PSYCHOLOGY 400-500 LEVEL COURSES for Spring 2015
Psychology Majors: Please review the information in this booklet carefully to learn about a
variety of exciting course opportunities. For more information, talk with your faculty advisor,
or consult the faculty identified with the various opportunities listed.
400-Level Courses
Advanced Seminars
All of the following carry 47.269 as a prerequisite; there may be other recommended courses as noted. Any of the following will satisfy the major requirement for an Advanced Psychology Seminar (one of the 2 required 400-level courses), and also, for students who have already taken one, the major requirement for a second 400-level course.
47.472.201 Seminar in Personality TR 12:30-1:45
Prof. Joan Cannon
This seminar in personality will use a professional conference setting to focus on a variety of theoretical conceptualizations of the productive personality, diagnostic tools and techniques in the field, and case histories. Students will develop and enhance their professional skills and abilities with respect to presentation of self, manuscript writing and psychological assessment techniques. They will also participate in a number of professional conference activities.
47.473.201 Seminar in Social Psychology: Achievement Motivation TR 3:30-4:45
Prof. Jason Lawrence
This course will cover psychological theory and research on the various factors that explain people’s motivation to achieve and their performance in different domains (e.g., school, sports, the workplace). These factors include personality, efficacy, skill level, group membership, identity, goal type, and contexts. Course goals include honing students’ ability to understand, critique, write about, and discuss theoretical and empirical papers within psychology. Students will also develop their skills in generating testable hypotheses.
47.473.202 Seminar in Social Psychology: Communication-The Mind-Body Perspective W 3:30-6:20
Prof. Thomas Gordon
This seminar will focus on the role communication processes (including Intra-Personal, Interpersonal, and Mediated-Communication) play in a variety of health related contexts, effects, and processes. Included will be: Self-regulation theories; placebo and nocebo effects; unconscious processes; biofeedback effects and mechanisms; hypnosis; imagery; pain management; emotion regulation; well-being; and the ability to consciously influence autonomic processes such as the immune and endocrine systems.
47.473.204 Seminar in Social Psychology: Social (In)Justice W 12:30-3:20
Prof. Jana Sladkova
In this seminar, we will explore various forms of social injustice, their causes, manifestations, explanations, and social psychological theories that help us understand them. For example, we will examine if /how race or sexual orientation or disability contributes to discrimination and social injustice. We will study connections between stereotypes, prejudice, discrimination, hate crimes, etc. Together we will explore how and why social injustice prevails in today’s world full of resources; why small number of people own majority of world’s wealth; why some countries are poorer than others. We will look deep into our own lives to see if we, too, contribute to social injustice in small ways. We will study our own standpoints and where they come from. Once we understand the processes and conditions that perpetuate injustice we will work on possible remedies, small and large, that could lead to a more just world.
47.474.201 Seminar in Developmental Psychology: Psychology of Education W 3:30-6:20
Prof. Sarah Kuhn
This seminar takes an intensive look at the psychology of education and of learning. We will read about theories of education, research on learning, and study some historical and current trends in both formal education (school) and informal learning environments (hobby subcultures, museums, camps, etc). Readings will include both historical examples (John Dewey, Jane Addams, Paolo Friere) and the work of contemporary thinkers, including neuroscientists, education theorists, critics of schooling systems, and policymakers in higher education. In addition to readings, class discussion, and engaging hands on exercises, students will plan and deliver a term-length creative project on the psychology of learning and education.
47.475.202 Seminar in Clinical Psychology: Autism MW 12:30-1:45
Prof. Richard Serna
Autism Spectrum Disorder (ASD) is a complex neurological disorder that typically appear before the age of three and immediately and profoundly affect a young child’s ability to communicate, develop
language, form social relationships, and respond appropriately to environmental cues. Over the last 15-20 years, ASDs have received an increasing level of attention in both scientific arenas and the popular press. The most recent estimate is that 1 in 50 children are affected. This seminar will examine issues in the etiology, characteristics and treatment of ASD and related developmental disabilities. The seminar will also explore some of the more prominent theories and controversies surrounding this disorder. Much of the seminar will be focused on a behavioral approach to understanding and treating children who have both ASD and significant intellectual challenges.
