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To satisfy the Computer Technology competency, all students must pass PSYC 2100WQ. Other courses that will further enhance competency in Computer Technology include PSYC 3550W, 3450W, 3350W, 3250W, 3251W, 4197W, 3889, and 3899.
To satisfy the Information Literacy competency, all students must pass PSYC 2100WQ. Other courses that will further enhance competency in Information Literacy include PSYC 1100, 1103, 3550W, 3450W, 3350W, 3250W, 3251W, 4197W, 3889, and 3899.
To satisfy the Writing in the Major requirement, all students must pass PSYC 2100WQ. Other courses that will further help students develop writing skills in psychological science are PSYC 3200W, 3550W, 3450W, 3470W, 3770W, 3750W, 3350W, 2300W, 3250W, 3251W, 3106W, 3670W, 3600W, 3100W, and 4197W.
Your first three semesters at the University of Connecticut: As you fulfill the course distribution requirements of the College of Liberal Arts and Sciences, you should choose courses that will provide you with an appropriate background to become a psychology major with either a Bachelor of Arts or Bachelor of Science degree. Specifically,
• take PSYC 1100 and PSYC 1101 or 1103 by your third semester;
• take STAT 1100QC (or STAT 1000QC) by your third semester;
• take a variety of introductory courses in any of several academic departments that are prerequisites to 2000/3000 level courses in those departments, especially when the 2000-level courses may be “related” to your educational or career interests and objectives (see “Related Courses Requirement” on page 2). NOTE: Related courses must be approved by your advisor; what is “related” for one student, may not be for another student.
All Psychology majors are required to take two introductory-level psychology courses - General Psychology I (1100) and General Psychology II (1101), followed by at least 25 to 31 2000-3000level psychology credits (depending on the “track”), which are grouped as follows:
Foundation: 2100WQ
Area I. Social, Developmental, Clinical, & Industrial/Organizational: 2300, 2301, 2400, 2600, 2700
Area II. Experimental & Behavioral Neuroscience: 2200, 2500, 2501, 3201, 3500, 3501
Area III. Cross Area (I and II): 2201, 3100, 3102, 3105, 3400, 3601
Area IV. Advanced & Specialty Lecture Courses: 3104, 3300, 3470, 3502
Research: 3889, 3899
After completing 1100 and 1101, students must select one of our Plan of Study tracks for their major:
1. Bachelor of Arts: Standard or Research Concentration
2. Bachelor of Science: Standard or Research Concentration
3. Honors (must apply & be accepted by the University’s Honors Program): Bachelor of Arts or Bachelor of Science
Requirements for each of these tracks are described under “Choosing a Track”
Any Psychology courses including those listed previously that are NOT used to fulfill course requirements may be used. Generally, to fulfill this requirement, students should consider taking more advanced courses or research courses in at least one area of Psychology in which they are particularly interested. Consult the "Course Descriptions" section of this brochure and your advisor before you choose your “electives”.
NOTE: No more than 3 credits of PSYC 3889 or 3899 may be used to fulfill this requirement on the Plan of Study; PSYC 3880 cannot be used on the Plan of Study due to the “S” or “U” grade. However, students may take additional 3889 and/or 3899 credits, as well as 3880, toward the 120 credits required to graduate.
To enhance the Psychology major program, students are required to take at least 12 credits, 2000-3000 level of related courses in a department other than Psychology. These related courses are intended to develop, enhance and/or expand students' particular interests. The designation of a course as "related" will depend on the particular educational and/or career interests and objectives of the individual student. Related courses do not need to all come from the same department and are not automatically related. Related courses should be identified by each student in consultation with the student's psychology advisor and should be agreed upon in advance. In the past, certain related courses have included courses in:
Anthropology, Biological Sciences, Chemistry, Communication Sciences, Computer Science and Engineering, Design and Resource Management, Educational Psychology, Sport, Leisure and Exercise Sciences, Electrical and Systems Engineering, History, Human Development and Family Studies, Interdepartmental, Linguistics, Management, Marketing, Mathematics, Philosophy, Physics, Political Science, Sociology, Statistics, Urban Studies and Women's Studies.
