Please note: The information displayed here is current as of Thursday, September 20, 2018, but the official Course Catalog should be used for all official planning.
This catalog was created on Thursday, September 20, 2018.
|Professors:||D. Burrows (on leave term(s) II), P. Glick (Henry Merritt Wriston Professor of the Social Sciences), T. Gottfried (chair terms II and III), B. Haines (chair term I), B. Hetzler, G. Metalsky|
|Associate professors:||M. Ansfield, L. Hilt (on leave term(s) I)|
|Assistant professor:||L. Ramos|
|Visiting assistant professor:||C. Hicks|
Psychology is the science of mind and behavior. The psychology curriculum is well balanced to represent the breadth of the core areas of psychology (clinical, cognitive, developmental, health, neuroscience, personality, and social psychology) and provide opportunity for the in-depth study of specific topics (e.g., psychopharmacology, music, language, psychopathology, adolescent development, prejudice, emotion). Research, through which psychological theories are developed and tested, is emphasized throughout the curriculum.
Required for the psychology major
- PSYC 100, 280, 281, and MATH 107 or 207†
- Two courses from Group I and two courses from Group II:
- Group I: PSYC 240, 250 or 290, 260 or 265, 270 or 272
- Group II: PSYC 340 or 342 or 380, PSYC 350 or 360, 370
- One of the following advanced courses in psychology requiring an APA-style literature review, which should be taken before PSYC 610: PSYC 335, 420, 460, 480, 540, 560, 570, 575, or 580.* *If the course is cross-listed with another department and being taught by an instructor outside the psychology department, then check with the instructor prior to taking the course as to whether it would be acceptable to write the literature review using APA style. For the course to count as fulfilling this requirement, the literature review must be written in APA style.
- PSYC 610: Senior Capstone
- 10 courses (typically 60 units) in psychology and 1 statistics course
- One of the courses must have a lab (viz., PSYC 265, 335, 340, 355, 380, 530).
- One of the courses must have a D or G (diversity) designation (i.e., 220, 272, 285, 310, 560, 570).
- C average in the major
†For students also majoring in anthropology, ANTH 207 can fulfill the MATH 107 or 207 requirement; for students also majoring in biology or neuroscience, BIOL 170 can fulfill the MATH 107 or 207 requirement.
Structure and Goals of the Major Curriculum
Requirements for the psychology major are structured so that students gain a broad knowledge of psychology while also completing a core course sequence that systematically develops skills relevant to understanding and producing psychological advances.
The core courses begin with Principles of Psychology (PSYC 100), typically taken in the freshman year, a broad introduction to psychological science that provides a framework (of key theories, terminology, methods, and findings in the core areas of psychology) on which all later courses build. Majors are encouraged to take Statistics (MATH 107) and the two-term Research Methods in Psychology (PSYC 280 and 281) sequence in the sophomore year and certainly no later than the junior year. The methods sequence teaches students to think like research psychologists, from “what constitutes a worthwhile and testable hypothesis?,” to designing, running, analyzing, and reporting an original empirical project. In the junior year, students select an advanced course in which they not only explore a topic in greater depth, but also learn how to write a synthetic, integrative, and critical review of a research area. The skills developed throughout the core courses are brought together in Senior Capstone (PSYC 610), in which each student chooses his or her own topic to explore, culminating in a project that is presented both in a senior thesis and a public oral presentation. The project may involve a critical review of past theory and research, a proposal for an original empirical study, an original empirical study report, a theory development paper, or a paper that integrates a student’s applied work with its wider scholarly context.
Together, the core courses are aimed at systematically developing key skills related to general learning outcomes, including the abilities to: think critically (e.g., construct a thesis, supported by appropriate arguments and evidence), write and communicate effectively, synthesize current knowledge, and test novel hypotheses.
To ensure that majors are also exposed to the breadth of psychological science, they must also complete two courses in the cognitive/experimental/biological areas of psychology as well as two courses in the developmental/health/social/clinical areas of psychology.
Majors should complete Research Methods before taking laboratory courses numbered 335 or above or courses numbered 380 or above. Concurrent enrollment in MATH 107 with PSYC 280: Research Methods I is preferred. Alternatively, MATH 107 or 207 may be taken prior to Research Methods I.
Majors complete empirical research projects in Research Methods, but are also encouraged to do so in laboratory and topics courses, and in close collaboration with faculty members in independent study. Students have access to the department’s extensive laboratory facilities for research in neuroscience, acoustical analysis, child development, animal and human learning, social, personality, and clinical psychology. We highly recommend that students who wish to pursue honors projects or empirical projects for PSYC 610 begin them in their junior year.
