This course is an overall survey of the scientific study of behavior and mental processes. Specifically, the biopsychosocial model will be used to explore the major areas within psychology. Counts as a required course in the Nuts and Bolts Course Cluster for all Psychology majors.

This course examines the roots of modern psychological thought. Students will trace these roots from their early origins in philosophy and the natural sciences through the early schools of psychology and on into its current form. In addition to learning about the major schools of psychology,students will explore how cultural and political forces shaped the development of various psychological theories. In addition,students will also examine the lives of the men and women whose works created psychology's foundation. Students will select a person or a classic experiment to research and present to the class.

Critical inquiry is the process of gathering and evaluating information, ideas, and assumptions from multiple perspectives to produce well-reasoned analysis and understanding, and leading to new ideas, applications and questions. This course is intended to introduce new students to intellectual inquiry at the university by engaging them in in-depth study of a single topic utilizing a variety of perspectives and methods. The course emphasizes the essential role of critical and creative thinking to their lives as students, citizens, future professionals, and productive members of their communities.

Critical inquiry is the process of gathering and evaluating information, ideas, and assumptions from multiple perspectives to produce well-reasoned analysis and understanding, and leading to new ideas, applications and questions. This course is intended to introduce new students to intellectual inquiry at the university by engaging them in in-depth study of a single topic utilizing a variety of perspectives and methods. The course emphasizes the essential role of critical and creative thinking to their lives as students, citizens, future professionals, and productive members of their communities. The lab for the course is an interdisciplinary application lab, wherein students work in teams to demonstrate what they learned in the didactic portion of the course through the creation of a project, presentation, art object/installation, play, podcast, short film, co-authored reflection (debrief) on a simulation experience, etc. Faculty who design the didactic portion of the course together will design this portion as a 5-week experiential component of the course, which might include community partnerships or field trips. Students who take the course and lab will be invited to display their project results in a one-afternoon presentation at the end of each semester (to be arranged by college events personnel).

This course provides students with an introduction to statistical and research methods.Various types of research designs and the process of developing a research proposal will be studied along with the statistical techniques for analysis of numerical data.

This course is a continuation of PSY-201. Students will complete research projects designed in PSY-201 and develop skills in data analysis and writing research papers.

This course explores milestones of physical, cognitive, and psychosocial development from conception through old age. Emphasis is placed on global principles that guide human growth and change across the lifespan. Counts as a course in the Development of the Person Course Cluster.

This course examines the physiological basis of behavior through consideration of nervous and endocrine system structure and function followed by a detailed analysis of specific behaviors such as aggression, ingestion, sexual behaviors, sleep, and memory and learning. Counts as a course in the Brain and Body Course Cluster.

This course explores how people behave, think and feel in social situations. Students will be exposed to research methods, and historical and contemporary research findings and theories that have shaped the field. Major topics to be studied will include social perceptions and judgments about others, stereotyping, prejudice, discrimination, conformity and obedience, attraction to others, aggressive and helping behavior, and groups and leadership. Counts as a course in the Media, the Person, and Society Course Cluster.

This course scientifically describes and discusses the forms of abnormal behavior guided by the current edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM). Specific focus is placed on assessment and diagnosis, etiological factors, treatment possibilities, and predictions of recovery. Counts as a course in the Behavioral and Mental Health Course Cluster.

This course provides an overview of the experimental study of human cognition. Cognitive psychology is the study of how the mind acquires, represents, and manipulates knowledge. Cognitive psychologists study humans and other species while they perceive, attend, learn, remember, listen, talk, and solve problems. They use observational and experimental methods to study behavior and brain mechanisms. The purpose of this course is to introduce you to topics in this vast field and integrate research in the field to provide a better understanding of how the mind works. By the end of the semester you should know a good deal about the basic components of human cognition, and the means to study it. Counts as a course in the Brain and Body Course Cluster.

This course examines multiple perspectives on the construct of personality. It aims to provide the student with a thorough background in the major theories as well as an ability to integrate and apply the concepts in these theories. To accomplish this, students will engage in case studies as they master the theories within each major perspective. Counts as a course in the Personality Course Cluster.

This first course in the two-semester Psychology as a Profession sequence provides a foundation for students considering a career in psychology or related fields. Students are guided in their own professional development via self-assessments of professional interests,establishment of professional goals and how facets of the psychology curriculum can be tailored to their individual needs. As part of the exploration,students will be acquainted with contemporary and historical issues in the profession of psychology (e.g.,professional organizations,licensure requirements)and will be provided with an overview of the many sub-fields and disciplines within psychology.

