Is a balanced and integrated survey of psychology with coverage of both social and natural science domains. Sections of PSY 101 vary, but most consist of lectures, readings, discussions, and demonstrations.

BUILDING: HOYT | ROOM: AUD

Is a balanced and integrated survey of psychology with coverage of both social and natural science domains. Sections of PSY 101 vary, but most consist of lectures, readings, discussions, and demonstrations.

BUILDING: DEWEY | ROOM: 1101

Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging.

BUILDING: HUTCH | ROOM: 141

PREREQUISITES: None

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BUILDING: CSB | ROOM: 209

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BUILDING: GAVET | ROOM: 301

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BUILDING: MEL | ROOM: 221

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BUILDING: GAVET | ROOM: 301

Introduces the organization of mental processes underlying cognition and behavior. Topics include perception, language, learning, memory, and intelligence. This course integrates knowledge of cognition generated from the field of cognitive psychology with findings from artificial intelligence and cognitive neuroscience.

BUILDING: HUTCH | ROOM: 141

PREREQUISITES: None

Explores how the biology of our senses shapes perceptual experiences of reality. Emphasizes sense of sight primarily and hearing secondarily. An important theme is that our sensory systems play a crucial role in the execution of coordinated movements of our bodies, as we navigate in, and interact with, the environment.

BUILDING: DEWEY | ROOM: 1101

PREREQUISITES: BCS 110 or BCS 111

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BUILDING: LATT | ROOM: 210

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BUILDING: B&L | ROOM: 269

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BUILDING: LATT | ROOM: 210

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BUILDING: MEL | ROOM: 366

Overviews the nature and processing of human languages, including comparisons between language and animal communication systems, the biological bases of human language, and the cognitive mechanisms used in producing, understanding, and learning language.

BUILDING: STRNG | ROOM: LOWER

PREREQUISITES: BCS 110 or BCS 111 or LIN 110

An examination of the interpersonal, emotional, cognitive, and environmental factors that influence children's social and emotional development from early infancy through late adolescence.

BUILDING: HUTCH | ROOM: 141

Fulfills Upper-Level Writing Requirement

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A survey of psychodynamic, existential, and empirical approaches to personality and psychotherapy. The content of this course is best understood to the extent that students actively wrestle with and apply the material to their own experience; as a result, this course is designed as a “hybrid” course that combines online learning with traditional face-to-face learning in the form of small-group discussions.

BUILDING: HOYT | ROOM: AUD

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BUILDING: MEL | ROOM: 205

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BUILDING: LATT | ROOM: 210

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BUILDING: HUTCH | ROOM: 138

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BUILDING: MEL | ROOM: 366

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BUILDING: HUTCH | ROOM: 138

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BUILDING: MEL | ROOM: 205

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BUILDING: GAVET | ROOM: 301

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BUILDING: MEL | ROOM: 205

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BUILDING: MEL | ROOM: 366

Fulfills Upper-Level Requirement

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Introduces behavioral methods used to study the development of perception, cognition, and language, and provides hands-on experience in the testing of human infants and children. Includes two research projects and a final powerpoint presentation.

BUILDING: MEL | ROOM: 269

PREREQUISITES: STT 212, and BCS 172 or one of the BCS core courses (BCS 151, BCS 152, or BCS 153)

An introduction to the basic concepts, logic, and procedures needed to do psychological research. Hands-on experience with all major phases of the research process is provided, including: surveying the existing literature, developing research hypotheses, collecting and analyzing data, and reporting the results in manuscript form. Fulfills upper level writing requirement.

BUILDING: GAVET | ROOM: 310

An introduction to the basic concepts, logic, and procedures needed to do psychological research. Hands-on experience with all major phases of the research process is provided, including: surveying the existing literature, developing research hypotheses, collecting and analyzing data, and reporting the results in manuscript form

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PREREQUISITES: PSY 101 PSY 101 Required PSY 211 Required

Examines clinical neuropsychology, which bridges neurology, neuroscience, and clinical psychology. Covers history of clinical neuropsychology, principles of neuropsychological assessment, and the interpretation of cognition and behavior as they relate to brain dysfunction. Considers specific neurological syndromes including neurodegenerative, cerebrovascular, toxic, and memory disorders; epilepsy; head trauma; infectious processes; pediatric neuropsychology; psychiatric syndromes; and forensic neuropsychology. Patient presentations (videotape and in-person interviews) supplement lectures.

BUILDING: DEWEY | ROOM: 1101

PREREQUISITES: BCS 110 or BCS 240 (NSC 201) or permission of instructor

Relationships are among the most important endeavors of human activity. In the past three decades, extensive theory and research has been devoted to understanding the processes that regulate thoughts, feelings, and behavior in meaningful relationships with friends, family, and romantic partners. We will review scientific research on important topics such as attraction, attachment, emotion, intimacy, conflict resolution, relationship development and deterioration, and the impact of relationships on physical health and emotional well-being.

BUILDING: MEL | ROOM: 221

PREREQUISITES: PSY 161, PSY 171, OR PSY 181

Fulfills Upper-Level Requirement

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Exploration of the ways males and females differ in interaction, theories of development of sex differences, consequences for social change.

BUILDING: MEL | ROOM: 203

Fulfills Upper-Level Writing Requirement

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This interactive course teaches "real life" communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester’s end, students will have gained extensive experience with the communication skills expected in today’s competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in psychology, and is suitable for junior and senior psychology majors; all others require instructor permission.

BUILDING: LCHAS | ROOM: 122

PREREQUISITES: Completion of the Primary Writing Requirement.

An introduction to the field of clinical psychology. Students are exposed to prevalent theoretical and research models, as well as approaches and research findings to assessment and diagnosis, and treatment modalities.

BUILDING: MEL | ROOM: 221

PREREQUISITES: PSY 101, PSY 282, or PSY 289

Fulfills upper-level writing requirement.

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Presents theory, research, assessment, and intervention in child and adolescent psychological disorder. Contributions of the normal developmental perspective to understanding psychopathology and risk, and vice versa, are emphasized.

BUILDING: MOREY | ROOM: 321

PREREQUISITES: PSY 101

Fulfills Upper-Level Writing Requirement.

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In-depth consideration of topics in psychology and their communication. PSY 101 is a lab for this course.

BUILDING: MEL | ROOM: 352

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BUILDING: MEL | ROOM: 352

Why do people engage in behaviors that are intentionally harmful to themselves? And why, at the extreme, would someone make the decision to end their life? These are questions that have puzzled scholars and scientists for thousands of years. This seminar course will explore our understanding of suicide and self-injury. Topics will include epidemiology, theories and models, assessment and identification, prediction, treatment, and prevention of these behaviors. Email instructor for application.

BUILDING: MEL | ROOM: 366

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This course provides guided, direct research experiences in developmental neuropsychology, with a particular focus on autism and other developmental disabilities.

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First-hand team experience with ongoing research in social psychology areas.

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First-hand team experience with ongoing research in social psychology areas.

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Provides guided, direct, research experiences in investigating the interplay between family relationships and children’s social and emotional development. Emphasis is placed on gaining knowledge in translating theories (e.g., family systems theory) into empirically testable hypotheses and designing research methods and techniques to test predictions.

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This seminar focuses on the psychological study of moral development. Different theoretical approaches to morality and related empirical research are discussed. The primary focus is from a developmental psychology perspective, but philosophical and educational issues also are considered.

BUILDING: MEL | ROOM: 366

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