Not all courses from the above departments qualify as “Related” due to a lack of obvious psychological content. Some courses from departments other than those listed above may qualify as related, but only if the Psychology advisor is convinced that a particular course is relevant to the student's interests in Psychology (academically and/or in terms of an intended career). Finally, due to substantial overlap with existing Psychology courses, the courses listed in the box may NOT be used as "related courses":
• COMM 3100: Persuasion (Communication Sciences)
• EPSY 3010: Educational Psychology (Educational Psychology)
• HDFS 2100: Human Development: Infancy Through Adolescence. (Human Development and Family Studies)
RESEARCH COURSES. All Psychology majors are expected to acquire the ability to both understand and conduct scientific research. Research experience for undergraduates usually involves, at first, the application of theories and procedures so that deeper learning of those theories and procedures can occur. Advanced work by undergraduates is directed more at the discovery or creation of new knowledge and can contribute to ongoing scientific debate. However, the process of doing research at any level promotes learning of another kind in which the student learns to manage the characteristics of a problem so that a solution can be sought, and also learns to manage his or her own personal reactions to this uncertain process so that the student stays motivated and effective. Generally, the research experience promotes growth in the student of problem-solving abilities, and develops increased confidence for tackling issues that do not have guaranteed solutions and that are uncertain in outcome. Toward this end, the department offers a variety of research courses and opportunities including the following:
1. PSYC 2100WQ - a research methodology course required of all Psychology majors.
2. Research experience courses in the various subareas of Psychology. The specific contents of these courses are defined by the research interest of the research interests of the instructor and/or the student. These research experience courses include the following:
PSYC 3880 - Field Experience.
Commonly but incorrectly referred to as a Psychology “internship”, this course provides opportunities for students to obtain academic credit (S/U grade only) for educational experiences that are not available in formal classroom settings. Cannot be used on your major or minor Plan of Study, but credits will count toward graduation.
PSYC 3889 - Undergraduate Research.
Opportunities for students to obtain a wide variety of “hands-on” research experiences by assisting faculty members in planning research, conducting research, and analyzing research results. (Up to 3 credits of 3889 or 3899 may be used on the Plan of Study, but all credits will count toward graduation.)
PSYC 3899 - Independent Study for Undergraduates.
Opportunities for students to pursue their individual research interests by planning, conducting, and writing a research project under the supervision of a faculty sponsor. (Up to 3 credits of 3889 or 3899 may be used on the Plan of but all credits will count toward graduation.)
Since the above research courses require the consent of the instructor, you should consult the “Course Descriptions” section to determine prerequisites and course registration procedures. Research provides the foundation for both applied and theoretical psychology. All psychology majors are strongly advised to take research courses beyond the basic research methods course (PSYC 2100WQ). For students who do not plan to attend graduate school in psychology, these courses offer training in analytic thinking that is most useful in a wide variety of “real world” contexts where “understanding” other people and their behaviors is important. For students planning to pursue Psychology as a career, these courses are indispensable, and students who fail to take advantage of these research opportunities seriously weaken their chances for acceptance into a quality graduate program.
You should discuss with your advisor by your 5th semester which of the above courses would best meet your career goals and objectives. By participating in these research courses, not only will you gain valuable skills and experience, but also you will become better known to faculty members, which typically means that faculty members are able to write more informative letters of recommendation when you apply for a job or for admission into a graduate program.
1. In order to enroll in PSYC 3889 or PSYC 3899, you must complete BOTH an Independent Study Authorization Form and the Psychology Undergraduate Research Information Form. (See an advisor in the Psychology Department.)
2. Before filling out these forms, discuss your involvement and duties with the faculty member who will be supervising your research, making certain you fully understand the academic components (e.g., the specific research problem, the theoretical and/or conceptual background of the problem, the implications of the problem, etc.).
3. Have the faculty instructor who will supervise your research, and your academic advisor, sign both forms.
Each student who intends to major in Psychology must choose one of the following four tracks:
1. Bachelor of Arts: Standard or Research Concentration
2. Bachelor of Science: Standard or Research Concentration
You can do this most easily when you first choose Psychology as your major. Most students chose the BA Standard track. If you are unsure, choose this one. You can change track at any time simply by filling a Plan (Major) Change Form available in the Psychology Office (206 Library Building on the Hartford campus or see your Psychology advisor) and giving it to the Dean of Students Office. If you do not choose a track when you declare the major, you should file this same form. Note that until you choose a track the Peoplesoft degree progress report will not accurately reflect your progress towards your Psychology degree.
PLAN OF STUDY FORM:
Each student who intends to major in Psychology should obtain a Plan of Study form for the “track” that you have chosen. This form should be used to both plan, and keep track of the courses which you take to meet the general college distribution requirements, as well as the courses taken for the Psychology major. You should keep a copy of this form, check off courses as you complete them, and bring it with you whenever you meet with your advisor.
The Bachelor of Arts (B.A.) degree is appropriate for students interested in further study in any field of psychology. The Bachelor of Science (B.S.) degree is particularly suited for those students who wish to continue study in the natural science areas of psychology.
FINAL PLAN OF STUDY FORM.
