and assess specifically the effectiveness of a brief
intervention designed to help older adults with drinking problems.
The project provides students the opportunity to obtain research
experience in the social and health sciences fields. Students
will administer brief questionnaires to elderly persons in primary
care offices, and they also may have the opportunity to conduct
telephone follow-up interviews with participants in the brief
intervention study. Other requirements include: interest in social
sciences or health sciences; the ability to travel to project
sites (car preferred); excellent interpersonal skills; and experience
interacting with the public. Furthermore, students will gain valuable
research experience in the areas of geriatrics and alcohol problems.
This course is the second term of a two-term practicum sequence.
The sequence meets both lab requirements for psychology concentrators.
Those who register for the course will be required to attend a
research meeting, a one-hour lecture, and 7.5 hours of field work
each week during the academic term. Students also are required
to write a research paper. (Zucker/Blow)
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Times, Location, and Availability
306. Project Outreach
Group Leading. Introductory psychology, Psychology
211, and permission of instructor. (3). (Excl). A total of six
credits of Psychology letter-graded experiential courses may be
counted for the Psychology concentration. (EXPERIENTIAL). May
be repeated for a total of six credits.
This course provides students with knowledge and practice in areas
related to enhancing the educational experience of undergraduate
students involved in community service learning placements in
a community setting. Students will learn to supervise and evaluate the placement activities of others, and gain essential skills
in facilitating small group discussions which integrate field
experiences with theoretical concepts. Students will be evaluated
on the basis of two projects, a number of other regular written
assignments, and the quality of the small group discussions which they facilitate. Cost:2
(Miller)
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Times, Location, and Availability
307. Directed Experiences
with Children. Introductory psychology and permission
of instructor. (3-4). (Excl). A total of six credits of Psychology
letter-graded experiential courses may be counted for the Psychology
concentration. (EXPERIENTIAL). May be repeated for a total of
7 credits.
Section 001 – Working with Children. Directed experience
with children aged eighteen months to five years at the University
of Michigan's Children Center and Children's Center for Working
Families for approximately eight to twelve hours per week on a
regular basis. Seminar relating theoretical issues to applied
practice is held every two weeks. No prerequisites required. This
course is designed to introduce students to young children in
a warm and caring classroom environment facilitated by professional
early childhood teachers. The major emphasis is on developing
an understanding of young children through direct experience and introductions to child development and education. Cost:1
WL:5, Permission of instructor required for all students. Contact
at 998-7161 or karey@umich.edu.
(Leach)
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Times, Location, and Availability
308. Peer Advising Practicum
in Psychology. Introductory psychology and permission
of instructor. (2-3). (Excl). A total of six credits of Psychology
letter-graded experiential courses may be counted for the Psychology
concentration. (EXPERIENTIAL). May be repeated for a total of
six credits.
This course is a supervised practicum for psychology concentrators
who wish to learn to help other psychology students through academic
advising/counseling. Students are selected by application and interview for the training and supervised practicum. Twelve hours
of weekend training in peer facilitation psychology concentration
requirements precede the weekly practicum and supervision sessions.
A two-hour, faculty-supervised weekly class and an additional
half hour meeting with undergraduate office staff is required.
Required also are weekly journals and a final research paper.
The purchase of two paperback texts and a course pack are necessary.
In addition to experience with individual academic advising, students
in this course may elect to help run "focus groups"
on subjects of interest to psychology concentrators. The class
is limited to about 20 students in order to facilitate discussion, training, and supervision of the practicum. For further information
please call Dr. Sherry Hatcher at 647-3920 or Ms. Karen Petticrew
at 764-9179. Cost:3
WL:3, Application, interview, and override required. (Hatcher)
Check
Times, Location, and Availability
310/Soc. 320. Training
in Processes of Intergroup Dialogues. Permission
of instructor. Open to juniors and seniors. (3). (Excl). May be
used as an experiential lab in the Psychology concentration. A
total of six credits of Psychology letter-graded experiential
courses may be counted for the Psychology concentration. (EXPERIENTIAL).
See Sociology 320. (Chesler)
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Times, Location, and Availability
311/Soc. 321. Practicum
in Facilitating Intergroup Dialogues. Psychology
310 and permission of instructor. (3). (Excl). A total of six
credits of Psychology letter-graded experiential courses may be
counted for the Psychology concentration. (EXPERIENTIAL).
