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Resources for Students

Information about course requirements provided by faculty

updated March 31, 2005

Please note: These ARE NOT official course descriptions. Official course descriptions can be found in the bulletin.

The Department of Psychology faculty members have provided brief information about the requirements of their courses below. Please keep in mind, this information is only intended to give you a sense of what to expect in the course; instructors reserve the right to make changes to their courses (e.g., assignments, tests) which may not be reflected in this information.

PSY 100: Introduction to the Science and Fields of Psychology (Dr. Lesa Vartanian)

P = PSY 120
This course provides an orientation to the undergraduate major in psychology. Course topics include career options, exploration and preparation; the graduate school application process; academic planning and strategies for success; networking with faculty; involvement in student/campus organizations. Students will complete a variety of self-assessments, written homework assignments, quizzes, and a semester project. Attendance and class participation are required and monitored.

PSY 201: Introduction to Quantitative Topics in Psychology (Dr. Michael Bendele)

P = PSY 120 and MA 153
This course is designed to help you develop statistical skills which will enable you to become both a user and a consumer of basic statistical techniques that are commonly used in contemporary research in the behavioral sciences. Some of the topics in this course include descriptive and inferential statistics, measures of central tendency, measures of variability, sampling, probability, t-test, analysis of variance, and correlation. The majority of the grade is based on 5 exams and 5 quizzes.

PSY 201: Introduction to Quantitative Topics in Psychology (Dr. Bruce Abbott)

P = PSY 120 and MA 153
This is a basic course in statistical analysis with an emphasis on those statistical tools commonly used in psychological research, including both descriptive statistics (aimed at describing a set of data) and inferential statistics (aimed at drawing conclusions about the characteristics of populations based on samples of data from those populations). The emphasis is not so much on being able to calculate statistical values as on knowing which statistics to choose for a particular analysis and how to properly interpret the results. Quizzes over the material covered include a variety of question formats ranging from fill-in and multiple choice through short-answer essay and the working of problems. Assessment may also be conducted through in-class active learning exercises and take-home assignments.

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Psychology 201: Introduction to Quantitative Topics in Psychology (Dr. Tom Blakemore)

P= PSY 120 and one of the following MA 153, MA 168, or STAT 125
This course is designed to help you acquire the skills needed to become both a user and a consumer of the basic statistical procedures that are commonly used in the behavioral sciences. You will learn some basic terminology, the rationale behind the use of statistics, as well as, how to calculate and interpret a variety of statistical procedures. Grades will be based upon 5 exams plus homework assignments.

PSY 201: Introduction to Quantitative Topics in Psychology (Dr. Daniel Miller)

P = PSY 120 and MA 153
This course is designed to provide you with a basic introduction to statistical methods used in psychology and other social sciences. We will cover descriptive statistics (e.g., measures of central tendency and variability) during the first part of the course and inferential statistics during the last third of the course. The middle third of the course includes topics essential for understanding the logic of inferential statistics such as sampling distributions and the basics of hypothesis testing. By the end of the course you should be able to calculate various descriptive and inferential statistics and know when to use them. This knowledge should help you to be a critical reader of statistical information presented in the news media. It will also help you in reading research articles in psychology. The majority of the grade is based on 4 exams and various homework assignments.

PSY 203: Introduction to Research Methods in Psychology (Dr. Michael Bendele)

P = PSY 201
The goal of this course is to help the student gain an understanding of the various methods used by psychologists in studying behavior. The emphasis of the course is on understanding the general principles of research design, implementing various designs, and analyzing and reporting the results. Four in-class exam will be given. The lab component constitutes about 1/3 of the grade and consists of designing and implementing three projects: a content analysis, a survey, and an experiment. These projects are conducted in small groups. Each project is written up in APA style. Course prerequisite is psychology 201.