During the first four weeks of your last semester, after consultation with your major advisor, you must submit your Plan of Study form. You will need to obtain your advisor's signature. Your advisor will then forward three copies to the Psychology Associate Department Head (at Storrs) for a signature. The forms will then be submitted to the Degree Auditing Office. Retain one copy for yourself until you have received your actual diploma.
To obtain a minor in Psychology, students are required to take a minimum of 15 credits, 2000-3000-level, and receive a grade of “C” (2.0) or better in each course. However, PSYC 3880 is not included due to the S/U grading designation. No more than 3 credits of PSYC 3889 or 3899 can be used. You are permitted to one PSYC transfer course. Also you must include: (1) One Area I course; (2) One Area II course and (3) Three other 2000-3000 level PSYC courses in any area – see NEW MAJOR REQUIREMENTS for the approved courses.
Students who intend to minor in Psychology should obtain a Minor Plan of Study located in the Psychology office on your campus or from your faculty advisor. This form should be used to plan and keep track of the courses taken for the Minor in Psychology. During the first four weeks of your last semester, you must complete and submit three completed copies of your Minor Plan of Study form and obtain the signatures of your Psychology Minor advisor on all copies who will then forward them to the Psychology Associate Department Head for a signature on all three copies. The forms will then be submitted to the Degree Auditing Office. Retain one copy for yourself until you have received your actual diploma.
STEP 1. Obtain the following materials:
A. Plan of Study for the “track” that you are following. This will list both the Liberal Arts & Sciences and the Psychology requirements.
B. Your unofficial transcript from the PeopleSoft system.
STEP 2. Identify the courses that you need (want) to take to fulfill any Freshman/Sophomore requirements that have not been met.
STEP 3. Identify the psychology courses that you still need to satisfy the psychology major requirements and that are suited to your interests.
STEP 4. Using your particular interests within psychology and your career expectations, develop a list of possible "related courses" in other majors.
STEP 5. Using Peoplesoft, check which of the courses identified in steps 2-4 will be offered next semester. Note the days and times. Remember that you can register for courses at any UConn campus. You do not need to transfer to another campus so long as half of your course credits are taken at your current campus.
STEP 6. Create a schedule. If you have choices, then create alternative schedules. Note that you may pre-register at this point, BEFORE meeting with your advisor. If you are concerned that a course may fill up before your advising meeting, then this will be a good move.
STEP 7. Make an appointment with your advisor online. Bring your updated Plan of Study, your proposed schedule (with alternatives if you have them), and your unofficial transcript.
REGISTRATION SHOULD BE PAINLESS!
The Diploma Application Procedure is Extremely Important – Apply to graduate by logging in to your PeopleSoft account (SA Self Service > Degree Progress/Graduation > Apply for Graduation) the semester before you plan to graduate. Doing so allows Degree Audit to track your progress and rectify any problems such as insufficient credits, unfulfilled requirements, etc.
1. Check Your Degree Name & Diploma Address via PeopleSoft. (SA Self Service > Campus Personal Information > Names/Addresses). To change your diploma name, click “Add New Name” under the Names path. Choose “Degree Name” and make the change. Under the Addresses path, click “Ad New Address” to update your address. Diplomas are mailed approximately two months after graduation.
2. Submit Your Final Approved Plan of Study.
Your plan must be submitted within the first 4 weeks of your graduating semester signed by your advisor. You will forward 3 copies to the Associate Department Head/Coordinator of Undergraduate Studies, Dr. David Miller.
3. Run a Copy of Your Academic Advisement Report before your senior year, through PeopleSoft, to assist you in planning your final course schedule and to be sure all requirements will be fulfilled. Transfer of final credits for graduation should be completed at this point. Contact Transfer Admissions on-line at www.admissions.uconn.edu or 486-3137.
4. Meet With Your Academic Advisor!
This is extremely important especially when determining which courses can be used as related for the major. Reminder: Do not assume all courses are acceptable—they must have true psychological content and be relevant to your interests and/or career choice. See the list of approved departments under Related Courses.
5. Check Your UConn Email Account Often.
Any problems discovered by Degree Auditing will be sent to your UConn account, as well as the confirmation of your approved Plan of Study. DO NOT forward UConn email to non-UConn accounts. Failure in doing this can result in you not receiving urgent emails from UConn administrators. It happens every semester!
6. Check for Commencement Updates.
Students who have properly followed all the above steps will receive information about graduation tickets and ordering your cap & gown via email or regular mail.
