39 courses with the subject PSYC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PSYC 105Psyc of Human Adjustment4
Introduction to basic theoretical principles of psychological coping and adjustment. Students will learn greater insight and efficacy in dealing with social and behavioral forces they encounter and will acquire an appreciation for the importance of psychology and its reliance on other disciplines to understand and improve complex social and behavioral phenomena. (M4) (PTK: SS) (Equity and Inclusion)
Individual development as a lifelong process. Representative theories, research, and controversies on conception and birth, infancy, childhood, adolescence, adulthood, old age, death and dying. Insight into social, emotional, cognitive, and physical aspects of aging along the various stages of development. Does not count towards the psychology major (PTK - SS) (Equity and Inclusion)
PSYC 207 MILE Requirement: SS Credit Type Code: Letter Grade TAGS Inclusion
PSYC 211WI: Psychological Research Methods4
Scientific method as the means through which knowledge advances in the field of psychology. Developing and researching hypotheses, collecting data, testing hypotheses using appropriate statistical techniques, interpreting and reporting statistical results. Research methodology, desccriptive statistics, and inferential statistics, as well as use of the computer software Statistical Packages for the Social Sciences to analyze psychological data. Students will be responsible for researching a topic and creating a research proposal. Writing-intensive.(Writing)
PSYC 120 LinC Requirement: WI Credit Type Code: Letter Grade TAGS Writing
PSYC 212Learning from Data4
Statistical techniques that build on concepts introduced in PSYC 211. Mastering inferential statistics and nonparametric statistical procedures. Students will carry out the research study outlined in their proposals from PSYC 211 and complete an APA-style research paper. This course must be taken in the semester immediately following PSYC 211 and with the same instructor.
In this class we will examine how social change occurs and investigate what roles we can play to create effective change. We will examine what it means to be an activist and what motivates some people to take action in order to address social problems. At the same time, we will consider what factors prevent other citizens from becoming involved in activist projects in their communities, even when they benefit from them. We will learn from the stories of activists in our community as students work to develop their own individual activism project.
This course will explore the history, advances and contemporary trends in the field of industrial/organizational psychology. Students will learn about the application of psychology to the world of work as achieved through the use of science and practitioner collaboration as the main tools of this discipline. Students will study the factors that contribute to an optimal fit between the worker, the job, and the organization with the goals of improved worker performance and well-being. Students will critically examine the psychological implications that come with the challenge of meeting these commonly competing goals in our current society.
The course begins with a brief overview of the recent key national policies and initiatives that have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of language and literacy that will promote early reading success in preschool and childcare settings. They will be able to apply their learning into practice with a field experience. Students will expand their knowledge of the initial reading instruction practices that develop real readers. Students will also learn ways of preventing reading difficulties through developmental interventions. Assessment methods always inform programs so students know if a child is making process in reading-related skills and early reading. Students will also learn how to work with parents and policy makers who always influence early learning programs and who make decisions regarding early reading instruction. 40-hour field experience.Fall
EDUC 100.2 AND EDUC 160 AND QPA 2.7 AND Clearances and other documents for fieldwork required.
Corequisite
EDUC 210 Credit Type Code: Letter Grade
PSYC 230Histories/Theories/Systems Of Psych4
Historical origins of contemporary psychology, including structuralism, associationism, functionalism, behaviorism, Gestalt, and psychoanalysis, as well as recent developments in the field.
An examination of philosophical and empirical theories of the mind. Main questions will be: What is the mind? How does the mind relate to the brain and behavior? Can the mind be studied scientifically? What is the nature of conscious experience/ Different accounts of the nature of mind will be discussed such as behaviorism, materialism, and functionalism. In addition, we will survey main approaches to the mind found in contemporary cognitive science, a multi-disciplinary field consisting of (among other things) artifical intelligence, cognitive psychology, cognitive neuroscience, and philosophy. (Same as Philosophy 251)
Juniors and Seniors only MILE Requirement: SCI Credit Type Code: Letter Grade
PSYC 260Sports Psychology4
This course will examine the dynamics of human behavior, internal processes, and group dynamics in the context of athletic competition, recreation, and pursuit of one’s personal physical well-being goals. Various psychological applications and interventions to increase coaching effectiveness and the realization of individual athletic potential and well-being will be explored. Students will gain a greater understanding of science, theory, and practice as collaborative tools for the domains of sport and exercise.
This half-unit course is designed to provide psychology majors with knowledge, tools, and skills they need to do well in the major and to make informed postgraduate choices. We will define the breadth and scope of the discipline, and discuss academic requirements and expectations for the major, internships, research opportunities (e.g., independent studies, SOAR, honors), career options and job searching, as well as applying to graduate school.
This course will explore the nature of addiction. We will discuss substance abuse as well as other emerging categories of addiction (such as gambling, eating, sexual, internet, and shopping). We will examine each of these addictions in the context of four perspectives: biological, psychological, historical, and cultural. Special emphasis will be placed upon the neural mechanisms of addiction.
PSYC 120 AND PSYC 211 Credit Type Code: Letter Grade
PSYC 315Cognitive Psychology4
Major issues, research findings, and theories of human mental processes. Topics include perception, attention, memory, human information-processing, mental imagery, language, creativity, thinking, problem-solving, and decision-making.
This course investigates how the brain serves as the basis for our thought processes and behavior. Topics may include attention, perception, learning and memory, language, emotion, social interactions, and consciousness. We start with an overview of the structure of the brain. Emphasis is placed on brain-behavior relationships, especially in relation to cognitive processes. Students will learn about techniques used to understand the general relationships between the brain, thought, and behavior.