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PSY 203: Introduction to Research Methods in Psychology (Dr. Carol Lawton)

P = PSY 201
This course examines the variety of research methods used in psychology, and teaches the skills needed to design, conduct, analyze, and report research. The course includes both lectures on principles of research design (usually on Mondays), and labs in which research is conducted (usually either Wednesdays or Fridays). Students carry out three major projects of their own design: a content analysis, a survey, and an experiment. Each of these projects is written up in an APA-style paper. Grades are based on the three papers, three exams, and lab participation.

PSY 203: Introduction to Research Methods in Psychology (Dr. Daren Kaiser)

P = PSY 201
Research Methods provides an overview of how the scientific method is implemented in psychological research. The class is divided into a lecture and a laboratory component. Early in the semester lectures will focus on the scientific process in general, but as the class progresses we will narrow our discussion to specific methodologies used by scientists in the field of psychology. In the laboratory portion of the class students will learn to understand and evaluate research materials. Additionally, students will learn how to conduct, analyze, and present research material in empirical reports that conform to the standards of the American Psychological Association. Grades are based on three exams, a cummulative final, and two papers.

PSY 225 Stereotyping and Prejudice (Dr. Daniel Miller)

This is a course on stereotyping and prejudice from a psychological perspective. The course will familiarize students with both basic and advanced concepts in areas such as social cognition, social stigma, affective and motivational processes, theories of prejudice, and prejudice reduction. Emphasis is placed upon objective observation and scientific investigation. Course objectives are: To help students learn basic theoretical foundations, research methods, and empirical findings in the areas of stereotypes and prejudice. To increase insight into students' own behaviors/cognitions and that of others. To develop a critical analysis of generalizations from research. To foster critical thinking skills by requiring students to elaborate upon concepts introduced in class.

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PSY 235: Child Development (Dr. Ken Bordens)

P = PSY 120
The course examines relevant research and theory dealing with a broad range of developmental issues such as: prenatal development, cognitive development, sex roles, the development of perception, memory, etc. Course requirements usually involve four or five multiple choice tests. A book of readings is usually used as a supplement to the text. Articles are discussed during discussion sessions and an article analysis may be handed in.

PSY 235: Child Psychology (Dr. Elaine Blakemore)

P = PSY 120
The course examines relevant research and theory dealing with a broad range of developmental issues such as: prenatal development, cognitive development, social development, family and peer relationships, gender and moral development, and the impact of influences outside the family. Course requirements usually involve four or five multiple choice tests. Assigned readings are used for class discussion sessions.

PSY 235 Child Psychology (Dr. Michelle Drouin)

P = PSY 120
This course is designed to give students greater insight into the theories and processes of child development. After covering the major developmental theories, we begin to dissect this subject by topic. We cover issues related to children's normative development, such social attachment, but also discuss issues that relate to disturbances in that development, such as the effects of attention deprivation. There are typically four exams in this course, a debate, and online and class participation opportunities.

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PSY 235: Child Psychology (Dr. Brenda Lundy)

P = PSY 120
PSY 235 covers general principles of children’s behavior and development from conception to adolescence, including sensory and motor development, and the basic psychological processes such as learning, motivation, and socialization. The purpose of this course is to provide students with a in-depth, empirically-based look at the factors underlying development from conception through adolescence. There are 4-5 multiple choice exams and three short reaction papers required.

PSY 235: Child Psychology (Dr. Lesa Rae Vartanian)

P = PSY 120
The purpose of this course is to introduce the major phenomena, themes, and issues concerning typical physical growth and psychological development from conception through late childhood (roughly 10-11 years of age). General topics to be covered include historical/philosophical perspectives on children and their development, the science of child development, the biological/genetic bases of development, prenatal development, cognitive and language development, moral development, social and emotional development. Classic and current theories, research, and issues will be addressed. Attendance is monitored; students take 4-5 objective-style unit exams and complete 3-4 other assignments (e.g., engage in on-line disucssions about controversial issues related to children and their development, complete observations of infants and children, etc.)

PSY 240: Social Psychology (Dr. Ken Bordens)

R = PSY 120
The course focuses upon interpersonal dynamics. Topics covered include: interpersonal attraction, attitudes, prejudice, propaganda, group dynamics, environmental psychology, and the law and social psychology (among other topics). Typically there are four multiple choice exams given each semester. A book of readings is used as a supplement to the text. Articles are discussed during discussion sessions and an article analysis may be handed in.