This second course in the two-semester psychology as a profession sequence provides a foundation for students considering a career in psychology or related fields. The emphasis of this seminar is to enable students to become more acquainted with baccalaureate-level career opportunities in psychology as well as professional career opportunities in psychology and related fields. Students will be guided in the process of researching and interviewing professionals within the community. Invited guest speakers from specialized careers within psychology and related fields will supplement lecture presentations of vocational and career opportunities.

Teamwork is a common facet of life, be it in athletics, health care, academics, organizations and/or the workplace. This course will acquaint the student with the science that provides us with best practices in teamwork. Students will learn about the various types of teams and settings they operate in, how they are best developed, and issues associated with their optimal performance. Counts as a course in the Work, the Person, and Society Course Cluster.

This course is an introduction to the concepts and techniques in psychology that apply to personal growth. Topics will include self-exploration, developing and maintaining interpersonal relationships, and strategies for achieving a life driven by values, meaning, and purpose. Students will learn from lecture, discussion, group exercises, and self-exploration exercises. Counts as a course in the Personal Growth Course Cluster.

This course is designed to give you an overview of the major areas of development from conception through childhood. The primary goal is to introduce the nature of child development and the scientific study of development. Physical and intellectual maturation will be discussed as well as developmental changes in personality, and social interactions. In addition, the influence of environmental context (including culture, school, family, and media) on children will be discussed. Although the course focuses primarily on "normal" development, we will also study some of the psychosocial problems common during these years. This course counts as an elective in the Development of the Person Course Cluster.

This course is designed to provide an in-depth understanding of adolescent development. Important changes in physical, cognitive, emotional, and social characteristics of adolescents will be examined. The influence of environmental contexts in which adolescents develop, such as family, peer groups, and school will be discussed, as well as how scientists study adolescent development and the theories they use to guide their research. Stereotypes and misconceptions associated with this stage of development will be explored. This course counts as an elective in the Development of the Person Course Cluster

The course introduces uses the psychological principles to understand why consumers behave the way they do and how marketers use their knowledge of consumer behavior in their work. Students will learn how psychological research methods speak to ways in which consumer behavior is assessed along with the theories and conceptual frameworks that guide consumer mental processes that lead to the actual behavior of buying products to mental processes afterwards. The intersection between cognition, affect and social influences on consumer behavior will be discussed. Students can then apply this knowledge to understanding themselves as consumers. Counts as a course in the Media, the Person, and Society Course Cluster.

This course is designed for students pursuing careers in psychology and the health care professions. The course will address the role that psychology, and biopsychosocial factors in particular, play in preventing and treating illness and promoting health behaviors and outcomes. Attention will be given to the theoretical perspectives and research on effective psychological strategies for promoting and maintaining health, strategies for preventing and treating illness, and managing psychological and physical well-being in the context of chronic illness. Counts as a course in the Behavioral and Mental Health Course Cluster.

This course will introduce students to theories and approaches to understand intelligence and what that tells us about achievement. Topics will include the development of intelligence, theories of intelligence, environmental effects on intelligence, the cognitive processes that regulate intelligence, the social and functional impacts of intelligence, and the neural basis for variations in intelligence. Individual differences in intelligence and its impact on achievement will be discussed. Additionally, this course will cover several of the controversies and debates that speak to what constitutes intelligence and ethical concerns of historical intelligence testing. Counts as a course in the Personality Course Cluster.

This course will focus on the life cycle of adult close relationships, ranging from stages of initial attraction and relationship initiation to growth and maintenance of the relationship, and in some cases, dissolution. We will examine current theories and research in the social psychological study of close relationships to gain a better understanding of the basic processes involved in intimate relationships. Counts as a course in the Personal Growth Course Cluster.

The study of emotion and motivation is critical to our understanding of human behavior. This course will introduce you to major research findings related to emotion and motivation. Topics will include perception, communication, individual differences, and development. Related topics may include neuroscience, marketing, affective computing, psychopathology, and human-robot communication. Topics and readings will be adjusted based on student interest. Counts as a course in the Personal Growth Course Cluster.

This course is designed to serve as an introduction to psychology in the workplace. Industrial/Organizational (I/O) Psychology is concerned with the development, validation, and ongoing refinement, improvement of applications of psychological methods and principles to management, employee functions and other issues in work settings. Counts as a course in the Work, the Person, and Society Course Cluster.