This course is an introduction to the field of Applied Behavior Analysis (ABA). ABA is based upon the laws of behavior discovered through basic research and the science of learning and behavior. ABA has become a major influence in virtually every discipline that deals with human performance from treating people with developmental disabilities to enabling large corporations to develop systems to promote more efficient and satisfied employees. The purpose of the course is to expand student’s understanding of the experimental analysis of behavior and their ability to apply these principles to practical situations.
A survey of the major theoretical and empirical research in social psychology, including person perception and social cognition, attitudes and persuasion, prejudice and stereotyping, interpersonal attraction, and helping behavior. Some theoretical applications will be discussed, as will methodological approaches to social psychological questions and problems. Students will complete research projects and writing assignments.
PSYC 345Psychology of Women, Gender and Sexuality4
Research on gender differences and female gender development from various perspectives. Crticial analysis of assumptions about human nature and science embedded in our approach to these issues. Interdisciplinary approach, with attention to biological, cognitive, behavioral, and social factors that influence emergence of gender. Topics includes gender-role development, achievement and motivation, health issues, sexuality, adjustment, victimization, and minority-group issues.
JUNIOR OR SENIOR CLASS STANDING Credit Type Code: Letter Grade
PSYC 361Personality4
Major systematic interpretations of personality, including works of Adler, Allport, Erikson, Freud, Maslow, Rogers, and Skinner. We will consider what it means to be “normal,” as well as each theoretical perspective’s guides to living. Theoretical and applied level of analysis included.
Analysis of disordered behavior: description, possible origins, prevention, treatment, and social significance. Current research and new developments. Class lectures and discussions, case studies.
HLTP 190/ HLTP 189 (or MATH 107 ) AND HLTP 230 or PSYC 211 . Credit Type Code: Letter Grade
PSYC 363Psychological Testing4
Opportunity to develop the skills for assessing quality of commonly used measures of human behavior. Basic material on norms, reliability, and validity leads to evaluation, administration, and interpretation of tests currently in use in clinical, industrial, and educational settings. Topics include ethics, testing and the law, and test construction.
How do social relationships affect health? How can we help people cope with a chronic illness? What is the role of stress in physical health? Health psychology is a richly interdisciplinary field that allows us to address such questions in the context of individual, cultural, social, and economic factors. You will learn the history of health psychology, major theories in the field, and methods of applying health psychology to promote health and prevent disease. By the end of this course you will have the knowledge and skills necessary to think critically about health-relevant research and public policy, as well as about your own medical encounters and health behaviors.
Development of the child from prenatal period through pre-adolescence. Theories, research, and current issues in cognitive, social-emotional, and physical development with emphasis on stability and change across these stages of development. Topics include physical changes, attachment, emotions, parenting, morality, language, memory, education, peer relations, aggression, and gender identity. Developmental methodology and empirical evidence.
Development of the person from adolescence through death. Understanding theories, research, and current issues in cognitive, socialemotional, and physical development with emphasis on stability and change over these stages of development. Topics include physical growth and decline, identity development, peer relations, romantic relations, health and nutrition, leaving home, marriage, parenthood, vocational choice, grandparenthood, retirement, illness, death. Developmental methodology and empirical evidence.
(Also Interdisciplinary Studies 372) Explores implications of recent medical advances. Topics include: assisted reproductive technologies, genetic testing, premature and low-birth-weight infants, performance-enhancing drugs, sex selection, and euthanasia. Students will be provided with an overview of the medical technologies in question and will explore ways in which individuals, families, and society are socially, emotionally, morally, legally, and economically affected by these advances. (U1)
Juniors and Seniors only Credit Type Code: Letter Grade
PSYC 373Cont Work-Life Challenges4
An exploration of the emerging theories and controversial issues regarding the relationship betweeen work, family, and other life roles. Both the employee and employer perspective will be discussed within an organizational context, and from various moral perspectives. Students will also consider and react to the psychological adjustment and decision-making issues posed by the impact of work on one’s family and life roles, and vice versa. (U2)
JUNIOR OR SENIOR CLASS STANDING Credit Type Code: Letter Grade
PSYC 374Gender Development4
This class will examine the construct of gender. The class will address a variety of topics, including history and theoretical perspectives on gender, differentiation of sex versus gender, gender development across the lifespan, development of gender identity, gender related differences and similarities, and current research methodology in studying these topics.
Emotions-subjective feelings that prepare us for action-are an essential, undeniable part of what it means to be human. Our emotions have consequences for ourselves (we feel happy or sad, angry or disgusted) and for others (we love, we hate). Ironically, perhaps, contemporary psychology only recently “rediscovered” the important role emotions play in social life; we need passion as much as we do reason. To understand emotion in our own lives and social life generally, we will discuss current theory and empirical research drawn from personality and social psychology.
PSYC 211 & JUNIOR OR SENIOR CLASS STANDING Credit Type Code: Letter Grade
PSYC 377Seminar:Developmental Psyc4
Course description: This course examines how developmental theory and methodology can be used to understand stress, risk, and resiliency in the family unit. Students will examine how various researchers define and measure stress; explore how different stressors effect child, parent, and family functioning; and discuss the individual and societal implications of stress from the perspective of developmental science. Specific topics to be explored include poverty, maleness and femaleness, family violence, parental or child mental illness, race, and homosexuality.