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PSY 240: Social Psychology (Dr. Craig Hill)

R = PSY 120
The course provides an understanding of theory and research in major areas of social psychology, including the self, social perception, prejudice and discrimination, attitudes, persuasion, attitude change, social influence, group processes, close relationships, aggression, and altruism. Grades are based on five exams, four written article analyses, participation in class discussions on the articles, and completion of two internet activities.

PSY 240: Introduction to Social Psychology (Dr. Jay Jackson)

R= PSY 120
This course is a general survey of the field of social psychology, which may be defined as the scientific study of how individuals think about, influence, and interact with each other. Topics covered include those related to (a) social thinking, such as how we form perceptions of ourselves and others, and the nature of prejudice and stereotyping; (b) social influence, such as attitude formation, persuasion, conformity and obedience; and (c) social relations, such as group processes, close relationships, interpersonal aggression, and helping behavior. The emphasis will be on formal theories and experimental research findings, but we will also address how social psychological principles are applied to concrete real world issues. Course grades are based on five exams, participation in class activities, and three written assignments.

PSY 251: Health Psychology (Dr. David Young)

P = PSY 120
Health Psychology encompasses a vast array of problems and prospects for people looking for a long and satisfying life. The key feature that this class emphasizes is that health problems are best understood from a multi-disciplinary perspective. Bio-medical models of illness provide one important way of understanding health and illness, but other approaches which acknowledge the role of psychosocial factors allow for a more complete picture of the meaning of health, and illness. One such model, called the biopsychosocial model, provides the foundation for this course. What this model emphasizes is that most health problems have aspects or components, which are social, psychological, and biological. An appreciation of the contributions of these multiple components can assist us not only in understanding problems of health and illness, but also in the treatment and prevention of those problems. The course begins with a general introduction to these topics, and the proceeds to review the contributions of this biopsychosocial model to understanding a number of health problems. In addition to the readings for this class, each student will have two additional assignments. The first assignment will be to observe some aspect of addiction, research the literature in that area, and write a short paper summarizing your work and conclusions. In the second assignment, each student is to complete a personal behavior change project. You will track a behavior for a week and develop and implement a change program. Four multiple choice exams will make up the remainder of your grade. The final is non-cumulative.

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PSY 272: Psychological Foundations of Work Behavior: Intro to Industrial/Organizational Psychology (Dr. Dan Miller)

Survey of psychological principles and research methods relevant to organizations and industry. Topics covered include motivation, communication, leadership, conflict, and organizational effectiveness. Also covered are personnel selection, the work situation, human errors, and accidents.

PSY 314 Introduction to Learning (Dr. Carol Lawton)

P = PSY 120
This course focuses on the basis principles of learning across species, including habituation, classical conditioning, operant conditioning, social learning, and animal memory and cognition. We examine experimental evidence derived from studies on animals and humans, and make applications to practical situations, such as child-raising and pet training. The term project uses behavior modification techniques to try to change a behavior of your own (e.g, exercise more, snack less, quit smoking). In addition, there are four exams and a journal assignment using personal experiences to illustrate concepts covered in class.

PSY 314 Introduction to Learning (Dr. Bruce Abbott)

P = PSY 120
How we behave at any given time depends not only on the current environment but also on how previous experience has changed us. Much of our current knowledge about the effects of learning on behavior have come from laboratory studies of animals, and this area of research continues to be active today. This course provides an overview of what has been learned from these studies. After briefly reviewing the historical development of key ideas, we first examine behavior from an ethological perspective and identify some innate mechanisms that probably underlie all behavior. Next, we investigate habituation and sensitization (two simple forms of learning) and learn about the physiological mechanisms that may be involved in these processes. We then turn our attention to classical (Pavlovian) conditioning, explore a number of phenomena involving it, and learn about current attempts to understand these phenomena from a theoretical perspective. Operant conditioning and its associated phenomena then receive a similar treatment. Finally, we take a more cognitive (as opposed to behaviorist) orientation and explore a variety of topics, including the question whether animals other than ourselves can learn to use language. Assessment typically includes several unit quizzes spaced over the semester and at least one term paper.

