Please note: The information displayed here is current as of Tuesday, November 12, 2019, but the official Course Catalog should be used for all official planning.
This catalog was created on Tuesday, November 12, 2019.
|Professors:||D. Burrows (on leave term(s) II), P. Glick (Henry Merritt Wriston Professor of the Social Sciences) (on leave term(s) I), T. Gottfried (chair), B. Haines, B. Hetzler, G. Metalsky|
|Associate professors:||M. Ansfield, L. Hilt|
|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 major in psychology
Students who major in psychology will learn to effectively communicate, orally and in writing, the content and explanatory power of current theoretically- and empirically-based knowledge in the psychological literature. They will demonstrate appropriate conceptual and methodological skills to test novel hypotheses and solve practical problems in psychology. And they will critically review the research literature on a topic of interest to draw valid and meaningful conclusions about the main findings.
The major in psychology requires the following:
- PSYC 100: Principles of Psychology
- One statistics course: PSYC 170: Statistics in Psychology or MATH 107: Elementary Statistics†
- PSYC 280 and 281: Research Methods I & II
- Two courses from each of the following groups:
- Group I: PSYC 245: Health Psychology, 250: Psychopathology or 290: Developmental Psychopathology, 260: Developmental Psychology or 265: Developmental Psychology (with laboratory), 270: Social Psychology or 272: Social Psychology of Prejudice
- Group II: PSYC 320: Addiction, 340: Cognitive Psychology (with laboratory) or 342: Cognitive Psychology, 350: Psychopharmacology and Behavior or 365: Brain and Behavior (with laboratory), 370: Perception
- One of the following courses requiring an APA-style literature review, taken before the senior capstone: PSYC 335: Clinical Psychology, 355: Child Clinical Psychology, 460: Adolescent Psychology, 480: Historical Origins and Contemporary Viewpoints of Psychology, 540: Topics in the Psychology of Language, 560: Topics in Gender and Social Development, 570: Topics in Prejudice, or 580: Topics in Neuroscience††
- One of the above courses must have a lab (viz., PSYC 265, 335, 340, 355, 365, 380).
- One of the above courses must have a D or G diversity designation (i.e., 220: The Holocaust, 272: Social Psychology of Prejudice, 285: Cross-Cultural Psychology, 310: Psychology of Gender, 356: Meditation: Psychological and Buddhist Perspectives, 560: Topics in Gender and Social Development, 570: Topics in Prejudice).
- PSYC 610: Senior Capstone
†Concurrent enrollment with PSYC 280 is preferred. For students also majoring in anthropology, ANTH 207 can fulfill the PSYC 170 or MATH 107 requirement. For students also majoring in biology or neuroscience, BIOL 170 can fulfill the PSYC 170 or MATH 107 requirement.
††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. The literature review must be written in APA style to fulfill this 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.
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 (PSYC 170 or 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 their 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 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 PSYC 170 or MATH 107 (Statistics) with PSYC 280 (Research Methods I) is preferred. Alternatively, PSYC 170 or MATH 107 (Statistics) 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: Field Experience in Clinical Psychology. 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 the Center for Career, Life and Community Engagement (920-832-6561), Beth Haines (920-832-6708), or Lori Hilt (920-832-7050).
Required for the minor in psychology
- PSYC 100 Principles of Psychology
- One statistics course: PSYC 170: Statistics in Psychology or MATH 107†
- One course from each of the following groups:
- Group I: PSYC 245: Health Psychology, 250: Psychopathology, 260: Developmental Psychology, 265: Developmental Psychology (with laboratory), 270: Social Psychology, 272: Social Psychology of Prejudice, 290: Developmental Psychopathology
- Group II: PSYC 320: Addiction, 340: Cognitive Psychology (with laboratory), 342: Cognitive Psychology, 350: Psychopharmacology and Behavior, 365: Brain and Behavior (with laboratory), 370: Perception
- Two additional courses in psychology (12 units), 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: Clinical Psychology, 340, 355: Child Clinical Psychology, 365).
† For students also majoring in anthropology, ANTH 207 can fulfill the PSYC 170 or MATH 107 requirement; for students also majoring in biology or neuroscience, BIOL 170 can fulfill the PSYC 170 or MATH 107 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: Historical Origins and Contemporary Viewpoints of Psychology, and fully utilize the Center for Career, Life and Community Engagement 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 the Center for Career, Life and Community Engagement 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 or Netherlands program 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 Statistics (PSYC 170 or MATH 107) requirement.