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.
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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)
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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)
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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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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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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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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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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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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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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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100-399 | 400-499 | 500-599 |