Class Schedules

An introduction to psychological science -- the study of behavior and mental processes. This course surveys the major subdisciplines of the field, including such topics as the brain and neuroscience, behavioral genetics, cognitive and social development, perception, learning, memory, decision-making, language, consciousness, emotions, motivation, psychological disorders, social identity, interpersonal interactions and group and cultural processes. Lecture and laboratory components.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

An introduction to psychological science -- the study of behavior and mental processes. This course surveys the major subdisciplines of the field, including such topics as the brain and neuroscience, behavioral genetics, cognitive and social development, perception, learning, memory, decision-making, language, consciousness, emotions, motivation, psychological disorders, social identity, interpersonal interactions and group and cultural processes. Lecture and laboratory components.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

An introduction to psychological science -- the study of behavior and mental processes. This course surveys the major subdisciplines of the field, including such topics as the brain and neuroscience, behavioral genetics, cognitive and social development, perception, learning, memory, decision-making, language, consciousness, emotions, motivation, psychological disorders, social identity, interpersonal interactions and group and cultural processes. Lecture and laboratory components.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

An introduction to psychological science -- the study of behavior and mental processes. This course surveys the major subdisciplines of the field, including such topics as the brain and neuroscience, behavioral genetics, cognitive and social development, perception, learning, memory, decision-making, language, consciousness, emotions, motivation, psychological disorders, social identity, interpersonal interactions and group and cultural processes. Lecture and laboratory components.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

An introduction to psychological science -- the study of behavior and mental processes. This course surveys the major subdisciplines of the field, including such topics as the brain and neuroscience, behavioral genetics, cognitive and social development, perception, learning, memory, decision-making, language, consciousness, emotions, motivation, psychological disorders, social identity, interpersonal interactions and group and cultural processes. Lecture and laboratory components.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

An introduction to psychological science -- the study of behavior and mental processes. This course surveys the major subdisciplines of the field, including such topics as the brain and neuroscience, behavioral genetics, cognitive and social development, perception, learning, memory, decision-making, language, consciousness, emotions, motivation, psychological disorders, social identity, interpersonal interactions and group and cultural processes. Lecture and laboratory components.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

How do people think, remember, learn, and make decisions? Philosophers have considered these questions for millennia, and in the last century or so the questions have been taken up in the relatively newer fields of psychology and cognitive science. Recently, significant progress has been made in applying our understanding of human cognition to larger societal goals and challenges. In this FYC, we will take a psychological approach to the study of human mental processes such as memory, attention, problem solving, and learning. Equipped with evidence-based theories of the mind’s sophisticated yet quirky workings, we will examine how recent advances can be used to dispel popular myths about human cognition, and point the way to societal improvements in the areas of criminal justice, education, and bias-reduction. Our readings will include both primary sources and popular writing from scholars and public intellectuals.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials

This course is intended to present a broad but engaging introduction to the highly interdisciplinary field of cognitive science, encompassing research from the disciplines of psychology, philosophy, neuroscience, linguistics, anthropology, and artificial intelligence. Cognitive science is more than the sum of these parts, however, as it is unified by a theoretical model of the mind as an information processor, with cognitive scientists’ goal to discover the systems of representation and operation that characterize mental processes. Because the content covered in cognitive science is vast, we will explore and expand on overarching themes, methods, and approaches as we take deep dives into specific topics, such as the nature of thinking, reasoning, and language. Reading will mostly consist of primary sources, and classes will consist of a mixture of lecture and discussion.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science. We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs. The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100 Permission of instructor is required for first year students

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Social science

Course Materials

This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science. We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs. The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100 Permission of instructor is required for first year students

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science. We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs. The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100 Permission of instructor is required for first year students

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

An introduction to theory and research in educational psychology. Topics include learning theory, learner characteristics, intelligence, creativity, motivation, measurement and evaluation, and models of teaching appropriate for diverse learners from early childhood through young adulthood. Students are required to complete observations in classroom settings.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

Cognitive neuroscience is a relatively recent discipline that combines cognitive science and cognitive psychology with biology and neuroscience to investigate how the brain enables the myriad of complex functions we know as the mind. This course will explore basic concepts and contemporary topics in the field, focusing in particular on the methods used in cognitive neuroscience research. Through lecture and lab sessions, students will learn to read and interpret primary source material, design and implement cognitive neuroscience studies, and present research in verbal and written forms. Overall, students will gain an appreciation for the amazing intricacy of the brain-mind relationship, as well as a sense of how this relationship may be understood eventually using cognitive neuroscience techniques. Group A course. Prerequisite(s): PSYC 180 or PSYC 100.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Natural science and mathematics