This practicum is open to students who have completed Psychology
310, and requires applied work in facilitating intergroup dialogues.
Students serve each week as peer facilitators in Psych. 122, "Intergroup
Dialogues." Additionally, students also participate in weekly
supervision seminars to discuss their work in the dialogue groups, and to discuss theory and practice of group observation, in-outgroup
conflict intervention skills, intergroup communication and community
building, methods of attending to personal issues when facilitating.
Cost:1 (Beale
and Behling)
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Times, Location, and Availability
319. Empowering Families
and Communities. Concurrent enrollment in Psych.
320. (3). (Excl).
This course introduces students to the principles and practices
of community psychology by focusing around the themes of empowerment
and prevention. The influences of social context, racism, culture
and inequality in shaping behavior and attitudes in community
settings are emphasized. Through readings, lectures, and simulations, students will deepen their understanding of how families and communities
function and how communities can be involved in program development
and delivery. Students must enroll concurrently in Psychology
320: Laboratory in Community Intervention. The course will meet
once a week for three hours. Each class section will involve both
lecture and discussion. Readings will consist of two books and 4 to 6 additional readings each week. Students will complete a
journal that is a synthesis and integration of the readings, an
in-class midterm, and a group research paper. Students will present their research paper in a poster session. The course is designed
for third- and fourth-year students in psychology and other social
sciences. (Mattis)
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Times, Location, and Availability
320. Laboratory in Community
Intervention. Concurrent enrollment in Psych. 319.
(1). (Excl). (EXPERIENTIAL).
This experiential lab involves one visit per week to an African
American, Arab American, or Latino community in Detroit. Students
will be assigned to work with community-based organizations on
projects to improve the well being of children and families. Projects
involve such activities as tutoring, developing outreach activities, assisting in child care settings, and working in community education
projects. Internships will be supervised by the instructor and program staff. Students must be enrolled concurrently in Psychology
319: Empowering Families and Communities. This type of direct
experience will provide for a better understanding of course concepts
and more in-depth learning. This lab requires attendance at training
sessions or community participation three hours a week. Students
will turn in weekly attendance sheets that document their work.
Transportation will be provided. An experiential journal, readings, and group project reflecting this experience will be completed
for Psychology 319. (Mattis)
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Times, Location, and Availability
330. Introduction to
Biopsychology. Introductory psychology. (4). (NS).
(BS).
This course surveys the field of Biopsychology. It introduces the kinds of questions traditionally addressed by physiological
and comparative psychologists. Biopsychology is the study of how
psychological processes relate to the brain and to evolution.
A major focus is on how brain processes cause psychological events
and behavior, and how psychological events are encoded in the
brain (physiological psychology or behavioral neuroscience). Another
focus is on how psychological processes (e.g., perception, cognition) differ across different species, and on how psychological
processes have been shaped by evolutionary pressures (comparative
or evolutionary psychology). Topics will include: principles of
behavioral evolution that have shaped current behavior and physiological
processes; the anatomy and operation of brain systems relevant
to mind and behavior, and their relation to psychoactive drugs;
neural mechanisms of normal action, perception, motivation, learning, and cognition in humans and other species. Students must register
for the lecture and for one discussion/practicum section. NOTE:
This course is intended primarily for sophomores and second-term
freshmen who have ALREADY taken a course in introductory psychology.
This course is a prerequisite for many upper-level courses in
Biopsychology. Cost:2
WL:1
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Times, Location, and Availability
331. Laboratories in
Biopsychology. Psych. 330. (4). (Excl). (BS). Satisfies
a Psychology research-based laboratory requirement.
The purpose of this course is three-fold: (1) to provide students
with opportunities to gain practical laboratory experience by
assisting an individual faculty member in the Biopsychology Program
or in the Cognition and Perception Program with his/her on-going
research; (2) to introduce students to selected general methods
used in the field of biopsychology (brain and behavior and animal
behavior) or cognitive science; (3) to provide practical knowledge
about research design, quantification of behavior, scientific
writing, the use of animals in research, and miscellaneous techniques
used by biopsychologists or cognitive scientists in laboratory
research. Grades are based on a student's (1) performance in an
individual faculty member's lab; (2) an oral presentation; and (3) term paper that describes the student's research experience.