47.477.201 Seminar in Contemporary Trends TR 9:30-10:45
Prof. David Landrigan
There has been a marked surge of interest and work in consciousness in the past thirty years. In the Consciousness Seminar you will have an opportunity to examine the current knowledge about
consciousness, some of the major questions or problems in consciousness research, and both theoretical and research literature dealing with consciousness currently and during the past thirty years. The study of consciousness contributes to understanding ourselves, our world, and the discipline of psychology. Emphasis will be placed on an understanding of consciousness that stems from philosophy,
phenomenology, experimentation, knowledge about anatomy and physiology, and perception. In addition to having the opportunity to acquire an overview of consciousness, you will have an opportunity to pursue an in depth inquiry of one theme focused on a concept, question, method of investigation, or problem of consciousness study. Each student should expect to read research reports from the current literature, complete analyses, write reports, and present findings.
47.477.202 Seminar in Contemporary Trends M 12:30-3:20
Prof. Stephanie Block
This course is an introduction to many topics representing major fields of study within psychology and law. Topics may include: eyewitness testimony, lie detection, jury selection, child protection, forensic interviews, and the death penalty. In this course, students will learn about the diversity of interests among legal psychologists as well as innovative and important ideas, theories, and scientific research findings. The main goal is to provide students with an understanding of relevant theory, empirical findings, and research methodology. Guest speakers will enhance learning.
Other 400-Level Courses
Any of the following will satisfy the major requirement for a second 400-level course.
47.480.201 Integrative Fieldwork in Developmental Disabilities I [also listed as 59.480]
R 6:30-9:20
Prof. Katherine Fox
Pre-Reqs: 47.101, 47.269, and 47/59.363 or 47.362
Students identify a human service organization for 60 hours of fieldwork to examine the nature of organizations and the importance of leadership in the lives of people with disabilities. This will be accomplished by integrating course material with field placement experiences. This seminar utilizes presentation, discussion, group work, case study, and video materials that address course objectives. It is designed to provide students with a forum to explore personal values and attitudes relative to one’s own sphere of influence and leadership roles. Students will examine how formal services, advocacy, and informal community systems impact one another and impact the lives of people with disabilities. Students will learn how to examine organizations from a variety of theoretical frameworks and will utilize this knowledge to understand leadership opportunities within their own field placements. Students will have the opportunity to learn how vision, mission, community partnerships, funding, human resources, regulations, and families/individuals themselves impact service delivery.
Community Service Learning (CSL) and Research Service Learning (RSL)
To learn more about the different ways by which psychologists try to provide services in various settings or conduct research, and to gain valuable hands-on experience, students can work directly with a faculty member. Under the supervision of an individual faculty member, students in CSL get such experience working with individuals to gain both better skills as well as a better understanding of how psychologists can contribute to improving quality of life for people with different needs. In RSL, students develop skills in such areas as literature searches, recruitment and selection of participants, data collection, carrying out experimental procedures, and so on; there might also be opportunities for students to pursue research interests of their own. These courses may be repeated, but no more than 9 credits from any combination of 47.486, 47.488, and 47.491 may be counted toward the degree.
Faculty sometimes approach students they know to invite them to participate. And students are welcome to contact individual faculty themselves to see about possible opportunities. But faculty in the department sometimes recruit students for specific opportunities, and those that are available for Spring 2014 are listed below. Although CSL and RSL are listed in iSiS with the Chair’s name, individual faculty have the permission numbers, so contact faculty directly for information and for permission.
Note that the section number designates the number of credits, and the expectation is that each credit will require approximately 3 hours per week, at times to be arranged.
47.486.201 202/203 Community Service Learning (1, 2, or 3 credits)—no advertised opportunities for Spring
47.488.201/202/203 Research Service Learning (1, 2, or 3 credits) Time: TBA
Prof. Stephanie Block
[contact Prof. Block directly, not Prof. Siegel: [email protected]] Course graded Satisfactory/Unsatisfactory
**Instructor permission required**
Professor Stephanie Block is offering 1, 2, and 3 credit Research Service Learning opportunities. Current studies in her laboratory examine child maltreatment, children’s experiences in the legal system,
children’s memory for traumatic and emotional events, and the prosecution of child abuse. Students may assist with many aspects of data collection and preparation, including recruiting and interviewing research participants, entering and coding data, preparing experimental materials, and conducting library research. Please contact Professor Block for more information.