Course Materials

Cognitive neuroscience is a relatively recent discipline that combines cognitive science and cognitive psychology with biology and neuroscience to investigate how the brain enables the myriad of complex functions we know as the mind. This course will explore basic concepts and contemporary topics in the field, focusing in particular on the methods used in cognitive neuroscience research. Through lecture and lab sessions, students will learn to read and interpret primary source material, design and implement cognitive neuroscience studies, and present research in verbal and written forms. Overall, students will gain an appreciation for the amazing intricacy of the brain-mind relationship, as well as a sense of how this relationship may be understood eventually using cognitive neuroscience techniques. Group A course. Prerequisite(s): PSYC 180 or PSYC 100.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

An examination of the role of the nervous system in the control of behavior. While the course features a systems approach to the investigation of sensory and perceptual mechanisms, molecular, cellular and cognitive components of the nervous system will also be discussed in the context of course topics. Particular emphasis is given to the nature of learning, memory, and motor processes, motivation, emotion, homeostasis, cognition, and human neurological function. The laboratory features a variety of instructor-demonstrative and student participatory research and laboratory activities. Fulfills Group A requirement. Prerequisite(s): PSYC 100 and BIOL 356; or PSYC 100 and BIOL 367; or PSYC 180; or permission of instructor.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

An examination of the role of the nervous system in the control of behavior. While the course features a systems approach to the investigation of sensory and perceptual mechanisms, molecular, cellular and cognitive components of the nervous system will also be discussed in the context of course topics. Particular emphasis is given to the nature of learning, memory, and motor processes, motivation, emotion, homeostasis, cognition, and human neurological function. The laboratory features a variety of instructor-demonstrative and student participatory research and laboratory activities. Fulfills Group A requirement. Prerequisite(s): PSYC 100 and BIOL 356; or PSYC 100 and BIOL 367; or PSYC 180; or permission of instructor.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This is a course in life-span human development; we examine the psychological theories and empirical research that describe and explain the processes that shape our lives between conception and death. We cover issues related to biological, cognitive, and social/emotional development. We examine the fundamental principles and theories of developmental psychology, as well as the concepts, methods, research findings, and applied knowledge that are central to the study of developmental psychology. In addition, we apply the theoretical and empirical findings of developmental psychology to our own lives and to the world around us, and we analyze and critically evaluate some of the fundamental issues, arguments, and points of view in developmental psychology. Group B course. Prerequisite(s): PSYC 100 or EDUC 220 or permission of instructor

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

This course survey the ways in which social phenomena influence the thoughts, feelings, and behavior of individuals. We examine the major theories, experiments, and issues in the field of social psychology. Sample topics include emotion, aggression, conformity, attitudes, altruism, prejudice, persuasion, and group dynamics. Group B course. Prerequisite(s): PSYC 100.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Industrial-organizational (I/O) psychology is the scientific study of people in organizations - and the application of that science to workplace issues facing individuals, teams, organizations and society. This course will introduce you to the science and practice of I/O Psychology, and what I/O Psychology has to offer anyone who plans to lead others or to help develop effective organizations. Topics will include how to determine what to look for in candidates for hire, how to evaluate candidates for hire or promotion, how best to manage performance in organizations, what's been shown to motivate people, employee retention, team effectiveness, and organizational culture. Prerequisite(s): PSYC 100

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This class is an introduction to feminist psychological theory and research dedicated to understanding and critiquing biological, psychological, social, and cultural meanings and implications of gender and its intersections with race, physical ability, sexual orientation, etc. Examples of research and theory will come from a wide variety of areas in psychology and related disciplines, and will address such issues as socialization and social development, stereotypes, bodies and body image, social relationships, identity, language, violence, sexuality and sexual behavior, well-being, work, etc. We will also learn about the historical, cultural, and epistemological underpinnings of psychological research on gender. Counts as a UP3 course. Prerequisite(s): PSYC 100 or permission of the instructor

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course is built around the argument that "environmental problems" do not exist; they are in fact human behavior problems. Thus, if we want to craft effective solutions to issues such as ocean acidification, air pollution, or climate change, we must start with the human behaviors that lead to them. We will cover psychological principles, theories, and methods and explore the complex web of factors underlying environmentally sustainable and unsustainable actions. A strong theme throughout the semester is the intersection of identity - personal, social, and cultural - and environmentalism.  We will explore questions such as, "Why do some groups of people feel a part of the sustainability movement while others feel alienated from it or skeptical of it?"; "Who takes action on behalf of the natural environment, under what circumstances, and why?"; and "How can we create contexts that promote true sustainability?" Psychology of Sustainable Behavior is a project-based class with a strong civic engagement component. Students will participate in three class projects: a self-change project (2.5 weeks), a community-based collaborative project (5 weeks), and a communication/education project (3 weeks). Prerequisite(s): PSYC 100 for Psychology majors.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course examines multiple, interactive factors that contribute to human health; we take a biopsychsocial approach to understanding how best to promote and maintain health, prevent and treat illness, and adapt and thrive in the context of chronic illness. We discuss the roles of stress, coping, immune response, social relationships, personality, and structural inequalities in the progression and prevention of disease. We also address some ways in which behaviors (e.g., physical activity, nutrition, substance use, sleep) can contribute to wellbeing or sickness, and we examine behavior change strategies that can help improve our own and out community's health habits. Group B course. Prerequisite(s): PSYC 100