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PSY 317: Addictions: Biology Psychology and Society (Dr. Jeannie DiClementi)

This multidisciplinary course is aimed at the non-science major, but is appropriate for Psychology students as well. Team taught by faculty from the biology and psychology departments, the basics of science including genetics, pharamcology, immunology, and psychology will be taught using the process of addiction as the model. Four classes of substances of abuse will be used: nicotine, alcohol, marijuana, and psychostimulants. In additition to lecture and reading material, the course will also include classroom laboratory exercises and a service learning component. Cross-listed with Biology.

PSY 329: Psychobiology (Dr. Daren Kaiser)

P = PSY 120 & 3 additional credits in Psychology
Psychobiology provides an overview of the relationships between biological processes (particularly in the brain) and behavior. We begin with an introduction to the structure and functions of the nervous system and the methods used in psychobiological research. Following this, we discuss selected topics in psychobiology, including the effects of drugs on the brain and behavior, psychobiology of sleeping and eating, psychobiological correlates of selected psychological disorders, and psychobiology of learning and memory. Typical requirements include 5 exams and 1 literature review (8-10 pages).

PSY 330: Psychology of the Arts

P = PSY 120
This course explores the psychological processes involved in the arts and artistic activity. It covers primarily music and visual arts, but sometimes literature or other art forms may be included. The emphasis is on perceptual and cognitive processes as they relate to the arts. Processes studied may include, but are not limited to, the following: perceptual organization, memory, decision-making and other cognitive processes, aesthetic judgments, emotional responses, performance issues, and creativity. This is not a course on music therapy or art therapy, although these topics may be used by students for papers or course presentations, provided that they focus on related psychological principles. This is a seminar-style course, with participation expected from everyone. Requirements include a class presentation, a summary or outline of the presentation, 3 article summaries related to the presentation, 2 reaction papers, and a term paper. There are no exams.

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PSY 334: Cross Cultural Psychology (Dr. Jeannie DiClementi)

R = PSY 120
Examination and restructuring of the major psychological principles from a cultural perspective. A study of the diversity of development of the individual across Asian, African-American, Latino/a, and American Indian/Alaskan Native cultures will be presented. The experience of self, role of the family and community, and the psychology of prejudice will be emphasized. Issues related to the workplace, religion, sexual orientation, ability status, and gender will also be discussed. It will be assumed that the student already has a familiarity with major psychological theories and terminology. There will be two essay exams: a midterm and a final; written assignments, and experiential exercises both in class and outside of class.

PSY 345: Psychology of Women (Dr. Elaine Blakemore)

P = PSY 120
This course covers psychological research and theorizing as particularly relevant to the behavior and experience of women. Topics include gender roles, gender differences in behavior, socialization, biological influences on behavior, health issues (e.g., pregnancy, anorexia), sexuality, sexual orientation, marriage, relationships, mental health, therapy, and violence against women. Typically there are four exams, a paper or project (including the possiblity of service learning), and discussions of assigned readings.

PSY 345: Psychology of Women (Dr. Carol Lawton)

P = PSY 120
This course examines research and theories relevant to the psychology of women. Topics include gender roles and gender differences; development in childhood, adolescence, and adulthood; biological influences on behavior; sexuality; sexual orientation; violence against women; women and work; and physical and mental health. For the term project, students may choose to conduct an observational study or content analysis related to women's roles (e.g., analysis of how women are depicted in advertisements), or carry out a service learning project at a community agency. There are also four exams, discussion assignments based on supplementary readings, and in-class film assignments.

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PSY 350: Abnormal Psychology (Dr. Jeannie DiClementi)

R = PSY 120
An overview of major functional and organic disorders, theories of mental disorders, and assessment, diagnosis, and treatment of mental disorders, and cultural views of abnormal behavior. There are typically four multiple choice exams, several journal article reviews, and a major paper.