47.488.201/202/203 Research Service Learning (1, 2, or 3 credits)
Time: TBA
Prof. Rocío Rosales
[contact Prof. Rosales directly, not Prof. Siegel: [email protected]] Course graded Satisfactory/Unsatisfactory
**Instructor permission required**
Professor Rosales is offering 1, 2, and 3 credit Research Service Learning opportunities to contribute and assist with one of several studies conducted under her supervision. These studies are related to the following areas: 1) evaluation of a video modeling to teach implementation of a commonly used
functional communication system for individuals with autism spectrum disorder (ASD); 2) comparison of teaching procedures to establish or expand upon language repertoires of young children with ASD; and 3) evaluation of cultural barriers that may impact access to behavioral service delivery for Latino families that have a child with ASD. Students will learn about and engage in several aspects of the research process including but not limited to literature reviews, recruitment of research participants, conducting interviews, data collection, entry, and analysis, and preparation of materials to disseminate research findings.
47.488. 203 Research Service Learning (3 credits) Time: TBA
Prof. Richard Serna
[contact Prof. Serna directly, not Prof. Siegel: [email protected]] Course graded Satisfactory/Unsatisfactory
**Instructor permission required**
The Research Service Learning (RSL) student will serve in a supervised research-assistant role in the Laboratory for Research in Behavior Analysis, under the direction of Professor Richard Serna. The student will provide a meaningful contribution to one or more particular studies. For example, one study currently underway investigates the way in which people acquire "meaning." Other studies are examining ways to improve teaching procedures for individuals with autism. The RSL student will meet regularly with Dr. Serna to discuss the rationale of the study and participate in the research process, which includes, but is not limited to, IRB approval, literature review, research design, procedures, data collection, entry, and analysis and dissemination of findings.
47.488.201/202/203 Research Service Learning (1, 2, or 3 credits) Time: TBA
Prof. Yana Weinstein
[contact Prof. Weinstein directly, not Prof. Siegel: [email protected]] Course graded Satisfactory/Unsatisfactory
**Instructor permission required**
Directed Study
47.491, multiple sections depending on instructor; times to be arranged Time: TBA
Separate sections for individual instructors
Pre-Reqs: 47.101 General Psychology and 47.269 Research I: Basics **instructor permission required**--contact instructor directly
Through frequent consultation with the instructor, the student carries out the investigation of a
particularly specialized area of interest, which might entail further reading and/or some form of student-directed hands-on research under faculty supervision. Students initiate the process by contacting faculty to discuss their ideas and seek faculty support. This course may be repeated, but no more than 9 credits from any combination of 47.486, 47.488, and 47.491 may be counted toward the degree.
Practicum
47.496.201 Practicum in Psychology (3 credits) M 3:30-6:20 PM
Prof. Gloria Seeman ([email protected])
Pre-req: 47.272 Abnormal Psychology (may be waived with permission of the instructor) Course graded Satisfactory/Unsatisfactory
**instructor permission required**
The goal of this course is to help students formulate more clearly what they want to do with their major in Psychology after they graduate. It is a very practically based, experiential course. The Practicum in Psychology requires students to fulfill a commitment to service in the community consisting of 90-100 hours of placement work matched to their area of interest in psychology (approximately 6-8 hours per week). Students will take on an approved role in which they will have the opportunity to provide some form of meaningful service to individuals, groups or communities/agencies. Students will be required to document their service activities through a journal and other assignments. Class will be devoted to
discussing students experiences at their placement sites as well as focusing on learning more about the settings in which psychologists practice and the challenges that psychologists confront. To this end, guests will be invited from the field of psychology to give an added dimension to the practicum experience. Classes will also consist of supervision of placement work and consideration of any questions that may arise about the goals and policies of the agency in which students are perform their service. We will also do in-class exercises to help them feel more confident in their placement work. In addition to offering invaluable direct field experience and exposure to practitioners in the field, this course also explores different kinds of graduate programs as well as options for going directly into work in the field.
500-Level Graduate Courses
For seniors in Psychology with GPAs of 3.5 or better, the following 500 level graduate courses are open
with permission of instructor. Contact the instructor for more information. 500-level courses may be used to satisfy the major requirement for a second 400-level course. Majors accepted into the
bachelor’s/master’s programs in Autism Studies or Community Social Psychology may double-count up to two of these course toward both the bachelor’s and master’s degree; consult the graduate coordinators: Prof. Andrew Hostetler (CSP) or Prof. Richard Serna (ASP).
47.502.061 Seminar in Community Mental Health Prof. Khanh Dinh
Online
47.512.201 Applied Research Methods Prof. Alice Frye
W 6:30-9:20 PM
47.522.201 Psychology of Diversity Prof. Jana Sladkova
R 3:30-6:20 PM
47.543.201 Psychology and Law Prof. Christopher Allen