Several opportunities to receive course credit for work within applied settings (e.g., working in a clinical setting in the community) are regularly available—see PSYC 451. Other practica that similarly combine academic and applied components may be arranged. This includes various opportunities for placement at non-profit human services programs in the local community. For information on such practica, contact career services (920-832-6561), Beth Haines (920-832-6708), or Lori Hilt (920-832-7050).
Required for the psychology minor
- PSYC 100 and MATH 107 or 207†
- One course from Group I and one course from Group II:
- Group I: PSYC 245, 250, 260, 265, 270, 272, 290
- Group II: PSYC 340, 342, 350, 360, 370, 380
- An additional 12 units in psychology, one of which (6 units) must be numbered 300 or higher (not including 610).
- One course must have a lab (viz., PSYC 265, 280/281††, 335, 340, 355, 380, 530).
- C average in the minor
† For students also majoring in anthropology, ANTH 207 can fulfill the MATH 107 or 207 requirement; for students also majoring in biology or neuroscience, BIOL 170 can fulfill the MATH 107 or 207 requirement.
††Must complete both terms of PSYC 280, 281 to meet this lab requirement.
Teacher Certification in Psychology or Broad-Field Social Studies
Psychology majors can seek certification to teach psychology or broad-field social studies at the secondary level. For certification in broad-field social studies, students must complete the psychology major and a minimum of two courses each in two other social studies (anthropology/sociology, economics, government/political science, or history) and at least one course in each of the remaining social studies. Students are strongly encouraged to take a course in U.S. history and a course in global history. A course in environmental studies is also required. Students who plan to seek teacher certification should review the requirements in the Education section of the catalog and meet with the director of teacher education, preferably before the end of the sophomore year.
Preparation for graduate school
The major program prepares students well for graduate study in psychology or related fields. Students interested in graduate study should consider conducting research with a faculty member, consider taking PSYC 480, and fully utilize career services and alumni who have gone to graduate school. Names and contact information for alumni can be obtained through the alumni and constituency engagement office. For those who pursue other careers, the research skills learned by majors are widely applicable. Students who are interested in the major program or curious about what kind of career opportunities exist in the field of psychology are urged to visit career services for more information. Students interested in mental health careers should pay particular attention to the department’s clinical psychology sequence: PSYC 250 or 290, PSYC 335 or 355, and PSYC 451. Students are encouraged, but not required, to take PSYC 335 or 355 and PSYC 451 (Field Experience in Clinical Psychology) in consecutive terms. PSYC 451 allows students to gain supervised practical experience at a local mental health facility. Students interested in graduate study should speak to their advisors and take a topics course related to their area of interest.
The London Centre, Netherlands program, and Urban Studies in Chicago have provided excellent opportunities for psychology majors (see Off-Campus Programs).
Students who score 4 or better on the Psychology Advanced Placement Examination of the College Entrance Examination Board are given credit for PSYC 100 (which fulfills one of the major requirements). Students who plan to major in psychology and place out of PSYC 100 are advised to take one or two courses in Group I during their freshman year. A score of 4 or better in AP Statistics can substitute for the MATH 107 requirement.
Senior Experience in Psychology
In the Psychology department’s senior capstone (PSYC 610), small groups of students meet in independent seminar sections supervised by a faculty mentor. Sections meet to discuss common readings, provide constructive criticism of each other’s work, and to allow students to present work in progress. Discussions, papers, and presentations enhance students’ abilities to conceptualize important questions within the context of the discipline, formulate ways to answer those questions, and present ideas clearly and cogently in both written and oral form. Students pursue their project over the academic term, culminating in a senior thesis and a public senior oral presentation.
The centerpiece of the capstone experience is an original senior project, allowing students to pursue their own interests in depth, encouraging autonomy and creativity. In consultation with the faculty mentor, students will choose one of the following types of papers: a critical review of past theory and research, an original empirical study report, a theory development paper, or a paper that integrates a student’s applied work (e.g., in an internship) with its wider scholarly context. Students pursuing double degrees, double majors, or teacher certification are strongly encouraged to consult with their advisors and relevant department chairs to plan and negotiate their overall Senior Experience as early as possible, especially if they are interested in pursuing an interdisciplinary capstone that integrates their interests in both majors, or combines their student teaching with a project in their major.
Courses - Psychology
PSYC 100: Principles of PsychologyAn introduction to the science of mind and psychological processes with an emphasis on empirical approaches. Includes a survey of the contributions to our understanding of behavior by research and theory in the various topical areas of psychology with careful consideration of how these topical areas contribute to an overall understanding of psychological processes.
