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. Psych. 111 may not be included in a concentration plan in psychology. (4). (SS). 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 personality, development, perception, learning, physiology, and clinical and social psychology. In addition, we will look at some of the theories and principles that have guided attempts to solve psychological problems in both academic and applied settings.
303. Special Problems in Psychology: Advanced Laboratory.
One of the following: Psych. 330, 340, 350, 360, 370, 380, or 390. (2-4). (Excl).
Section 101 – Community-Based Research. (3 credits). This course will cover research methodologies that are useful in understanding how communities function. These include community needs assessment, analysis of census and other statistical information on communities, evaluation of programs offered by community organizations, and surveys of community residents. Through readings, lectures, and discussion, the class will consider what is involved in each of these methods and when each is appropriate for studies of communities. Students will use one of these methodologies to carry out a research project in either an African American or Latino community in Detroit. Requirements include readings, lectures, and a write-up of the research project. Note that Psychology 303 is part of a community psychology program for spring term that includes two other courses as well: Psychology 470, Introduction to Community Psychology (Empowering African American and Latino Communities), for 3 credits, and Psychology 305, Practicum in Psychology, for 2-3 credits. Students may enroll for the whole program (8-9 credits), or for any part of it.
305. Practicum in Psychology. Introductory
psychology. A total of 6 credits of Psychology letter-graded experiential
courses may be counted for the Psychology concentration. (1-4).
(Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
Section 101/102 – Community Issues in Latino/Latina Schools. Community Issues in African American Communities. The purpose of the proposed course is first, to expose students to either Latino or African American youth and their Detroit community (a poor 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 Detroit community. A neighborhood school, Earhart Middle School, will be used as the site for tutoring and working with the children in the Latino section. In this course, the instructors themselves will supervise the field experience. Neighborhood walks will be planned and led by the instructors to make students aware of the cultural diversity of the neighborhood, its economic base, and its interesting history. Note that Psychology 305 is part of a community psychology program for spring term that includes two other courses as well: Psychology 470, Introduction to Community Psychology (Empowering African American and Latino Communities), for 3 credits, and Psychology 303, Practicum in Psychology, for 2-3 credits. Students may enroll for the whole program (8-9 credits), or for any part of it. (Jose/Rubio)
Section 103 – Alcoholism and Other Behavior Disorders in Community Settings, II. (3 credits). Prerequisite: Psychology 372. 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 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 satisfies 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)
307. Directed Experiences
with Children. Introductory psychology and permission
of instructor. A total of 6 credits of Psychology letter-graded
experiential courses may be counted for the Psychology concentration.
(3-4). (Excl). (EXPERIENTIAL). May be repeated for a total of
Section 101 – 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. Course is intended to introduce students to children in a child care setting. Cost:1 WL:5, Permission of instructor required for all students (Sternberg)
313/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (Excl).
This course explores various forms of experiencing and expressing the sense of the sacred. Emphasizing the common themes, techniques, and insights of apparently divergent religious traditions, the course aims primarily at appreciation of the creative process of spiritual growth. Some of the issues which will be central are the nature of meditation and contemplation, the integrity and the synthesis of various paths of spirituality, the meaning of visionary experience, implications of spiritual development for appropriate social action, and ways to tap personally significant levels of creativity and self-expression. To provide some focus for all this there will be a required reading list which emphasizes transpersonal psychology, writings on mysticism and spiritual practice, poetry and fiction. Authors include Hesse, Lessing, Eliot and Feild. There will be short papers assigned weekly. The class time will be arranged as a series of lectures and small discussion groups. Cost:4 WL:1 (Mann)
330. Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).