This course is an investigation into how we should conceive of ourselves as persons. Our sense of who we are permeates every aspect of our life. This course explores how we develop a sense of self; how we navigate multiple identities, some of which may be conflicting or socially devalued; and how these identities affect-both consciously and unconsciously-our thoughts, motives, feelings, and behavior. Students engage with classical theories and contemporary research to gain insight into psychological perspectives on self and identity. Counts as a course in the Personality Course Cluster.

This course is a scientific study of animal behavior. Specifically, we will examine different types of animal behavior, including finding and ingesting food, establishing and maintaining territory, communicating and interacting, mating and parenting. Our approach will be both ecological (focusing on animals in their natural environments) and evolutionary (identifying adaptive functions of current behaviors). While we will discuss a wide variety of animals throughout the semester, we will conclude with a specific discussion of our closest relatives, monkeys and apes, and the relationships of their behavior to human evolution and behavior. Counts as a course in the Brain and Body Course Cluster.

This overview of adult development stresses a variety of topics within the aging process. Topics include theories of aging, intellectual functioning and learning, mental health of aged and organic brain dysfunction, culture and family, and the family and aging. This experimental course will include some field observations as well as lectures and discussions. This course counts as an elective in the Development of the Person Course Cluster.

This course explores the major theories, basic concepts and techniques of counseling. The student will be expected to demonstrate a working knowledge of the terminology, concepts and counseling applications of the major counseling theories, such as Psychoanalytic, Adlerian, Person-centered, Gestalt, Rational Emotive, Existential and Family Therapy. This course is suggested for students in all areas in which such a need exists in their professional work. Counts as a course in the Behavioral and Mental Health Course Cluster.

This course is a review of the visual system, auditory system, somatosensory system and systems for taste and smell. Students will experience the unique features of each sensory and perceptual system through demonstrations and experiments. Specifically, this course will provide you with an overview of how people make sense of sensory input - in particular, light and sound. We will compare sensation and perception across domains, including vision, audition, touch, olfaction, and taste, as well as examine some non-human sensory systems such as biosonar and electroreception. Critical to the understanding of sensation and perception is understanding the methodologies and experimental procedures used to examine the issues. This course will explore these methodologies, from traditional measures like psychophysics and signal-detection analysis to newer cognitive neuroscience approaches. We will also discuss disorders and diseases of sensation and perception. Here we will examine peripheral problems (such as damage to the eyes) from central problems (such as damage to the brain) and how these problems differ. We will also consider the myriad ways in which research on sensation and perception has applications in many fields, from medicine to civil engineering to sports. Counts as a course in the Brain and Body Course Cluster.

This course is a study of theories and processes of interpersonal behavior. It is primarily a laboratory for human relationship training and the content is designed to help students understand themselves in order to understand and relate effectively with others.

This course applies the knowledge gained from Physiological Psychology to an advanced study of human neuropsychology. Students will gain an appreciation of the relationship between the structure and function of the nervous system and qualities of mind and behavior.

While the fields of law and psychology have historically been independent fields with varying objectives and values, in contemporary times the two have intersected in very important ways. This course will address how psychologists, clinically or empirically, have come to play an important role in the legal system. Major topics including the history and contemporary process of evaluating people for insanity, competency, and civil commitment, psychology's contribution to criminal investigative procedures, jury composition and decision-making, eyewitness testimony, and juvenile delinquency and family legal matters (divorce, custody) will be explored. Counts as a course in the Law, the Person, and Society Course Cluster.

This course will introduce students to the methods and common types of psychological testing occurring in education and clinical settings. Such tests include the measurement of human skills and abilities, and aspects of psychological functioning such as intellectual, personality and mental health, and vocational interests. Students will learn about psychometric principles including how to evaluate tests (i.e., reliability, validity, etc.), procedures in test development (e.g., item analysis, writing test items), effective test administration, and the application of popular tests. Students will gain some hands-on experience with common intellectual, personality, and vocational tests through demonstration and self-administration. Recommended PSY-101, PSY-203, or Statistics. Counts as a course in the Behavioral and Mental Health Course Cluster.

This course examines consciousness "last great mystery of science". Excluded from scientific research for most of the last century, consciousness is now a rapidly expanding area of study in both psychology and neuroscience. This course will discuss all the major theories of consciousness, from those rooted in traditional western philosophy to those coming out of neuroscience, quantum theory, and Eastern philosophy. Students will engage in readings, self-assessments, and practical exercises that will allow students to examine their understanding of their own consciousness. Counts as a course in the Personality Course Cluster.