7. Questions?
Office of the Registrar, Wilbur Cross Building, Monday-Friday 8:00a.m. to 5:00p.m. or call 486-6214; or Department of Psychology, 486-4301 (M-F, 8:00-5:00) Website is: http://commencement.uconn.edu/
8. Reception for Psychology Graduates.
You and your family and friends, are cordially invited to attend the Department of Psychology’s informal graduation reception for all Psychology’s December & May graduates, in the Bousfield Building, Rooms 160/161, prior to UConn’s graduation ceremonies in May (invitation available at the Undergraduate Studies window, BOUS 100-A). A light buffet luncheon will be available, as well as the opportunity for your family to meet many of the Psychology faculty.
Our Congratulations and Best Wishes
for Continued Success!
Information about careers in Psychology is available from several sources. Students are urged to make an appointment to visit the Department of Career Services at Storrs, to take advantage of the information and counseling opportunities available there. Also, the Psychology Office at Hartford (HLIB 206) has a collection of books about careers for psychology majors and graduate study in psychology available for students to borrow. Similar materials are also available in the reference section of the Trekker Library at Hartford and from psychology advisors at the Waterbury and Torrington campuses. In addition, the Psychology Department at Storrs has available a folder containing internship and job listings (Linda Ferrell: 860-486-4301).
PSYCHOLOGY ON THE INTERNET:
The American Psychological Association (APA) has a website that you can access for a variety of information including: careers in psychology, student affiliate application, APA book catalog, the Graduate Study in Psychology order form, information on financial aid, etc.
Associate Department Head and Coordinator of Undergraduate Studies - Dr. David B. Miller, W. A. Bousfield Bldg., Rm. 108, 860-486-3516, or preferred contact: David Miller.
Academic Advisor (Greater Hartford students) – check student administrative system to find out the name of your advisor and make an appointment using the preferred method via - http://advapp.uconn.edu or call ahead for office hours.
Academic Advisor (Torrington students) check student administrative system to find out the name of your advisor and make an appointment.
Academic Advisor (Waterbury students) – check student administrative system to find out the name of your advisor and make an appointment using the preferred method via - http://advapp.uconn.edu or call ahead for office hours.
• Roger Chaffin (Greater Hartford)
HLIB 206 A, 860-570-9272,
Roger.Chaffin@uconn.edu.
• Amy Gorin (Greater Hartford)
HLIB 206 C, 860-570-9091,
Amy.Gorin@uconn.edu.
• Kathy Foley (Greater Hartford)
HLIB 206, 860-570-9213,
Kathleen.Foley@UConn.edu.
• Kerry Marsh (Greater Hartford)
HLIB 206 B, 860-570-9220,
Kerry.L.Marsh@uconn.edu.
• Jared Look (Waterbury)
Waterbury Room 340, 203-236-9943,
Jared.Look@uconn.edu.
• Kim Treadwell (Waterbury)
Waterbury Room 337 - 203-236-9849,
Kimberli.Treadwell@uconn.edu.
• Kris Canali (Torrington) – 860-626-6834,
Kris.Canali@uconn.edu
• Nan Taylor (Torrington) – 860-626-6800,
Nan.Taylor@uconn.edu.
Psychology Club Advisors:
• Dr. Amy Gorin (Hartford), HLIB Room 206 C, 860-570-9091.
• Kris Canali (Torrington) – 860-626-6834
• Dr. Treadwell (Waterbury) – 203-236-9849
The course descriptions which follow have been prepared by the individual professors. The descriptions are more precise and detailed than those given in the University’s Undergraduate Catalog. Comparison of these differences in approaches is made possible by the particular requirements and emphasis for each professor in the same course. (NOTE: Not all professors are listed. See current Undergraduate Catalog for a complete listing.)
When selecting courses, always check to be certain the prerequisite requirement(s) for each course has been met before you register. PeopleSoft will restrict your registration if all prerequisites have not been met. The meeting of prerequisite requirements is the student’s responsibility. IMPORTANT NOTE: Any course put on Pass/Fail will not be allowed to fulfill the degree requirements on your final plan of study.
* * * * *
1100. GENERAL PSYCHOLOGY I
Canali (Torrington) - This course will introduce students to the “natural science” perspective of Psychology by examining mechanisms underlying behavior, both normal and abnormal, and especially how our understanding of those mechanisms continues to change in light of new research developments both within psychology and in related disciplines. Topics covered include the history of psychology, research methods, evolutionary psychology, the nervous system, sensation, perception, memory, learning, motivation, sleeping, and consciousness.
FORMAT: lecture with discussion exercises / demonstrations
REQ: 3-4 exams, 5 homework assignments, class participation
TEXT: Psychology (D.G. Myers), Worth Publishers (8th Ed.)
Chaffin (Greater Hartford) – An overview of memory, thinking, language, perception, learning and their interrelationships. Emphasis is on appreciating how the science of psychology uses observation to test and refine ideas about human nature.