This course will examine the physiological basis of behavior in humans and non-human animals. We will learn about the cellular components of the brain that process information. We will see how the brain integrates sensory information from the environment and internal sources to regulate physiological processes and produce behavior. By comparing the behavior of various species, we will begin to get an idea of how genetics can also play a role in the evolution and expression of behavior. By learning about the anatomy of the brain and the basic processes through which the neurons in the brain communicate, we will also be learning why brain injuries result in certain deficits and how drugs produce their effects. The brain is an amazing organ, and we are just beginning to learn how complex processes such as language, learning and memory, or cognition are produced in the brain. NOTE: This course is intended for second term freshmen and sophomores. Psych. 330 will be the prerequisite for most upper-level Biopsychology courses. Cost:2 WL:1 (Bazzett)
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. WL:1 (Paris)
351. Advanced Laboratory
in Developmental Psychology. Stat. 402 and Psych.
350. (3). (Excl). Satisfies a Psychology research-based laboratory
Section 101. This course provides training in the skills necessary to critique and conduct research on children's perceptual, cognitive, social, and emotional development. This is a laboratory course: students engage in the design, data collection, analysis, and write-up of developmental psychological research. In addition, there are lectures and discussions covering theories, research issues, methods, and actual studies in developmental psychology. Evaluation is based primarily on participation in research projects and written reports and exercises. Cost:3 WL:1
370. Introduction to Psychopathology. Introductory psychology. (4). (SS).
This course covers such problems in living as substance abuse, anxiety, depression, and schizophrenia – their psychological explanations and treatments. Weekly lectures. Grades based on three multiple-choice and short-answer exams administered during regularly-scheduled lecture times. Textbook and a course pack are required reading. Sample exams and lecture notes are available as options. Class limit: 200 students. If the class is filled, please get on the WAITLIST through Touch-tone Registration! A good time will be had by all. Cost:2 (Peterson)
372. Advanced Laboratory in Psychopathology. Psych. 370. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
This course is designed to introduce students to various methods of clinical inference and research relevant to the construction and study of dynamic theories of psychopathology, related psychodiagnostic methods, and psychotherapeutic interventions.
Section 101. This course combines observations of psychiatric patients with didactic readings, lectures, and seminars. It is designed to introduce students to various methods of clinical inference and research relevant to the construction and study of dynamic theories of psychopathology, related psychodiagnostic methods, and psychotherapeutic interventions. (Mayman)
Section 102. This course combines observations of psychiatric patients with didactic readings, lectures, and seminars. It is designed to introduce students to various methods of clinical inference and research relevant to the construction and study of dynamic theories of psychopathology, related psychodiagnostic methods, and psychotherapeutic interventions. (Hansell)
Section 103. This course offers undergraduates the opportunity to participate in an ongoing community-based research program. The project involves detailed screening for alcohol problems among older adults attending primary health care clinics throughout Southeast Michigan. The study hopes to provide a better understanding of whether brief interventions for elderly patients with alcohol problems are effective. Also, we will attempt to determine which specific characteristics of individuals predict who will change their drinking behavior as a result of this intervention. In addition to 1.5 hours of class time each week, work involves participation in several aspects of the data collection phases of the project. The project requires 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 Spring and Psychology 305 in Summer. Completion of both 372 and 305 will satisfy the Psychology Lab requirement. For further information, contact either Dr. Zucker or Dr. Blow at 998-7952. (Zucker/Blow)
453. Socialization of the Child. Psych.
350. (3). (SS).
Section 001. This course will cover the influences that affect the child's socio-emotional development. We will examine, through a developmental perspective, the role of family, peers, school and society at large in shaping personality, self-concepts, competence, attitudes, and behaviors. Throughout the course, attention will be paid to the impact of social class, ethnicity, and gender on the socialization process. Contemporary and clinical issues, such as divorce, single parenting, and child care will be considered. Lecture format. (Gold-Steinberg)
470. Introduction to Community Psychology. Introductory
psychology. (3). (SS).
Section 101 – Empowering Families and Communities: Latino Communities.
Section 102 – Empowering Families and Communities: African American Communities.