This course explores the biology and psychology of the experience of stress. Students will learn from both lecture and self-exploration. This course will provide the opportunity for students to learn and practice traditional and alternative stress management skills through individual and group practice. Counts as a course in the Personal Growth Course Cluster.

This course examines the development of emotional and behavioral maladjustment in children and adolescents. Emphasis will be given to theories, assessment strategies, and research methods and findings regarding the etiology and treatment efficacy for disorders including mental retardation, the pervasive developmental disorders (autism), elimination disorders, attention deficit hyperactivity disorder (ADHD) and learning disabilities, conduct disorders, and eating disorders. Psychiatric conditions such as mood disorders, anxiety disorders, schizophrenia, sleep disorders, and emerging personality disorders will also be considered from a developmental perspective. Psychosocial factors (e.g., family violence and abuse) that have been empirically identified in affecting psychological adjustment and research regarding prevention of these emotional and behavioral problems will also be addressed.

This course will examine the problem of addiction through a review of terminology, the types and effects of psychoactive substances, and the current theories from human and animal research identifying possible genetic, neuroanatomical, neurochemical and hormonal factors.

This course will introduce students to common interviewing skills and techniques associated with psychological assessment and counseling. The course will include both didactic teachings as well as role-plays and simulation experiences to enable students to practice and develop their clinical interviewing skills. Counts as a course in the Behavioral and Mental Health Course Cluster.

This course introduces students to the scientific study of how people make decisions and reach goals. In this course we will discuss what exactly decision-making is, how decisions ought to be made (i.e., rational decision making), the systematic flaws observed in people making actual decisions, the uniquely psychological factors that influence decision-making (e.g., emotion), and the neural systems that underlie the decisions of both humans and non-human animals. Factors that influence (or should influence) decisions, including value, probability, uncertainty, delay, mood, and physiological state will be discussed. Additionally, students will assess how they reach their own goals and make judgements and decisions in everyday life. Counts as a course in the Personal Growth Course Cluster.

This course will explore the major theories and corresponding research to account from criminal behavior. Attention to how biological, psychological and sociocultural influences play in the origin and exhibition of criminal behavior and aggression/violence will be addressed. The role that biopsychosocial factors play in crimes including assault and murder, sexual assault and abuse, juvenile delinquency, mass violence including serial killers and terrorism, and "white collar" criminal behavior will be discussed. Counts as a course in the Law, the Person, and Society Course Cluster.

Psychology of Language explores the cognitive and neural bases of human language. We use scientific methods from cognitive psychology to answer questions experimentally about psychological aspects of language from developmental to cultural differences, from its basic building blocks to its complexity. This course will cover topics including language acquisition, language comprehension, language and thought, and how we use language in conversation and communication, language development and changes across the lifespan, use of multiple languages, disorders, and overall representation of language. The overriding goal is that you understand how we acquire, comprehend, remember, and use language and why this knowledge is important in your life. Counts as a course in the Development of the Person Course Cluster.

How do our experiences with media affect the way we get knowledge about the world? How does media impact our attitudes and behavior? Using theories from psychology and communication along with reviews of the most up-to-date research, this course will cover a diversity of media and media issues ranging from commonly discussed topics, such as politics, sex, and violence, sports, music, emotion and more! Essentially, you will be learning about the psychological effects of mass communication on behavior and thought. Counts as a course in the Media, the Person, and Society Course Cluster.

The workplace is a major opportunity for people to find purpose, meaning, and happiness in their lives. This course will study the latest research on what makes people happy at work, on how happiness at work improves the quality of work, on how people and organizations develop wisdom, and on what makes a career not just successful but meaningful. Also discussed will be some of the impediments-both individual and organizational-to doing meaningful and satisfying work. Students will develop their own visions of their ideal career, and of the ideal company they'd like to lead or work for. Counts as a course in the Work, the Person, and Society Course Cluster.

This course is an in-depth consideration of topics in the field of behavioral and mental health. Counts as a course in the Behavioral and Mental Health Course Cluster

This course is an in-depth consideration of topics in the field of physiological and cognitive psychology. Counts as a course in the Brain and Body Course Cluster

This course is an in-depth consideration of topics in the field of developmental psychology. Counts as a course in the Development of the Person Course Cluster

This course is an in-depth consideration of topics related to the psychology of media. Counts as a course in the Media, the Person, and Society Course Cluster

This course is an in-depth consideration of topics in the field of physiological and cognitive psychology. Counts as a course in the Personal Growth Course Cluster

This course is an in-depth consideration of topics in the field of personality. Counts as a course in the Personality Course Cluster

This course is an in-depth consideration of topics related to the psychology of law. Counts as a course in the Law, the Person, and Society Course Cluster

This course is an in-depth consideration of topics related to the psychology of work. Counts as a course in the Law, the Person, and Society Course Cluster

This course explores the science and application of positive psychology through a review of the psychological strengths that allow individuals and societies to thrive. Students will be provided access to landmark and current research defining and establishing this new science of wellbeing. Counts as a course in the Personal Growth Course Cluster.