FORMAT: lecture
REQ: 4 multiple-choice exams
TEXT: Psychology (David Myers), Worth Publishers.
Look (Waterbury) - An introduction to experimental psychology as a natural science, with emphasis on its biological foundations. Psychological research methodology, theoretical and conceptual issues, history, and representative observational and experimental findings involving human and nonhuman organisms will be discussed in relation to the following areas: behavior genetics, neuroanatomy/physiology, exocrine & endocrine systems, sensation & perception, and learning.
FORMAT: 2 lectures in computerized, multimedia format and 1 Macintosh computer lab or discussion section
REQ: 3 exams in lecture portion; variable lab section requirements consisting of brief lab reports or short papers; experimental participation
TEXT: Student Manual
1101. GENERAL PSYCHOLOGY II
(Pre REQ: PSYC 1100; not open to students for credit if already passed PSYC 1101.)
Marsh (Greater Hartford) - Introduction to basic theory, research, and application of psychology in three areas: developmental/child psychology, clinical/abnormal psychology, and social/cognitive psychology. The course is designed to provide a framework for students interested in taking more advanced coursework in developmental, clinical, and social psychology. Special emphasis is placed on the role of culture on psychological development and experiences. The course also includes weekly discussion labs where students are exposed to psychological issues and research in an interactive setting.
FORMAT: Lecture and 1 discussion lab per week
REQ: 3 exams, discussion group participation with 3 short insight papers, and participation in experiments
TEXT: 1 textbook
Staff (Greater Hartford) - Introduction to basic theory, research, and application of psychology in three areas: developmental/child psychology, clinical/abnormal psychology, and social/cognitive psychology. The course is designed to provide a framework for students interested in taking more advanced coursework in developmental, clinical, and social psychology. Special emphasis is placed on the role of culture on psychological development and experiences. The course also includes weekly discussion labs where students are exposed to psychological issues and research in an interactive setting.
FORMAT: Lecture and 1 discussion lab per week
REQ: 3 exams, discussion group participation with 3 short insight papers, and participation in experiments
TEXT: 1 textbook
Taylor (Torrington) - The second course in general psychology focuses on psychology as a social science and includes the study of developmental psychology, personality, intelligence, social psychology, abnormal psychology, health psychology, emotions, and research methods. Each topic addresses theory, constructs, and approaches to research and evaluates psychological processes as dimensions of individual differences and as experienced in group and interpersonal contexts.
FORMAT: Lecture
REQ: 3 exams, paper, discussion group participation, projects and participation in research
TEXT: 1 textbook
Treadwell (Waterbury) – Introduction to basic theory, research, and application of psychology in three areas: developmental/child psychology, clinical/abnormal psychology, and social/cognitive psychology. The course is designed to provide a framework for students interested in taking more advanced coursework in developmental, clinical, and social psychology. Special emphasis is placed on the role of culture on psychological development and experiences.
FORMAT: Lecture
REQ: 3 exams, paper, discussion group participation, projects and participation in research
TEXT: 1 textbook
[NOTE: PSYC 1101 has the equivalent content to PSYC 1103 but without weekly discussions. PSYC 1101 is generally offered in the summer and at regional campuses.]
The course descriptions which follow have been prepared by the individual professors. The descriptions are more precise and detailed than those given in the University’s Undergraduate Catalog. Comparison of these differences in approaches is made possible by the particular requirements and emphasis for each professor in the same course. (NOTE: Not all professors are listed. See current Undergraduate Catalog for a complete listing.)
When selecting courses, always check to be certain the prerequisite requirement(s) for each course has been met before you register. PeopleSoft will restrict your registration if all prerequisites have not been met. The meeting of prerequisite requirements is the student’s responsibility. IMPORTANT NOTE: Any course put on Pass/Fail will not be allowed to fulfill the degree requirements on your final plan of study.
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2100WQ. PRINCIPLES OF RESEARCH IN PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101 or 1103 & STAT 1000 or STAT 1100; or STATQ 1000-level; open to sophomores)
Canali (Torrington) - The primary goal of research in psychology is to generate new insights into human behavior. The course provides first-hand experience in all phases of research: the development of a hypothesis, design of research, statistical analysis of data, and interpretation of results. Instruction is given in the various research strategies, statistics, measurement of behavior, and ethics in research. The culmination of the course is the planning and presentation of an independent research project. Students also learn how to write an APA style research manuscript.
FORMAT: lecture/discussion plus laboratory
REQ: 3 exams; independent research project &
Presentation; homework; APA Style Paper
TEXT: 2 texts, handouts, calculator
Look (Waterbury) - The primary goal of research in psychology is to generate new insights into human behavior. The course provides first-hand experience in all phases of research: the development of a hypothesis, design of research, statistical analysis of data, and interpretation of results. Instruction is given in the various research strategies, statistics, measurement of behavior and ethics in research. The culmination of the course is the planning and presentation of an independent research project.