Students must register in two sections; a general lecture section
(001) and an individual faculty member's section (faculty identification
number). To be admitted, students must first get permission from
an individual faculty member to work in his/her lab. Specific
instructions and an application form (which must be completed)
are available in the Psychology Undergraduate Office (1044 East
Hall) or the Biopsychology Program Office (4029 East Hall). Students
concentrating in `Biopsychology and Cognitive Science' will receive
priority. Cost:1
WL:3
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Times, Location, and Availability
335(430). Introduction
to Animal Behavior. Introductory psychology or introductory
biology. (4). (NS). (BS).
This course presents a broad introduction to animal behavior from the perspective of evolutionary biology (sociobiology). The class
is open to sophomores and is well suited for any student interested
in animal behavior, biological psychology, or the relationship
between evolution and social behavior. Introductory lectures present the basic principles of organic evolution so that all students
have the same knowledge foundation from which other course topics
can be examined. Course topics include, among others, the relationship
between genes and behavior, inclusive-fitness thinking and social
interactions between close genetic relatives (e.g., parent-offspring, siblings), the evolution of sex differences, mating systems and their ecological correlates, and sexual selection (male-male competition
and mate choice by females). Terms such as nepotism, altruism, aggression, and reproductive behavior are considered in light
of how they have evolved by natural selection and how they contribute
to daily survival and reproductive success. Examples from a wide
variety of animal species are used to help emphasize various points.
A lecture format is used, and students are encouraged to question
and comment during class. Grading is based on a multiple-choice
quiz, two in-class essay exams and a term paper. Cost:1
WL:1 (W.Holmes)
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Times, Location, and Availability
340. Introduction to
Cognitive Psychology. Introductory psychology. (4).
(NS). (BS).
The topics to be covered include various aspects of the psychology
of human perception, attention, memory, thinking (including problem
solving and reasoning), and consciousness. The material will include
data and theory about the relationship between cognition and brain
function. The course will emphasize not only the content material
represented by these topics, but also the process by which researchers
develop theories and collect evidence about relevant issues. Students
are required to have taken an introductory psychology course that
included material on psychological experimentation. Performance
will be evaluated via objective examinations that will stress
knowledge of the material and understanding of the relationship
between theory and data. Readings will be drawn from a text and several primary sources. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving
exercises. Cost:2
WL:1 (Schumacher)
Check
Times, Location, and Availability
341. Superlab in Psychology
as a Natural Science. Psych. 330 or 340. (4). (NS).
(BS). Satisfies a Psychology research-based laboratory requirement.
This "how-to" course covers the design, execution, and analysis of behavioral experiments using methods from Cognitive
Psychology. A major emphasis in the course is to take the student
out of the "listener" role and support learning by "doing."
In small sections, students actively participate in laboratory
tasks that demonstrate the range of activities in experimental
research. Students learn to define an experimental hypothesis, design and conduct experiments using common test methods, appropriately
analyze and interpret data from experiments, and present results
in reports following the standard format for psychology research.
The laboratory activities require working closely in groups and using specialized software, so regular class attendance and participation
is important. These activities also provide practice with more
general critical thinking skills; for example, questioning what
can be known from experiments vs. our experiences, deciding what
conclusions are valid from observations, and evaluating scientific
studies in other fields. Grading is based on written reports of
research projects, exams, and in-class laboratory exercises. Psychology
340 is recommended as a prerequisite, along with Stats 405. This
course satisfies one of the advanced laboratory requirements for
psychology concentrators. Cost:2
WL:1 (Seifert)
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Times, Location, and Availability
345(434). Introduction
to Human Neuropsychology. Introductory psychology.
No credit granted to those who have completed or are enrolled
in Psych. 634. (4). (NS). (BS).
This course surveys current knowledge of the human brain and its
role in mental processes, such as perception, attention, thought, language and memory, and learned behavior skills. Special topics
include left vs. right-brain functions, sex differences in brain
function and rehabilitation of cognitively impaired individuals
with brain damage. Evaluation based on hour exams and final exam.
