Course Category: Psychology

An introduction to the scientific study of behavior and mental processes, including major approaches and methodologies. The course samples a broad range of topics, including biological foundations, development, learning, cognition, personality, abnormal psychology and social behavior. Meets the social science requirement.

A course designed to apply psychological approaches to normative events during life’s developmental stages, with a focus on environmental factors and the psychology of stress in a changing world. Meets the social science requirement.

This course focuses on how individuals grow and change from conception to adolescence. It addresses the biological factors that exist at birth, the psychosocial factors that affect changes and the resulting developmental stages. Meets the social science requirement.

This course takes the learner through the developmental stages of the human life cycle from the end of adolescence to the advanced stages of aging covering the physical changes, the social challenges and the psychological growth of an individual during those years. Meets the social science requirement.

An analysis of group behavior in small and large groups of various types. The focus is on social interaction in the formation and operation of groups, and on the social system’s approach to understanding group behavior. Same as SOC 232. Meets the social science requirement.

An overview of conflict resolution and the mediation process as an alternative dispute resolution mechanism. Learning activities—conceptual and experiential in nature—are designed to promote an integration in the areas of problem solving behavior, skill development and personal awareness. Meets the social science requirement.

Special Topics courses are studies of selected problems, periods or movements in the subject area not otherwise included in the curriculum. They are typically chosen from a faculty member’s particular expertise and field of scholarly inquiry, and offered to a student or group of students forming an interest in the particular subject matter. The 250 designation denotes a General Education level of instruction and may include an appropriate General Education task to be completed. The 450 designation denotes a senior level degree of sophistication expected in both learning and instruction. A single course may be offered at both levels simultaneously, in which case the syllabus will clearly differentiate the course expectations and assessment measures for students enrolled at each of the two levels. A Special Topics course must be approved by the School of Arts and Sciences Curriculum Committee before it is offered, and it must address one or more Major Outcomes within the discipline.

An analysis of the changing cultural notions and social realities regarding male/female roles and relationships. Topics may include: cross-cultural research concerning gender differences; the role of various socializing agents in shaping sexual identities; and the effects of gender differences on political and economic processes. Same as SOC 260. Meets the social science requirement.

An introduction to the biological, psychological and social aspects of human sexuality. The course includes a study of sexuality in relation to the life cycle.

The effects of psychoactive drugs are studied in this course, as well as the origins of substance abuse, characteristics of substance abusers, and consequences for the individual, family and society. Approaches to substance abuse treatment are discussed.

This course presents the social aspects of human behavior, including personal perception, social cognition, attitude formation and change, attribution, prosocial behavior and interpersonal attraction. Same as SOC 310.

This course investigates issues, theories, and research findings that primarily concern women’s psychological and sexual lives. It explores topics such as gender roles, feminism, sexism, sexuality, personality variables, cognitive abilities, education, violence against women, and mental health.

This course investigates issues, theories, and research findings about identity, gender, roles, and relationships, including cross-cultural differences. Topics on feminism, sexism, gender-based violence and mental health will be discussed.

This course offers a multidisciplinary view of death and dying in individuals, families, and across cultures. This course will explore personal and societal attitudes, social practices and institutions that facilitate and constrain grief and mourning.

An analysis of cognitive processes, including attention, perception, concept formation, language, memory, problem solving and decision making.

An in-depth analysis of the theories, methods, and strategies for managing stress in our day-to-day functioning. Students will learn the conceptual and operational definitions of stress, be exposed to the psychophysiological and psychological responses to stress, and trained in specific evidence-based stress reduction strategies they will be able to use in working with their clients.

A survey of the major theories of the nature and development of personality.

This course explores the relation of biological function and human behavior; the role of genetic, hormonal and neurological factors in intelligence, sex differences, biological rhythms and emotional disorders. Disturbances produced by agents such as drugs and disease are studied. Does not satisfy the general education science requirement.

A review of the major theories that attempt to explain motivated behavior from a physiological, cognitive, social, environmental and/or learning point of view. Application of motivation theories to organizations, education, sports and daily life.

A study of the relationship between the individual worker and the work environment. Emphasis is on the exploration and application of the most influential theories. Topics include organizational dynamics, work motivation, job satisfaction, personnel selection and training, and work group influences.

An overview of helping techniques, theory, and practice. Learning activities—conceptual and experiential in nature—are designed to promote growth in the areas of skill, development, and personal awareness.

A survey of the major classifications of psychopathology, including conceptual approaches to the understanding of psychopathology, etiology and treatment.