PSYC 170: Statistics in PsychologyThis course introduces statistical methods applied in psychological research. It will cover topics such as hypothesis testing, analysis of variance, and sampling distributions, and provide basic training in the computer package SPSS. The course aims to enable students to design and test research questions in psychology and to improve students' understanding of published research. Quizzes, exams, and a group report. Intended for psychology majors.
PSYC 180: Psychology of LearningAn investigation of how people learn. This course examines learning theories (e.g., behavioral, humanistic, cognitive, constructivist) and their implications for the educational process in schools. Other topics include learning and the brain, the nature of expertise, the design of learning environments, and approaches to instruction that promote meaningful learning. Practicum of 20 hours required.
PSYC 191: Directed Study in PsychologyDirected study follows a syllabus set primarily by the instructor to meet the needs or interests of an individual student or small group of students. The main goal of directed study is knowledge or skill acquisition, not research or creative work.
PSYC 195: Practicum in PsychologyPractica include a wide variety of fieldwork opportunities in psychology. For example, students might do applied work in the areas of domestic violence, mental health treatment, family legal services, victim assistance, developmental disabilities, human resources, or school psychology. Practica can be done during the academic year (at local placements or on campus) or during the summer. The academic component of the internship includes readings related to the substance of the internship, discussions with the faculty supervisor, and a written report appropriate to the discipline. Course grades are based on this academic work.
PSYC 220: The HolocaustAn examination of the social psychological dimensions of the Holocaust. Topics include social psychological and cultural origins of the Holocaust (including the role of Christian anti-Semitism); social psychological aspects of Nazi ideology; and understanding perpetrators, victims, and bystanders.
PSYC 230: Psychology of MusicA scientific approach to questions about musical structure and its effect on human behavior and mental experience. Topics include the physical characteristics of sound that specify pitch, loudness, and timbre; the perception of melody and rhythm; the universality of musical structures; the psychology of musical ability and performance; and the effect of music on emotions. Ability to read music and familiarity with the basics of music theory recommended.
PSYC 245: Health PsychologyThis course explores the link between mind and body from various psychological perspectives such as social, clinical, and psychobiological. We will survey the role of stress, emotion, self-regulation, and individual differences as predictors of health and illness. We also will examine assessment, diagnostic, treatment, and ethical issues in psychophysiological disorders.
PSYC 250: PsychopathologyA study of the major mental disorders. Theory and research into the origins of each disorder are examined from a variety of perspectives (psychoanalytic, biological, cognitive, behavioral, and humanistic).
PSYC 255: Topics in PsychologyTopics courses will explore a particular topic in psychology at the intermediate level. Topics will vary with each offering of the course. Different offerings of the course may be taken for credit with the instructor's consent.
Topic for Fall 2018: Child Assessment Pre-test Research
Students will complete pre-enrichment assessments of young children's cognitive skills (e.g., cognitive flexibility, self-regulation) and social-emotional skills (e.g., delay of gratification, social competence, sharing) in a community setting. For this applied developmental research, students will also learn project management and data scoring and entry skills. Prerequisite: PSYC 255 (Child Assessment Laboratory) in Spring 2018.
Topic for Spring 2019: Child Assessment Post-test Research
Students will complete post-enrichment assessments of young children's cognitive skills (e.g., cognitive flexibility, self-regulation) and social-emotional skills (e.g., delay of gratification, social competence, sharing) in a community setting. For this applied developmental research, students will also learn project management, data scoring, and data entry skills. Prerequisite: PSYC 255 (Child Assessment Laboratory) in Spring 2018.
PSYC 260: Developmental PsychologyA study of the development of behavior and mental processes from conception through middle childhood. Topics include prenatal development, attachment, children’s language skills, social and cognitive development. A variety of theoretical perspectives are covered.
PSYC 265: Developmental Psychology (with laboratory)Identical in content to Psychology 260, but requiring a weekly three-hour laboratory that involves systematic work with infants and children to learn assessment techniques and experimental methodologies for the study of development.
PSYC 270: Social PsychologyA psychological approach to the study of individuals in a social context. Research and theories concerning personality, emotion, cognition, and perception are used to understand such topics as self-identity, perception of others, prejudice, social influence, and personal relationships.