PSY 350: Abnormal Psychology (Dr. David Young)

R = PSY 120
This three-credit course is designed to explore the origins, diagnosis, and treatment of a wide range of psychopathology. Using a standard text as a guide, supplemented with actual audio and video recordings of patient interviews, students are taught about the various disorders from the psychoanalytic, behavioral, cognitive, and biological viewpoints. Grades are based on four examinations. Exams are multiple choice and short answer essay.

PSY 353: Social and Personality Development in Children (Dr. Elaine Blakemore)

P = PSY 235 or PSY 369
This course covers children's social and personality development. It includes topics such as the influence of heredity and environment on personality and social behavior; children's social relationships in the family (e.g., parenting styles, child abuse, divorce and remarriage, gay and lesbian families); social behaviors such as aggression, achievement, and gender development; and influences outside the family such as peers, television, and school. There are typically quizzes, a midterm and final, a project (including the possibility of service learning), and discussions of articles.

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PSY 353: Social and Personality Development in Children (Dr. Michelle Drouin)

P= PSY 235 or PSY 369
This course is designed to give students greater knowledge of the processes and origins of social and personality development. Through the analysis of scientific research, we will explore normative social and personality development in children and its relation to adult behavior. There will be four exams in this course as well as research article reading assignments.

PSY 362: Human Development II: Adolescence (Dr. Lesa Rae Vartanian)

P = PSY 235
This is an upper-level undergraduate, General Education Area VI: Analysis and Inquiry seminar course concerned with biological, psychological, and social development during the second decade of life. The purpose of this course is to provide students with an in-depth, multidisciplinary, and empirically-based look at the factors underlying those developmental transitions, to consider individual differences in those transitions, and to consider how various developmental outcomes during adolescence impact society at large. In addition to the textbook, students read and discuss 1-3 scientific journal articles each week, and write entries in a self-reflective journal. The two exams (midterm and final) are essay-style and require students to integrate and apply course knowledge. Students complete either a 10-12 page focused literature review in a relevant topic area OR conduct an interview project. Opportunities for service learning may become available soon.

PSY 365: Development of Gender Roles in Children (Dr. Elaine Blakemore)

P = PSY 235
The purpose of this course is to study the factors that influence the development of gender roles in children. Factors studied include biological (e.g., hormones), the influence of parents, teachers, peers, and others, as well as the child's own understanding of gender. We will also discuss the implications of growing up as a boy or a girl for adult life. There are typically four exams, discussions, and a paper.

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PSY 367: Adult Development and Aging (Dr. Lesa Rae Vartanian)

P = PSY 120 & 3 additional credits in Psychology
This is an upper-level undergraduate, General Education Area VI: Analysis and Inquiry course concerned with physical, cognitive, and social development during adulthood, with special emphasis on older adulthood. Topics to be covered include: the definition of adulthood and the demographics of aging; theories and principles of lifespan developmental psychology; physical and biological aging; changes in cognitive functioning; identity development and social development, close relationships, and social role transitions; death and bereavement. This course will provide students with an empirically-based look at psychological development during adulthood, and will seek to dispel popular myths about normal aging. A variety of written homework assignments are given, and class participation (individual and in small groups) comprises a portion of students' grades. The two exams (midterm and final) are essay-style. Students complete either a 10-12 page focused literature review in a relevant topic area OR conduct an interview project. Opportunities for service learning and off campus field trips may become available soon.

PSY 369: Development Across the Lifespan (Dr. Brenda Lundy)

P = 6 credits in Psychology
This is an upper-level undergraduate, General Education Area VI: Advanced Study course that considers theoretical, empirical, and methodological issues relevant to the study of human development from conception through late adulthood. Biological, cognitive personality, and social aspects of development will be covered. The purpose of this course is to provide students with an in-depth, empirically-based look at the factors underlying developmental transitions. Students complete either an APA style research paper on a topic relevant to the course or complete a service learning project. Students are also expected to provide a brief presentation to the class. There are 4-5 exams with multiple choice and short answer/essay questions. PSY 369 and PSY 235 cannot both be taken for credit toward graduation.