This course examines the development of emotional and behavioral maladjustment in children and adolescents. Emphasis will be given to theories, assessment strategies, and research methods and findings regarding the etiology and treatment efficacy for disorders including mental retardation, the pervasive developmental disorders (autism), elimination disorders, attention deficit hyperactivity disorder (ADHD) and learning disabilities, conduct disorders, and eating disorders. Psychiatric conditions such as mood disorders, anxiety disorders, schizophrenia, sleep disorders and emerging personality disorders will also be considered from a developmental perspective. Psychosocial factors (e.g. family violence and abuse) that have been empirically identified in affecting psychological adjustment and research regarding prevention of these emotional and behavioral problems will also be addressed. Prerequisite: PSY-203 and PSY-206. Counts as a course in the Development of the Person Course Cluster.

This course explores psychoactive drugs and their effects on behavior. It begins with a review of the basics of pharmacology, research design, and nervous system structure and function. Concepts of dependence, addiction, tolerance, withdrawal, sensitization, expectation, and conditioning will be included. The remainder of the course will explore what is known about the effects of different classes of drugs, including alcohol; anxiolytics and sedative-hypnotics; tobacco and nicotine; caffeine and the methylxanthines; psychomotor stimulants; opioids; antipsychotic drugs; antidepressants; cannabis; and hallucinogens, psychedelics, and club drugs. Students will gather, read, and discuss current research throughout the semester. Counts as a course in the Brain and Body Course Cluster.

This course is an introduction to multicultural psychology and is geared to help students recognize the similarities and differences in behavior, cognition and well-being among people of varying cultural groups (e.g., based on nationality, ethnicity, religion, gender, and/or sexual orientation, etc.). Students will explore their own culture in conjunction with others to enhance their multicultural competence (i.e., knowledge, awareness, and skills) and prepare them personally and professionally for the socially diverse world they live in. Counts as a course in the Personality Course Cluster.

This course examines major theories, basic concepts and techniques of behavior modification. The student will develop an understanding of the application of operant conditioning principles, implementation of behavior modification techniques, and assessment and evaluation of program effectiveness. Counts as a course in the Behavioral and Mental Health Course Cluster.

This course is an exploration of questions and topics such as: How do animals (human and non-) acquire, store, and retrieve information? How is new information integrated into existing memory structures? What is forgetting, and how can memory be improved? From the relatively simple mechanisms of conditioning to higher-order cognitive constructs, the class will discuss research findings from a multidisciplinary perspective including basic and applied psychology, neuroscience, physiology and genetics. Counts as a course in the Brain and Body Course Cluster.

This course is a review of the scientific literature on gender differences and similarities throughout development. Attention to how gender is associated with behaviors, intellectual ability, and health will be discussed. Counts as a course in the Personality Course Cluster.

The purpose of this course is to allow students the opportunity to gain experience in a psychology-related field setting that is in keeping with their educational and/or vocational goals. It is the intent of the course that students will build upon their knowledge and skills in a research or community internship placement. Thought agreement among the instructor/internship coordinator,the student,and the internship supervisor, the student will participate in an internship(s)for a minimum of 225 hours for the semester(15 hours per week).

This course will allow students the opportunity to gain experience in a psychology-related field setting wherein they can build upon their learning experiences from their first semester of internship. Students learning may entail continued placement at their first semester of internship(in keeping with their educational or vocational goals)with the intent of advancing their skills and knowledge acquired from the previous semester,or placement in an alternative setting that enables students to develop their knowledge,professional networking,and further evaluate their educational and career goals. Through agreement among the instructor/internship coordinator,the student,and the internship supervisor, the student will participate in an internship(s) for a minimum of 225 hours for the semester(15 hours per week).

This course provides the student with extensive faculty and peer guidance and feedback throughout the psychology internship experience during the senior year.

This course provides the student with extensive faculty and peer guidance and feedback throughout the psychology internship experience during the senior year.