PSYC 272: Social Psychology of PrejudiceThis course explores social psychology through the lens of research and theory on prejudice and discrimination. What are prejudice's causes, consequences, and cures? We will examine theories related to personality, emotion, cognition, and perception that help to explain generalized and specific prejudices (e.g., sexism/heterosexism, racism, ethnocentrism, anti-Semitism). Students will be assessed through exams and papers. Intended as an alternative to PSYC 270.
PSYC 280: Research Methods IThe first course in a two-term sequence designed to introduce psychology majors to the principles of research design, data collection, data analysis, and research report writing. This term focuses on philosophy of science, the role of theory in research, and research design. Students design an empirical project to be executed during Research Methods II. Sequence should be taken in the sophomore year and in consecutive terms.
PSYC 281: Research Methods IIThe second course in a two-term sequence for psychology majors (see Psychology 280). This term focuses on the execution of empirical research projects, analysis of data, inferential and advanced correlational statistics, and interpretation of results. Students complete an empirical project. Sequence should be taken in the sophomore year and in consecutive terms.
PSYC 282: Neuroscience Research TechniquesA lecture course with a laboratory component that will explore basic neuroscience research techniques, experimental design, data analysis, scientific writing, laboratory safety, and ethical practices in animal research. During the laboratory students will particpate in hands-on research performing varous histological techniques including microscopy, working with laboratory animals, and designing and conducting behavioral experiments. Written assignments, presentation, and exams.
PSYC 285: Cross-Cultural PsychologyAn examination of the intricate connections between cultural experiences and psychological processes. Topics include cultural contributions to development and socialization, identity and personality, morality and religion, emotions, and interpersonal relationships. Emphasis will be placed on developing an understanding of cultural and cross-cultural research methods and critical interpretation of research results.
PSYC 290: Developmental PsychopathologyUsing developmental psychopathology theory, this course involves the examination of psychological disorders in children and adolescents. The course emphasizes the complex interplay of biological and psychological factors over the course of development that lead to different outcomes. Several topics are covered including ADHD, anxiety, autism, conduct disorder, eating disorders, depression, and self-harm.
PSYC 310: Psychology of GenderAn examination of theory and research on gender identity, gender roles, discrimination, and gender similarities and differences. Topics include gender stereotypes, gender identity development, sexual orientation, sex education, as well as intersections of gender with other aspects of identity.
PSYC 320: AddictionThis course explores the effects of addictive substances on the brain from a neurobiological perspective. It will describe the factors associated with the development of addiction, the changes that occur in the addicted brain, and how science is informing treatment. We will answer popular questions about addiction, including "Is addiction a disease or moral failure?" and "Can people have an addictive personality?" Quizzes, exams, and a paper.
PSYC 335: Clinical PsychologyThis course focuses on the assessment and treatment of mental disorders. Each of the major approaches to conducting psychotherapy (e.g., psychodynamic, cognitive, behavioral, humanistic, etc.) is examined. Students also start developing their clinical assessment skills.
PSYC 340: Cognitive Psychology (with laboratory)An investigation of the mental processes involved in the acquisition, organization, and use of knowledge. Information-processing and other approaches are used to study pattern recognition, attention, memory, imagery, problem-solving, and related topics. One laboratory per week involving class demonstrations and experiments.
PSYC 342: Cognitive PsychologyAn investigation of the mental processes involved in the acquisition, organization and use of knowledge. Information processing and other approaches are used to study pattern recognition, attention, memory, imagery, problem solving and related topics. Lecture, discussion and class demonstrations. Students will write short papers and take exams.
PSYC 345: Distributed Cognition and the Extended MindThe new science of the mind treats cognition as a distributed process involving the brain, body, and world. This seminar explores the role of material settings and tools, bodily engagement, social interaction, and cultural processes in human reasoning, problem solving, and learning. Students will write short papers examining aspects of cognitive activity in real-world settings.
PSYC 350: Psychopharmacology and BehaviorAn interdisciplinary examination of the ways in which behaviorally active drugs exert their effects, drawing on research in pharmacology, psychology, biochemistry, anatomy, and neurophysiology. Provides an understanding and appreciation of the role of behaviorally active drugs in people’s lives, today and in the past.
PSYC 355: Child Clinical PsychologyThis course focuses on major approaches to psychotherapy with children and adolescents. Students will learn techniques for assessment and diagnosis and learn about empirically supported treatments for children and adolescents with mental disorders. A weekly lab will focus on developing clinical skills to work with children and families.
PSYC 360: Brain and Behavior IAn introduction to the structure and function of the nervous system and its relationship to behavior. Topics include cellular physiology, neuroanatomy, sensory processes, motor control, and neuropharmacology. No laboratory.