A primary goal of this course is to apply principles of community psychology to help understand how ethnic families and communities empower themselves to address their concerns for the well-being of their children. Through readings, discussions, and on-site experiences with parent groups, schools, and community organizations in Detroit, the class will consider how communities define threats to children's welfare and how communities respond to those threats. Lectures, readings, and discussions will focus on principles of community psychology, urban communities in Detroit, their histories and their structures. Through discussion and written assignments, the class will consider issues critical to the future of urban communities. Do culture and ethnicity influence community structures and problem-solving styles? What factors contribute to community effectiveness and efficacy of community members in solving problems related to children and youth? Are there ways to reduce inter-ethnic conflict, competition for resources, inter-group prejudice and to enhance coalition building and co=operation? Course requirements include readings, lectures, and three papers focused on the city of Detroit. Note that sections 101 and 102 of Psychology 470 are related. They will meet jointly several times over the course of the term to discuss similarities and differences in Latino and African American communities. Also note that sections 101 and 102 of Psychology 470 are part of a community psychology program for spring term that includes two other courses as well: Psychology 303, Community-Based Research, for 3 credits, and Psychology 305, Practicum in Psychology, for 2-3 credits. Students may enroll for the whole program (8-9 credits), or for any part of it. (Gutierrez)
471. Marriage and the Family. Introductory psychology. (3). (SS).
An intensive introduction to the clinical and research literatures on the family in contemporary American society. Designed especially for students interested in clinical work with families, the course will examine family process, assessment, and intervention from the conceptual vantage point of general systems theory. Students will be expected to attend weekly lectures and discussion. (S.Olson)
501. Special Problems in Psychology as a Social Science.
Introductory Psychology. Only 6 credits of Psych.
400, 401, 402, 500, 501, and 502 may be counted toward a concentration
plan in psychology. (1-4). (Excl). May be repeated for a total
of 12 credits.
Section 101 – Television and Children: The Good and the Bad. (1 Credit.) Approximately half of the sessions will be devoted to examining the current knowledge about some of the putative negative influences of television on children's development. The topics covered will be: (1) The relation of television to school achievement, (2) The influences of television violence on attitudes and behavior, (3) Social stereotypes on television as an influence of children's self perceptions and perceptions of others, (4) Commercialism on television as an influence on children. The remaining half of the sessions will be devoted to exploring how television can enhance children's development. Suggested topics are: (1) Using television to teach academic skills and school readiness, (2) Using television to teach social skills, (3) Is learning from television different than learning form print? (4) Media literacy instruction in families and schools. The format of the course will be reading, panel discussion, lectures, and class discussion. We expect to invite a panel of experts on television violence from the University of Michigan faculty. For the second half of the course we hope to invite a nationally recognized speaker. (Huston/Wright)
Section 102 – Child Development and Schooling: Global Perspectives. (1 Credit). This class will include a conference with the same name as the course. There will be two class sessions the week of May 7th. Readings will be assigned and the goals and purpose of the course will be discussed. Students need to attend all sessions of the conference: Thurs. May 16-afternoon; Fri. May 17-all day; Sat May 18-morning; and a final session held the following week by the instructors. Assignments for the class will include: 1-2 readings of each of the 10 major presenters form the conference in the course pack, (2) a critique of each presentation and reading, (3) a term paper combining the issues of 2 or more of the presentations. (Hagen/Stevenson)
513/Soc. 561. Survey Research
Design. One elementary statistics course. (3). (Excl).
Section 101 – Introduction to Statistical Research Design. Research in the social sciences has increasingly come to rely on statistical concepts in the development and evaluation of research designs, as well as in the presentation and analysis of data. The application of a wide variety of research designs, including both experimental and non-experimental designs require the understanding of basic statistical concepts. This course provides a basic introduction to concepts of research design and statistical reasoning. Topics include: elements of study design, necessary mathematical operations, central tendency, dispersion and variance, sampling error, sampling distributions, standard errors, confidence intervals, hypothesis testing, and analysis of variance. Cost:2 WL:3 (Yeaton)
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, 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:
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.