Course Descriptions - Summer 2009 Semester

Course levels: Undergraduates may take 100- through 500-level courses. Graduate students will only receive credit for courses numbered at the 500-level and above. Some class materials may be available on-line.

PSYC 227-001— Psychological Statistics
Prereq: PSYC 226 and MATH 111 or placement out of 111
MTWTH  10:30AM-12:45PM
Instructor: Victoria Chien

Statistics involves the application of mathematical techniques to organize, summarize, and interpret information.  The value of having knowledge in statistics is growing as there is an increasing demand for mental health policies and practices to be data-driven.  In this course we will explore and apply basic statistical concepts and procedures for analyzing data which pertain specifically to psychology. This course is intended to introduce you to various statistical methods and to give you an understanding of how statistics is used to address an array of research questions.  Although statistics involves math, you need not be a math whiz to understand statistics and to do well in this course!  Many students of varying backgrounds in math have succeeded in statistics. Psychological Statistics is a course that is especially suitable for summer sessions as class sizes are smaller and students can receive more individualized attention. Previous students who have taken this course during the summer have expressed that the intimate learning environment contributed to their success in the course.

PSYC 300-001 — Human Sexual Behavior
MTWTH 1:00PM- 3:15PM.
Instructor:  Greg Townley, M.A.

 

In this class, we will explore concepts in human sexuality from a bio-psycho-social perspective.  This means that we will consider human sexuality from different but interrelated viewpoints, including interpersonal feelings, cultural beliefs and expectations, and biology.  I want this course to be an open environment in which students feel welcome to discuss various aspects of human sexual behavior.  I won't be teaching you how to have sex (that's not my job!)  I will be teaching you more about why we have sex, how different parts work, and how individuals and populations differ in sexual practices and preferences.  I will invite students to share their own personal experiences but will not force anyone to talk about things that they do not feel comfortable sharing. (Course link: http://gregtownley.webs.com/index.htm)

PSYC 330-001— Psychology and the African American Experience
MTWTH 10:30AM-12:45PM
Dr. David Asiamah

Students will be introduced the system of knowledge (i.e. the philosophy, definitions, concepts, models, and procedures, and  practice) from the perspectives of African Cosmology.  Furthermore,  it is expected that students will understand the articulation, operationalization and application of the principles of the African  reality structure relative to psychological phenomena. Class size is  small allowing for a more discussion oriented classroom experience. Before each exam there will be a team quiz game that will allow students to earn extra credit towards their exam (Everyone gets something).

 

 

 

 

PSYC 400-001 —Survey of Learning and Memory
Prereq: PSYC 101 or SCCC 130
MTH 1:00PM- 3:15PM
Instructor: Sara Peters

In this class we will explore the theories and paradigms that have defined the learning and memory literature for the past century. Students will be exposed to area in a variety of ways including reading, in class activities and experiments, and video segments. We will also consider the effects of learning and memory literature on popular culture, and examine extensions to everyday life. This is a useful course for anyone who has ever wondered why the memory for their high school Spanish has failed (other than the occasional “Hola!”), or why they can get away with cramming for a test in one subject, but not another.

 

 

Psyc 410-001 — Survey of Abnormal Psychology
Prereq: PSYC 101 or SCCC 130
MTWTH 1:00PM- 3:15PM
Ms. Page Malmsjo Moore

 

The purpose of this course is to expose undergraduate students to the over-arching concept of abnormal behavior in an effort to better understand and recognize abnormal patterns of functioning.  In order to properly appreciate abnormal behavior, we will compare and contrast what is commonly considered to be “normal” functioning with what is considered “abnormal” functioning.  Furthermore, we will look at individual functioning across multiple contexts and through multiple lenses of study: considering how genetic, environmental, social, and cultural (to name a few!) theories impact our interpretation of normality and abnormality.  In a class such as this, it is important that each student participates, both with respect to chapter summaries, but more importantly, with class discussions.  I hope to foster an environment that allows students to engage in thoughtful discussions with myself and each other. Class lectures will be supplemented with a variety of applicable short videos, discussions, and chapter summaries.  At the end of this course, a primary goal is for students to meaningfully understand normal and abnormal behavior and functioning.  A secondary goal for this course is for students to be able to recognize how our own personal, subjective interpretations of behavior, across domains such as time, between cultures, and amongst clinicians, impact the field of psychology. (Course link: http://www.freewebs.com/abnormalpsychology/)

 

PSYC 420-001 —Developmental Psychology
Prereq: PSYC 101 or EDPY 335 or SCCC 130

MTH 10:30AM- 12:45PM
Instructor: Kerrie Glass

 