PSYC 370: PerceptionAn introduction to the physiological and psychological processes by which we receive, transform, and use the information from the world acquired through our senses. Special emphasis on visual and auditory perception to allow a more in-depth study of two perceptual systems and to provide information useful to those interested in the visual arts and music.
PSYC 375: Introduction to PhoneticsAn introduction to the science of speech sounds, focusing on descriptive and experimental studies of articulation and speech acoustics. Laboratory demonstrations of speech production, acoustical analysis, and speech synthesis are combined with lecture/demonstrations to relate phonetics research to theories of phonology and language acquisition.
PSYC 380: Learning and ConditioningAn investigation of the basic principles of learning, including classical conditioning, operant conditioning, punishment, biological constraints on learning, and behavior modification. One laboratory per week involving animal learning experiments.
PSYC 381: Learning and ConditioningThis course is identical in content to PSYC 380, but it has no laboratory. An investigation of the basic principles of learning, including classical conditioning, operant conditioning, punishment, biological constraints on learning, and behavior modification.
PSYC 390: Tutorial Studies in PsychologyAdvanced study arranged and carried out under the direction of an instructor.
PSYC 391: Directed Study in PsychologyDirected study follows a syllabus set primarily by the instructor to meet the needs or interests of an individual student or small group of students. The main goal of directed study is knowledge or skill acquisition, not research or creative work.
PSYC 395: Practicum in PsychologyPractica include a wide variety of fieldwork opportunities in psychology. For example, students might do applied work in the areas of domestic violence, mental health treatment, family legal services, victim assistance, developmental disabilities, human resources, or school psychology. Practica can be done during the academic year (at local placements or on campus) or during the summer. The academic component of the internship includes readings related to the substance of the internship, discussions with the faculty supervisor, and a written report appropriate to the discipline. Course grades are based on this academic work.
PSYC 399: Independent Study in PsychologyAdvanced research, arranged in consultation with the department. Students considering an honors project should register for this course, for one or more terms.
PSYC 420: Clinical and Affective NeuroscienceThis course focuses on advanced topics in neuroscience involving emotion. We will explore emerging knowledge of the brain's involvement in emotional behaviors, including physiological and psychological states. Course topics include: neural plasticity, human neuroscience methods, emotions, and pathophysiology of affective disorders.
PSYC 451: Field Experience in Clinical PsychologyPractical experience working in clinical settings in the local community. Students spend 10 hours per week at assigned settings, attend regular class, and complete complementary readings. Applications must be submitted by the end of the fifth week the term that immediately precedes the term in which the course is taught.
PSYC 460: Adolescent PsychologyAn examination of development during the years between the onset of puberty and early adulthood. Topics include theories of adolescence, achievement motivation, identity formation, gender and sexuality, and family and peer relations.
PSYC 525: Brain and Behavior II (no lab)This course is identical in content to PSYC 530, but it has no laboratory. An examination of the interrelationships between the brain and behavior. Topics include sleep, language, motivation, emotions, learning, and mental disorders.
PSYC 540: Topics in the Psychology of LanguageAn examination of the nature and structure of language, integrating knowledge from linguistics, psychology, neurophysiology, and sociology. Focus on the psychological theories and experimental evidence about language production and perception.
PSYC 560: Topics in Gender and Social DevelopmentThis course examines social development with a particular focus on gender issues. Topics include gender identity in intersection with other types of identity development (e.g., ethnicity), sex education, gender role socialization, sexual orientation development, and parenting.
Topic for Winter 2019: Gender and Social Development
Special emphasis is given to the development of gender identity, gender roles, and sexual orientation. Other topics include sex education, parenting, and LGBT youth risk and resilience.
PSYC 570: Topics in PrejudiceExamination of the psychology of prejudice. Readings and discussions cover general theories of prejudice as well as the dynamics of specific types of prejudice (e.g., racism, sexism). The specific areas covered may shift from year to year.
PSYC 580: Topics in NeuroscienceA study of the nervous system from the perspectives of psychology and biology. Topics vary year to year and may include glial cells, neural development, and the evolution of nervous systems and neurotransmitter systems. Lecture only. May be repeated when topic is different.
Topic for Spring 2019: Viral Vectors in the Central Nervous System
Viral vectors are exciting tools currently used in the field of gene therapy and in basic neuroscience research to further understand neurobiological processes. Using primary research and review articles as a basis, this course will explore the history of viral vectors, advancements in their design, the therapeutic potential of vectors for CNS disorders and the adverse effects, including biological, environmental and ethical issues, associated with them. Course format includes discussions, presentations, group work and writing assignments.