PSY 369: Development Across the LifeSpan (Dr. Michelle Drouin)

P = PSY 120
In this course, we cover the major developmental issues and topics from the prenatal period until death in a chronological order. The major concepts of child development are still discussed in depth, but our analysis of developmental issues extends beyond adolescence in this course. Therefore, we cover topics ranging from the ability for infants to learn in utero, to the crises of young adulthood, to the stages of the grieving process. There are typically four exams in this course and online and class participation opportunities.PSY 369 and PSY 235 cannot both be taken for credit toward graduation.

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PSY 371: Death & Dying (Dr. Lesa Rae Vartanian)

P = PSY 120 & 3 additional credits in Psychology
This is a multidisciplinary, empirically-based consideration of emotions, behaviors, and cognitions related to death and the process of dying. Topics include: cultural and historical differences in concepts of death, dying, grief, and bereavement; individual differences related to preparation, adjustment, and coping, as well as discussion of special topics (e.g., hospice and palliative care, physician-assisted suicide, media coverage of death and dying, etc.). PSY 371 is an Area 6 Analysis and Inquiry General Education Course. This course emphasizes active and experiential learning; there will be a number of off campus field trips, presentations by guest speakers, written homework assignments, and small group discussions. The two exams (midterm and final) are essay-style. Students complete either a 15-20 page research paper on a relevant topic OR complete a service learning project within a local agency (e.g., Erin’s House for Grieving Children; Visiting Nurse Service & Hospice).

PSY 381: Psychology and Law (Dr. Ken Bordens)

P = PSY 120
An overview of the criminal justice system and how theory and research in psychology apply to criminal justice problems. Issues focused upon include: eyewitness identification, jury selection, jury decision making, etc. Typical requirements: an article analysis, midterm, final, and a paper.

PSY 392: Special Topics: Cognition and Artificial Intelligence (Dr. Michael Bendele)

P = 6 credtis in Psychology
This course serves as an introduction to the area of Cognitive Science which is an interdisciplinary approach to looking at issues related to the mind. Some of these issues include consciousness, mental representations, problem solving, perception, associative learning, language, abstract thinking, retrieval of information, and mental imagery. This course will approach these topics from several different perspectives that constitute Cognitive Science which include cognitive psychology, artificial intelligence, philosophy, neuroscience, and linguistics. Special emphasis will be placed on the cognitive psychology and artificial intelligence perspective.

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PSY 392: Special Topics: Memory (Dr. Michael Bendele)

P = 6 credtis in Psychology
This course serves as an overview of many of the topics and issues relevant to the area of memory research. Some of the potential topics for the course include: models of memory, types of memory, types of forgetting, types of memory distortions, autobiographical memory, eyewitness identification, and false memory.

PSY 392: Special Topics-Undergraduate Teaching Experience in Psychology (Dr. Lesa Rae Vartanian)

P = PSY 235 & Consent of Instructor
This course is intended to give you a unique educational experience as an undergraduate teaching assistant (UTA) for PSY 235: Child Psychology. Under the supervision of the course instructor, you will provide support and assistance to students enrolled in PSY 235 and to the course instructor. Some of the typical duties include: leading exam review sessions; proctoring exams; monitoring students’ participation in on-line discussions; grading of small writing assignments. UTAs are expected to attend the PSY 235 course on a regular basis, and to keep a weekly journal of their activities and experiences in the role of UTA. Although some weeks will entail more work than others, one should plan on 6-9 hours of work per week on average.

PSY 392/592: The Psychology of HIV Disease (Dr. Jeannie DiClementi)

HIV/AIDS is one of the major health issues we face today. Allen County has the second highest infection rate in the state of Indiana, and knowlecdge of and understanding HIV disease with the associated health and mental health issues is very important for current and future professionals. Topics covered in this course will include epidemiology, clinical course, prevention, transmission, neuropsychology of HIV/AIDS, special populations, treatment adherence, chronic and acute mental illness. Classroom material in lecture format will be supplemented with online material made available via WebCT Vista. Grades will be based on exams, participation in class and online discussions, and brief exercises. Requirements for students taking this for graduate credit will be more stringent and in depth.