This course explores the development of skills essential to critical evaluation of behavioral research. The emphasis is on understanding scientific method, research, methodologies and statistical analysis.

This course is designed to provide an analysis of the factors affecting adult development and aging. Emphasis is on the psychological, cognitive, sensory, physical, personality and interpersonal changes occurring with age.

Focuses on the psychological and physiological human response to disasters. Using clinical research and case histories, this course studies normal and abnormal psychological reactions, the recovery process and principles of mental healthcare for victims of mass disasters. Differences between natural and man-made disasters are examined and factors that either worsen or mitigate the traumatizing after-effects are reviewed. Psychological aspects of Weapons of Mass Destruction (WMD) disasters are also considered. Learners explore how individuals react to natural disasters and terrorist mass-casualty incidents.

An introduction to the assumptions and techniques of psychological assessment.

An introduction to the basic principles of learning and behavior in human and nonhuman animals with emphasis on applications of Pavlovian conditioning, instrumental conditioning, and basic memory processes.

Special Topics courses are studies of selected problems, periods or movements in the subject area not otherwise included in the curriculum. They are typically chosen from a faculty member’s particular expertise and field of scholarly inquiry, and offered to a student or group of students forming an interest in the particular subject matter. The 250 designation denotes a General Education level of instruction and may include an appropriate General Education task to be completed. The 450 designation denotes a senior level degree of sophistication expected in both learning and instruction. A single course may be offered at both levels simultaneously, in which case the syllabus will clearly differentiate the course expectations and assessment measures for students enrolled at each of the two levels. A Special Topics course must be approved by the School of Arts and Sciences Curriculum Committee before it is offered, and it must address one or more Major Outcomes within the discipline.

A capstone project intended to integrate the general education learning outcomes with the learning outcomes in the major demonstrating baccalaureate level achievement.

A capstone project intended to integrate the general education learning outcomes with the learning outcomes in the major demonstrating baccalaureate level achievement.

A capstone project intended to integrate the general education learning outcomes with the learning outcomes in the major demonstrating baccalaureate level achievement.

This survey course will prepare students for the Master of Arts in Psychology graduate program. Students will explore contemporary psychological literature, identify growth areas, and create a degree plan.

This course explores major theories in the field of learning and motivation. Emphasis will be on increasing the student’s knowledge base of theories used to explain behavior, change, and purpose.

This course explores approaches to leadership and their anticipated outcomes on an individual. Students will examine the efficacy of different strategies including contextual leadership, transformational leadership, and authoritative styles. Student will be expected to apply theoretical knowledge to create innovative solutions.

Students will explore major theories of human development, including those from physical, psychological, and cognitive theories. Students will focus on early, middle and late adulthood.

This course is designed to allow students to apply theoretical knowledge of lifespan development to real-world situations. Students will integrate previous research to understand issues related to human development that arise in various applied contexts. Students will also learn to recognize and anticipate developmental needs integrated with the demands of the organization.

Students will explore methodology used in social science fields, including both qualitative and quantitative assessments. Students will develop and demonstrate skills related to critical evaluation of behavioral research. Students will create a testable question and develop a research proposal.

This course will examine tools to effectively communicate research. Students will learn how to analyze, synthesize, and report their data. Students will practice identifying different types of data and selecting the appropriate visualization technique. Using Excel and other contemporary methods, students will learn to transform their findings for appropriate modalities, including professional presentations and publication.

This course will introduce social psychological theories to guide understanding of the role social influences have on behavior. Students will demonstrate understanding of topics including situational influences of behavior, persuasion, relationships, stereotyping, and prejudice by applying theory to situations that may be relevant to current and future personal and employer contexts.

Students will examine various theories of group formation, cohesion, and conflict. Understanding of group dynamics will be demonstrated through application of theory to make recommendations for cultivating healthy group development and productive conflict management in various organizational contexts.

This course is designed to allow students to independently apply current theoretical understanding to a project of their choice. Students will choose between two paths: (1) a capstone requiring project design and application to a professional context or (2) a research thesis requiring the creation, implementation, and analysis of a formal research project. During this first capstone/thesis course students will work to develop and plan the project.

This course is designed to allow students to independently apply current theoretical understanding to a project of their choice. Students will choose between two paths: (1) a capstone requiring project design and application to a professional context or (2) a research thesis requiring the creation, implementation, and analysis of a formal research project. During this second capstone/thesis course students will implement, analyze, and present the project.