FORMAT: lecture/discussion plus laboratory
REQ: exams; independent research project & presentation
TEXT: 2 texts, lab manual, calculator
Staff (Greater Hartford) - The primary goal of research in psychology is to generate new insights into human behavior. The course provides first-hand experience in all phases of research: the development of a hypothesis, design of research, statistical analysis of data, and interpretation of results. Instruction is given in the various research strategies, statistics, measurement of behavior and ethics in research. The culmination of the course is the planning and presentation of an independent research project.
FORMAT: lecture/discussion plus laboratory
REQ: exams; independent research project & presentation
TEXT: 2 texts, lab manual, calculator
2200. PHYSIOLOGICAL PSYCHOLOGY
(Pre REQ: BIOL 1102 or 1107 or Biology: PNB 264- 265, and PSYC 1100; open to sophomores)
Staff (Greater Hartford) – This course will provide an overview of the anatomy and physiology of the brain, as a foundation for understanding how brain function (and dysfunction) translates into behavior. Topics will include “current interest” discussions such as: whether the teenage brain is fully mature, how anti-depressants work, neuroimaging methods, sex differences, music and the brain, autism, recreational drugs and the brain, and more.
FORMAT: multi-media lecture
REQ: 4 exams and final
TEXT: 1 text (website provided as supplement)
2201. DRUGS AND BEHAVIOR
(Pre REQ: PSYC 1100 or BIOL 1107. Open to sophomores or higher.)
2300. ABNORMAL PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101)
Gorin (Greater Hartford) - An overview of current theory and practice relative to abnormal psychology. We will cover models of abnormal behavior, as well as description and treatment of a variety of psychopathological disorders, including anxiety, schizophrenia, depression, brain disorders and disorders of childhood.
FORMAT: lecture, films, class discussion
REQ: 2 exams, 3 papers
TEXT: 1 text & 4 articles on reserve
Treadwell (Waterbury) – Examines issues relevant to abnormal psychology and mental health and illness, including causes, symptoms, and treatments of various disorders (i.e. mood, anxiety, schizophrenia, disorders of childhood, etc.) This information will be viewed from a variety of perspectives or paradigms (psychodynamic, behavioral, cognitive, biological, and cultural).
FORMAT: Lecture, video case studies, and discussion
REQ: 3 exams, paper
TEXT: 1 textbook and 1 casebook
2301. THE STUDY OF PERSONALITY
(Pre REQ: PSYC 1100 & 1101; open to sophomores)
Gorin (Greater Hartford) - Extensive coverage of several representative personality theories as well as their implications for psychotherapy. A number of general theoretical frameworks are discussed along with related research, contributions of specific theorists, and application of theories to normal and abnormal development.
FORMAT: Lecture, discussion, in-class projects
REQ: 3 exams and 1 paper
TEXT: 1 textbook
Staff (Waterbury) - Extensive coverage of several representative personality theories as well as their implications for psychotherapy. A number of general theoretical frameworks are discussed along with related research, contributions of specific theorists, and application of theories to normal and abnormal development.
FORMAT: Lecture, discussion, in-class projects
REQ: 3 exams and 1 paper
TEXT: 1 textbook
Taylor (Torrington) - Psychology provides alternative perspectives to describe the personal and public expression of personality. Biological and social explanations for individual differences and attempts to measure these with physiological, self-report, diagnostic, and other personality tests demonstrate essential features of contemporary psychological science. Emphasis on autobiographical memory, personal narrative, and approaches to writing about the self provide in-depth exposure to recent methods of study in the field of personality.
FORMAT: Lecture, discussion, in-class projects
REQ: 3 exams and 1 paper
TEXT: 1 textbook
2400. DEVELOPMENTAL PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101 or 1103; open to sophomores)
Staff (Greater Hartford) – A survey of human development over the lifespan. Theory and research addressing a broad range of areas (i.e. perception, cognition, emotion, and socialization) will be considered with an emphasis on underlying principles of development.
FORMAT: small class; lecture
REQ: exams; possibly: papers
TEXT: textbook; possible: website
Staff (Waterbury) – A survey of human development from infancy through adolescence. Theory and research addressing a broad range of areas (e.g., perception, cognition, emotion, and socialization) will be considered with an emphasis on underlying principles of development.
FORMAT: lecture
REQ: 3 exams
TEXT: 1 text
Taylor (Torrington) – Psychological approaches to the study of changes in biological and social processes examine the mechanisms underlying predictable developmental phenomena in affect, behavior, and cognition. Theory, constructs, and methods of research demonstrate alternative perspectives that provide evidence for the contributions of growth and experience throughout the lifespan.