Lecture and discussion. Cost:2
WL:1 (Butter)
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Times, Location, and Availability
350. Introduction to
Developmental Psychology. Introductory psychology.
No credit granted to those who have completed or are enrolled
in 255. (4). (SS).
This course provides an introduction to the milestones of human
development from conception to death. We describe physical, cognitive, and social growth of normal children with special attention to
various cultural contexts of development and the rich diversity
of individuals. The content is primarily drawn from research and theories in developmental psychology. We hope that students can
integrate their knowledge of psychology and their observations
of human development with the content of this course. In addition, we will discuss implications for child-rearing, education, and social policy-making so that you can apply the knowledge to meaningful
problems. Cost:2
WL:1 (Ward)
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Times, Location, and Availability
351. Advanced Laboratory
in Developmental Psychology. Stat. 402 and Psych.
350. (3). (Excl). Satisfies a Psychology research-based laboratory
requirement.
This course is designed to provide students with training in the
skills necessary for designing, conducting, evaluating, and communicating
about research on human development. The class is a combination
of lecture and discussion of research issues and methodology, activity-based laboratory sessions, and the implementation of
individual and class research projects. Students are provided
with "hands-on" research opportunities, interviewing
school-age children and conducting observational studies. The
class meets the Psychology Laboratory course requirement. (Meyers)
Check
Times, Location, and Availability
360. Introduction to
Organizational Psychology. Introductory psychology.
(4). (SS).
Organizational psychology is the subfield of psychology devoted
to the human behavior in organizations. This course offers a broad-ranging
introduction to the field focusing particularly on the problems
of understanding behavior that is in some respects governed by
psychological principles and laws and in some respects by sociological
principles and laws. Topics in the course include individuation
and socialization, motivation in organizations, group psychology, sociology, role relations, organizational dynamics, and problems
of management. The course will consist of a combination of lecture, discussion, and group work. Cost:2
WL:2 (Sandelands)
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Times, Location, and Availability
361. Advanced Laboratory
in Organizational Psychology. Psych. 360. (4). (Excl).
Satisfies a Psychology research-based laboratory requirement.
This is a project-oriented advanced laboratory in organizational
psychology. The lab is designed (1) to provide students with opportunities
to gain practical organizational research experience, (2) to introduce
students to selected general research methods in organizational
psychology (e.g., field experiments, experimental simulations, survey research), and (3) to provide practical knowledge about
research design, analysis, and scientific writing. Student research
teams will engage in the design, data collection, analysis, and write-up of organizational research projects. Instruction will
be delivered by lecture, workshops, and discussions. Readings
will focus on theories, research issues, and methods. Evaluation
will be based on contributions to the research team (peer evaluations), on collaborative written reports, and on exams reflecting course
readings. Energetic and thoughtful participation in research projects
is an absolute requirement. Cost:2
WL:1 (Saavedra)
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Times, Location, and Availability
370. Introduction to
Psychopathology. Introductory psychology. (4). (SS).
Section 001. This course is an introduction to the clinical, theoretical, and empirical literature on psychopathology. We will
explore the concept of "mental illness." To what extent
do psychiatric disturbances reflect medical conditions? Should they be thought of as social constructions or metaphors? During the term, we will discuss behavior that is deemed by the helping
professions to be dysfunctional and methods typically employed
to treat forms of psychological suffering. We will use case studies, autobiographical materials, and films to understand psychopathology
at the level of the individual and look to the theoretical and empirical literatures to understand existing norms of illness
and health in order to understand what they tell us about human
culture at the present time. Grading will be based on exams, assigned
papers, and class exercises. This is a lecture class only. Students
should be prepared for independent work as there are no discussion
sections. (Damour)
Section 010. This course is an introduction to the
clinical, theoretical, and research literature on psychopathology.
We will explore the concept of "mental illness," existing
systems of classifying behavior deemed to be dysfunctional (i.e.,
DSM-IV) and methods typically employed to treat forms of psychological
suffering. The emphasis will be on understanding what psychopathology
is at the level of the individual struggling with it as well as
exploring what existing norms of illness and health tell us about
human culture at the present time. Students are expected to attend
lecture and discussion section regularly and will be evaluated
on examinations, short papers, and class participation. (Hansell)
Check
Times, Location, and Availability
372. Advanced Laboratory
in Psychopathology. Psych. 370. A basic statistics
course (e.g., Stat 402) is recommended although not required.