This course explores human development utilizing a lifespan perspective, focusing on the diverse physical, cognitive, emotional, and social changes that people experience at different times in their lives. We will cover these changes at each stage of the lifespan beginning with the prenatal period and progressing through infancy, childhood and adolescence, adulthood, and culminating with end of life issues. Students will learn about many of the major theories of human development and how these theories are related to one another from a multidisciplinary approach. This summer course will have fewer students than a regular semester course, and will offer students a more intimate learning environment, more opportunities to share their own experiences and opinions on the course content, and greater opportunities to tailor course discussions to the student’s individual areas of interest.  Finally, we will focus on applying developmental theories and content to contemporary events and ethical issues which are related to human development. This course is relevant for students in a number of different majors, including (but not limited to) psychology, nursing, biology, education, and sociology.

 

 

 

 

PSYC 420M-001 —Survey of Developmental Psychology
Prereq: PSYC 101 or EDPY 335 or SCCC 130

MTWTHF 11:00AM- 1:45PM
Instructor:  Susan Antaramian

 

Survey of Developmental Psychology, Psyc 420, covers individual development across the lifespan from the prenatal period through infancy, toddlerhood, early and middle childhood, adolescence, and early, middle, and late adulthood.  In this class, we will discuss physical, cognitive, emotional, and social development during each age period.  Within each topic, we also consider the biological, environmental, cultural, and social influences on development. By the end of this course, you will have knowledge of different developmental theories and how genetics, family factors, personality characteristics, and culture influence development at different ages. You will also gain insight into your own development. This is a great course for majors in psychology, nursing, biology, exercise science, sociology, and education, as well as anyone interested in how individuals change throughout the lifespan. 

PSYC 450-001 — Sensation and Perception
Prereq: PSYC 101 or SCCC 130
MTWTH 3:30PM- 5:45PM
Ms: Randy Lowell

Have you ever wondered what causes the perception of an illusion to occur?  A course in Sensation & Perception offers an opportunity to understand such phenomena, through both lecture and frequent interactive in-class demonstrations of various perceptual illusions, along with potential explanations of their causes.  The goal of this advanced survey course is to provide a sound understanding of how the sensory systems of sight, taste, touch, smell, and hearing allow human beings to perceive the world around them.  This course incorporates aspects of biology, physics, philosophy, and psychology, making it very useful for students from multiple majors.  Current examples are introduced throughout the course, in conjunction with information from the text.  The bulk of the course revolves around sight and hearing, but all senses will be discussed.  Additionally, the Maymester format allows for a small classroom environment, with a lot of individual attention to questions and discussion of the material.  Also, due to the shortened time frame of the Maymester session, the course load is adjusted accordingly.  By the end of the course, you will be able to describe how environmental stimuli are perceived by the five sensory systems, discuss multiple methods for testing perception, and identify specific deficits that can result from particular sensory abnormalities.  Course grades are composed of 3 exams, online reading quizzes, and interactive virtual labs.  Ample extra credit opportunities are also made available throughout the course. 

 

PSYC 465-001 — Health Psychology
Prereq: PSYC 101 or SCCC 130
MTWTH 1:00PM- 3:15PM
Instructor:  Michelle Segal

 

This course will provide an introduction to the field of “Health Psychology”.  Health Psychology is devoted to understanding psychological influences on how people stay healthy, why they become ill, and how they respond when they become ill. Health Psychologists study these issues related to health and illness and promote interventions to help people stay well or overcome existing illnesses. It is an exciting field allowing researchers and practitioners to approach relationships between behavior, health and illness from a interdisciplinary perspective. This course will provide an overview of both experimental and applied methods in the field of Health Psychology. 

PSYC 524-001 — The Nature of Students with Mental Retardation
MTWTH 10:30AM-12:45PM
Instructor: Audrey M. Whitley

This class covers theories and specific conditions in mental retardation and provides advanced study of persons with mental retardation, ranging in age from preschool to adult. Topics include: historical development of the field of mental retardation; theoretical models of mental retardation; etiological factors; characteristics; models of assessment and intervention; and issues and trends (including legislation and litigation). This course is designed to develop a deeper awareness and understanding of persons with mental retardation, recognizing their unique needs and challenges. The student will be involved in utilizing the AAMR framework for building an understanding of the diagnosis process as well as the impact for educational planning. Students will engage in group projects, round table discussions, listen to panelists of specialists, and do research in an effort to broaden their understanding of the lifetime issues for both persons with mental retardation, as well as their families, and the responsibilities of the wider community.