FORMAT: lecture
REQ: 3 exams
TEXT: 1 text
2500. LEARNING
(Pre REQ: PSYC 1100 & 1101 or 1103; open to sophomores)
Look (Waterbury) - Learning and memory processes from simple to complex. General learning principles found in other animals will be related to human behavior, and we will search for learning processes that are unique to humans. Students will apply one or more principles of learning to their own independent human or animal behavior modification term project. These projects will be written as an APA formatted paper and presented in class.
FORMAT: lecture
REQ: 2 exams, 1 term project
TEXT: 1 textbook
2501. COGNITIVE PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101 or 1103; open to sophomores)
Staff (Greater Hartford) - The psychological processes involved in memory, language comprehension, perception, attention, and problem solving. Emphasizes historical development of models in cognitive psychology, including recent influence of cognitive neuroscience.
FORMAT: lecture
REQ: 2 - 4 exams
TEXT: 1 text plus additional required readings
Staff (Waterbury) - Overview of the psychological processes involved in memory, language comprehension, perception, attention, and problem solving. Emphasizes historical development of models in cognitive psychology, including recent influence of cognitive neuroscience.
FORMAT: lecture
REQ: 2 - 4 exams
TEXT: 1 text plus some required readings
2600. INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
Pre REQ: PSYC 1100 & 1101; open to sophomores)
Canali (Torrington) – This course addresses a diversity of workplace issues through the use of lectures, PowerPoint slides, class discussion exercises, homework assignments, and use of the HuskyCT discussion board. There is an emphasis on relevant psychological principles and how they apply in a workplace context. Individual, group, and organization wide perspectives are considered. Topics covered include the history of I/O psychology, I/O Psychology research methods, job analysis, job selection and its legal context, performance appraisal, training, organizational development, teams in the workplace, occupational stress, organizational attitudes (including justice and job satisfaction), work motivation, and leadership.
FORMAT: Lecture, discussion
REQ: 3 exams, homework assignments, small project, class participation
TEXT: one text and readings
Look (Waterbury) – A study of the application of psychological principles in the workplace and other organizations where people interact. Topics covered in this course include: organizational design, individual differences, occupational stress, personnel decisions, training, performance appraisal, work motivation, work attitudes, leadership, and social influences on work behavior. Experiential exercises and lectures rely on active participation of class members.
FORMAT: Active participation and discussion
REQ: 1-2 exams, short writing assignments, final examination
TEXT: Experiential text and readings
2700. SOCIAL PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101 or 1103; open to sophomores)
Canali (Torrington) - This course examines how individuals are influenced by the (real or imagined) presence of other people and situations. Through lectures, PowerPoint slides, class discussions, selected videos, homework assignments, and various class exercises / demonstrations, this course will introduce students to learn and understand the theories, processes, behaviors, and applications of social psychology. Specific topics surveyed include close interpersonal relationships; stereotyping, prejudice, and discrimination; attitudes and persuasion; cognitive dissonance; person perception; aggression; prosaically behavior; conformity, and others. Theory and data are emphasized.
FORMAT: lecture & class discussion activities
REQ: 3 exams, 5-6 homework assignments, class participation
TEXT: one text
Look (Waterbury) - This course examines how individuals are influenced by the (real or imagined) presence of other people and situations. Topics surveyed include social perception, the self, attitudes and persuasion, social influence, close relationships, stereotyping, aggression and helping, and health and risk behavior. Theory and data are emphasized.
FORMAT: lecture
REQ: 2 exams and 1 term application project
TEXT: 1 text
Staff (Greater Hartford) - This course examines how individuals are influenced by the (real or imagined) presence of other people and situations. Topics surveyed include social perception, the self, attitudes and persuasion, social influence, close relationships, stereotyping, prejudice, and discrimination, aggression and helping, and health and risk behavior. Theory and data are emphasized.
FORMAT: lecture
REQ: 4 exams and 8 short writing assignments
TEXT: one text plus websites
The course descriptions which follow have been prepared by the individual professors. The descriptions are more precise and detailed than those given in the University’s Undergraduate Catalog. Comparison of these differences in approaches is made possible by the particular requirements and emphasis for each professor in the same course. (NOTE: Not all professors are listed. See current Undergraduate Catalog for a complete listing.)
When selecting courses, always check to be certain the prerequisite requirement(s) for each course has been met before you register. PeopleSoft will restrict your registration if all prerequisites have not been met. The meeting of prerequisite requirements is the student’s responsibility. IMPORTANT NOTE: Any course put on Pass/Fail will not be allowed to fulfill the degree requirements on your final plan of study.