(3). (Excl). Satisfies a Psychology research-based laboratory
requirement.
Section 001. Using readings, lectures, and projects, this
course introduces students to methods of research in psychopathology.
Students will gain skills in the use and critical evaluation of
current techniques with the goal of becoming more effective consumers
and producers of research. Class format: A weekly lecture and a weekly "lab" meeting. Some weeks the different lab
sections will meet as a whole; most weeks the lab sections will
meet individually – the total class time in any week will be three
hours. (Peterson)
Section 010 – Alcoholism and Other Behavior Disorders in
Community Settings, I. This course offers undergraduates the opportunity to participate in an ongoing community-based research
program. The project focuses on the nature and extent of alcohol
and other health problems among persons 60 years of age and older, and also has a component involving the utilization of brief intervention
technology to produce change. Students obtain supervised research
experience in primary health care settings, including interviewing/questionnaire
administration, data cleaning and management, and also take part
in a weekly proseminar covering topics related to the project.
The proseminar is conducted by a large number of behavioral scientists
collaborating on this and related projects being carried out at the University of Michigan Alcohol Research Center. The work involves
1.5 hours weekly of class time, and a total of approximately nine
hours of time commitment per week. Ideally, students involved
in this work should be able to enroll for a two-term sequence, taking Psychology 372 in Fall and Psychology 305 in Winter. Completion
of both 372 and 305 will satisfy the Psychology Lab requirement.
For further information, contact Dr. Zucker at 998-7952. (Zucker)
Check
Times, Location, and Availability
380. Introduction to
Social Psychology. Introductory psychology. (4).
(SS).
This course introduces students to the field of social psychology
by covering such basic theoretical concepts as social beliefs
and social inference; conformity and power; altruism and aggression;
emotions and attitudes; stereotypes and prejudice; interpersonal
attraction; close friendships; and persuasion. Material from each
unit is applied to a variety of contemporary social and psychological
concerns. Students are evaluated by means of exams and classroom
contributions, and through a series of short papers. Instructional
methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. Cost:3
WL:1 (Chen)
Check
Times, Location, and Availability
381/Soc. 472. Advanced
Laboratory in Social Psychology. Stat. 402 and Psych.
380. (3). (Excl). Satisfies a Psychology research-based laboratory
requirement.
Students explore many aspects of social psychology research methods
in this hands-on course. In the first half, issues around research
methods are discussed in depth, utilizing survey data students
collect to illustrate concepts. The second half of the course
revolves around an original, experimental research project (topic
varies) in which students design the study, collect and analyze the data, and write a written APA style report. SPSS is used throughout the course. Grades are based on write-ups of research projects, numerous homework assignments, quality of class participation
and knowledge of research methodology. (Bernstein)
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Times, Location, and Availability
390. Introduction to the Psychology of Personality. Introductory psychology.
(4). (SS).
This course will survey the principal theories and current research
on personality. It will focus especially on: (1) motives and defenses;
(2) cognitive style, beliefs, and the sense of self; (3) traits
and temperament; and (4) social context as the major components
of personality. Case studies of historical persons will be used
to illustrate and integrate these components. Cost:3
WL:1 (Winter)
Check
Times, Location, and Availability
391. Advanced Laboratory
in Personality. Stat. 402, and prior or concurrent
enrollment in Psych. 390. (3). (Excl). Satisfies a Psychology
research-based laboratory requirement.
Personality research methods will be explored in detail in this
course. Techniques involved in assessing personality will be introduced, including attention to social and ethical issues. These may include
scale construction, content analysis, interviewing and observation.
Issues of experimental design will be discussed, and students
will gain experience administering, coding, and evaluating personality
measures. In addition, individually and in groups, students will
plan and execute analyses of data drawn from one or more of ten
different samples (of students, midlife adults, Presidents of the U.S., survivors of an earthquake, musicians, etc.)
contained in the Personality Data Archive at the University of
Michigan. Cost:2
WL:1 (Sellers)
Check
Times, Location, and Availability
100-399 |
400-499 |
500-599 |
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