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PSY 416: Cognitive Psychology (Dr. Michael Bendele)

P = PSY 120 & 6 additional credits in Psychology
This course provides a survey of the science of Cognitive Psychology. It includes the study of knowledge representation, models of memory, memory processes, language, problem solving, cognitive development, intelligence, and artificial intelligence. Four in class exams (80%) with the format consisting typically of multiple choice, short answer, and essay items are given. Students will also write an APA style review article that critically evaluates previously published material (10%) in addition to a group presentation based on the topic of the review article (4%). Warm-up exercises (3%) which provide an opportunity to explore issues in cognitive psychology, and class participation (3%).

PSY 416: Cognitive Psychology (Dr. Brenda Lundy)

P = PSY 120 & 6 additional credits in Psychology
This is an upper-level undergraduate course. This course covers a variety of research and theories within the field of cognitive psychology. A number of different topics areas will be reviewed including attention, perception, memory, knowledge representation, language, problem solving and decision making. This course requires that students complete a series of web-based demonstration experiments in cognitive psychology, participate in group presentations of empirical articles in cognitive psychology, and write an APA style research paper. There are 4-5 exams with multiple choice and short answer/essay questions.

PSY 420: Introduction to Personality Theory (Dr. Craig Hill)

P = 6 credits in Psychology
The most prominent theories of personality are presented from the four major theoretical perspectives: the psychoanalytic approach, the behavioral approach, the trait approach, and the phenomenological approach. Each theory will be examined as conceived by its advocates, along with modifications made by later proponents, the theory’s applications, and research that has been generated by each approach. Finally, each theory will be evaluated in terms of its strengths and weaknesses. The course will consist of not only lectures, but also four class discussions on original readings by the authors of the various theories. Grades will be based on the four discussions, four exams, and two short papers that involve application of the theoretical approaches to an individual’s life.

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PSY 420: Introduction to Personality Theory (Dr. Jay W. Jackson)

P = 6 credits in Psychology
This course provides an introduction to personality psychology, which may be defined as the scientific study of whole individuals and individual differences. We will examine the research methodologies used by personality psychologists and survey the six major approaches to personality: the trait approach, the biological approach, the psychodymanic approach, the humanistic approach, the social learning approach, and the cognitive approach.

PSY 441: Advanced Research in Personality and Social Psychology (Dr. Jay Jackson)

P= PSY 201, PSY 203, and either PSY 240 or PSY 420
In this course, students will have the opportunity to develop an advanced understanding of the principles, concepts, theories, and research methods used by personality and social psychologists. This course will demand a high level of student participation and responsibility in two broad ways. First, in place of standard lectures, students will be asked to actively participate in class discussions and demonstrations of central topics. Second, students will gain "hands-on" experience by conducting an empirical study pertaining to personality and social psychology, and by engaging in a variety of laboratory exercises. Course grades will be based on weekly discussions and critiques of research articles, performance on laboratory exercises, and performance on various phases of a major research project, including an oral presentation of the final results.

PSY 444: Human Sexual Behavior (Dr. Craig Hill)

P = PSY 120
Human sexuality is examined from a psychological perspective, although the topic necessarily involves biological, cultural, medical, ethical, and legal issues. The course covers an extensive range of topics, including historical influences; societal values; the anatomy and physiology of sexual functioning; sexual development and behavior across the lifespan; attraction, desire, love, intimacy, and relationships; and contraception, conception, pregnancy, and birth. The purpose of the course is to provide a basic understanding of the academic study of human sexuality, and wherever possible the scientific study of human sexuality. A strong emphasis is placed on the theoretical bases of scientific research, that is, on the logic underlying research and the methods employed. Grades will be based on four exams, participation in four class discussions, and a term research paper.