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course continues instruction begun in PSYC 201. We more closely examine key factors for planning and implementing research studies, such as validity, variable operationalization, and common ethical dilemmas faced by psychologists. Students gain in-depth experience in developing, interpreting, and communicating different types of empirical psychological research designs (e.g., experiments, surveys). Prerequisite(s): PSYC 201 and must be a declared psychology major

General Education Requirements:
Quantitative Thinking Q2
Writing WA

Distribution Requirements:
Social science

Course Materials

What is "disability" and what does an understanding of disability tell us about human experience more generally? What is a "disability identity" and what implications might claiming that identity have for psychological well-being and social change? How do stereotypes of disabled people and expectations of "normality" affect everyone's lives (not just those with disabilities)? Why don't many Deaf people consider themselves "disabled?" What might we learn from shifting the "problem" of disability from the individual person to the social environment? This course will explore these and many other questions that emerge from thinking about the experience of disability (and its intersection with identities based on gender, race, class, and sexuality). Grounded in a critical disability and Deaf studies framework that considers the socially, culturally, linguistically, and historically constructed meaning of physical, sensory, and cognitive "impairments," the course will rely on theoretical and empirical readings from psychology and related disciplines, memoir, film, and guest visitors as we explore the social and psychological meanings of disability. Prerequisite(s): PSYC 100 and PSYC 201

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course examines specific applications of psychological principles to the mental health field by exploring strategies for therapeutic intervention. We discuss a wide range of approaches (e.g., psychoanalysis; humanistic therapy; cognitive behavioral and dialectical behavior therapy; mindfulness based stress reduction; family therapy; art therapy) and we consider issues raised by traditional clinical practice, such as ethics, the politics and economics of mental health, and cultural biases. NOTE: Students who have taken European Clinical Psychology through the DIS study away program must have instructor permission to enroll. Prerequisite(s): PSYC 100 and either PSYC 252 or PSYC 272

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course examines the inter-related fields of community psychology and public health psychology. These disciplines share a commitment to the promotion of well-being within a social and cultural context. We explore theory, research, and praxis related to ecological analysis, empowerment models, prevention and health promotion, risk and resilience, and community organizing and activism. These conceptual tools help us understand the complex processes underlying clinical psychopathology (e.g., serious and persistent mental illness), behavioral health (e.g., smoking; obesity; substance abuse), and symptoms of structural violence (e.g., domestic violence; homelessness). Throughout the course, we focus on the unique contributions of psychological scholarship to understanding and improving population health. All students participate in a civic engagement experience of at least two hours a week to foster fuller understanding of the course concepts. UP3 course. Prerequisite(s): PSYC 100 and PSYC 201 (or MATH 155) OR two CGH-related courses drawn from Categories A and/or B. Instructor permission required.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Description: This course will explore what "intelligence" means, how it is measured, and how the answers to those questions depend on time, place, and culture. Specific topics will include the history of IQ testing, eugenics, the theory of multiple intelligences, intellectual disability, and "brain training". Class sessions will mainly consist of student-led discussions of primary sources. Counts as a Section B course in the Cognitive Science concentration. Prerequisites are PSYC 100: Introduction to Psychology and PSYC 201: Research in Psychology I

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Memory is fundamental to our lives. It underlies our ability to share experiences and culture; it defines how we are unique. In this course we will explore various types of memory that have been identified through research into human and non-human animal behavior and brain function. We will explore questions such as: how can we have vivid, movie-like memories for events that never happened? We will see how this mismatch between experience and memory can be viewed both as a problem that can result in memory errors, and as a positive form of cognitive flexibility. The key focus of this course is to explore the question: how are memories stored in and retrieved from the brain? We will discuss research that relates behavior to brain function, and gain a better understanding of how the structure of our nervous system enables insights into how our memory systems work. Prerequisites include PSYC 100 or 180 and PSYC 201 or MATH 155.

General Education Requirements:
Writing WA

Distribution Requirements:

Course Materials

Directed Research provides an intensive research experience in which students engage fully in the research process and produce a complete study over the course of the semester. With the close support of a faculty member each step of the way, students design a research project intended to extend knowledge in a psychological area of their interest, collect and analyze data, write a research report that includes an extensive literature review, and present their project as a poster in a public setting. Director research is open only to declared psychology majors; students are assigned to sections by the supervising faculty. This course fulfills the capstone requirement for the psychology major. Prerequisite(s): PSYC 301, at least one intermediate course, and at least one advanced course (or permission of instructor). Student must be a declared Psychology major.

General Education Requirements:
Quantitative Thinking Q2
Writing WA

Distribution Requirements:
Social science

Course Materials