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PSY 480: Field Placement in a Community Setting (Dr. David Young)

P = Major in Psychology, junior or senior standing, and consent of instructor
Opportunity for the psychology student to obtain practical experience in the field working with various populations and in various settings. Experiences involve application of specific, relevant concepts and skills in supervised volunteer placements. Field Placement will require a weekly journal, weekly group meetings plus periodic individual meetings with the instructor. There will also be written evaluations of the student by the on-site supervisor as well as by the instructor. Limited enrollment.

PSY 480: Field Experience in Psychology (Dr. David Young)

P = Consent of instructor
This course is designed to give the student the opportunity to experience genuine mental health work that many only read about or hear about in lecture. Of course, we will do some reading, talking ,and some writing too. Two textbooks, my book on psychotherapy and The Pocket Handbook of Clinical Psychiatry, will be the focus of the readings. Students will rotate in pairs on the following units of an acute care psychiatric hospital: child, adolescent, adult, chemical dependency, and intensive out-patient (day hospital). I will be onsite for supervision. We will meet one day a week at the university to process our experiences. As the course is experienced based, grading will have to be done a bit differently as I will not administer exams. I will grade your final logbooks, attendance, participation in class, and any written homework in addition to my observation of your performance at the hospital. I am also asking staff at the hospital to assist with providing feedback while you are there. Note: This course may be repeated for credit.

PSY 490: Practicum in Clinical Psychotherapy (Dr. David Young)

P = junior class standing and consent of instructor
This seminar is designed for students to obtain supervised “hands on” experience in clinical interviewing techniques. Students will also observe live psychotherapy cases in the departmental clinic. There is one required text and a variety of reading handouts. Instead students are required to: (1) prepare a weekly written summary of a therapy case they have observed, (2) discuss a weekly reading assignment, (3) write and present a paper on some major aspect of psychotherapy, (4) prepare a detailed written analysis of a family observation. Class size is usually limited to 10 students. As this course is usually offered only once each academic year, it would be wise for interested students to contact Dr. Young as soon as possible.

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PSY 540: History of Psychology (Dr. Ken Bordens)

P = at least 12 credits in PSY
History of Psychology surveys the early history of Psychology. The philosophical and physiological roots of Psychology are explored before looking at how contemporary psychology evolved in the 19th and 20th centuries. Focus is on the schools of Structuralism, Functionalism, Behaviorism, and the Gestalt School. Requirements for the course include: A mid-term and final exam, a paper (about the role of an important person in the history of Psychology or the history of an area in Psychology), attendance at discussion sessions during which original works from the history of psychology are discussed, and an article commentary on one of the articles on the discussion/reading list. Students are also required to take the Psychology Department’s exit exam sometime during the semester.

PSY 540: History of Psychology (Dr. Jay W. Jackson)

P = at least 12 credits in PSY
This course surveys the major philosophical, theoretical, and methodological developments that have shaped psychology as a scientific discipline and applied profession. While the course will focus on the history of modern psychology, we will also delve into the earlier philosophical and psysiological roots of the discipline. The effects of social forces as well as the contributions of particular individuals will be emphasized.

PSY 550: Introduction to Clinical Psychology (Dr. Lenore DeFonso)

P = 12 credits in PSY
This is a practice-oriented course designed to acquaint students with the basic philosophy of clinical psychology as well as some of the tools of the trade employed by the clinician. Students learn some rudimentary skills involved in psychological testing (intelligence and personality testing) and interviewing. Also, they learn the basics of writing psychological testing reports and intake reports. Requirements include administering and writing reports on 2 Wechsler IQ tests, 2 TATs, 2 MMPIs, 1 Bender Gestalt Test, and 1 set of diagnostic drawings, as well as 2 reports on role-played intake interviews. Students practice on each other, and also use volunteer subjects. Students are cautioned that they will not be qualified to give psychological tests or conduct interviews after completing this course. Also, ethical issues involved in assessment and the practice of clinical psychology in general are discussed.

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