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3100. THE HISTORY AND SYSTEMS OF PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101; not open to students who have passed PSYC 3100W)
Chaffin (Greater Hartford) - The course examines the emergence of psychology as a discipline in the context of the broader development of science in Western thought. The issues and theories of present day psychology are related to the competing views of human nature that have prevailed at different points in its development.
FORMAT: lecture/discussion
REQ: 4 exams: essay and multiple choice
TEXT: 1 required text
Staff (Waterbury) - This course focuses on the development of psychological thought in Western civilization beginning with notable Greek philosophers. In addition to providing historical perspectives on the development of psychology as a science, the course emphasizes how various systems of psychology have evolved from earlier schools of philosophy. Course topics are also integrated to address relevant issues now challenging the field of psychology.
REQ: 3 or 4 short essay & multiple-choice exams, homework
TEXT: 1 required text, handouts
3104. ENVIRONMENTAL PSYCHOLOGY
(Pre REQ: PSYC 2700)
Marsh (Greater Hartford) – This course focuses on the relationship between organisms and environments at multiple levels of analysis, covering the traditional social and societal perspective of environmental psychology, as well as, the more perceptual and symbiotic level of ecological psychology. Topics at the social and societal level include how natural and constructed environments influence behavior through conditions such as crowding heat and noise and how human behaviors affect the environment (i.e. littering, vandalism). Ecological psychology topics examine links between perceiving and acting at the individual level, including meaning and fit of the physical environment to the individual ( affordances), and the dynamics of perceiving and acting at the interpersonal level ( i.e. emergence of cooperative action, social affordances).
FORMAT: lecture and research team
REQ: exams and paper
TEXT: packet of readings
3105. HEALTH PSYCHOLOGY
(Pre REQ: PSYC 1100 & 1101)
Gorin (Greater Hartford) - This course provides an overview of the psychological, social, and behavioral factors involved in the promotion and maintenance of health and the prevention, diagnosis, treatment and rehabilitation of physical illness. We will examine the effects of stress, personality, drug and alcohol use, high risk sexual behavior, smoking, diet, and other lifestyle factors on health promotion and disease prevention, as well as their impact on the healthcare system and the formulation of public health policy.
FORMAT: lecture and discussion
REQ: exams, papers and projects
TEXT: one textbook plus additional readings
3201. ANIMAL BEHAVIOR
(Pre REQ: BIOL 1102 or 1107, and PSYC 1100)
Trumbo (Waterbury & Greater Hartford) - The concepts and methods used in the scientific study of the causes of animal behavior are considered. These are physiological (neural and endocrine), developmental (genes and environment), ecological, and phylogenetic. General principles are related to examples of specific animal behaviors. These include perception, biological rhythms, learning, communication, migration, mating, parenting, aggression, predation, social organization, and altruism.
FORMAT: lectures with videos and discussion
REQ: 3 exams and 3 video reports
TEXT: 1 textbook
3300. EMOTIONAL/BEHAVIORAL DISORDERS OF CHILDHOOD
(Pre REQ: PSYC 2400)
Treadwell (Waterbury) – Examines theory, research, treatment, and prevention for developmental psychopathology from infancy through adolescence (i.e. mood, anxiety, mental retardation, autism, attention problems, etc.) This information will be viewed from a variety of perspectives and paradigms.
FORMAT: A combination of lecture, films, class discussion and small group activities
REQ: 3 exams, term paper or 3 shorter papers
TEXT: 1 text and 1 case book
3470(W). CURRENT TOPICS IN DEVELOP- MENTAL PSYCHOLOGY—Human Violence
(Pre REQ: PSYC 2400 or consent of instructor)
Taylor (Torrington) - Psychological explanations for violence include aggression, hate, moral disengagement, and pathology. The course examines these psychological processes and applies them to the diverse forms of violence directed at self, others, or as in the case of suicide-bombers, both. Case and empirical studies suggest important categories of violence variously described as criminal, interpersonal, pathological, and political. The study of children, adolescents, and adults provides evidence of the perpetration and experience of violence relevant to different developmental periods.
3500. THE PSYCHOLOGY OF LANGUAGE
(Pre REQ: PSYC 1100 & 1101 or 1103)
Staff (Greater Hartford) - The course will cover theories of language from both psychological and cognitive science perspectives. Topics covered include language and reading acquisition, aspects of literacy and reading fluency (i.e. dyslexia), cognitive foundation for reading, writing, speech as well as the use of linguistic representation and knowledge in reading.
FORMAT: lecture
REQ: 3 exams
TEXT: textbook plus readings
3501. SENSATION AND PERCEPTION
(Pre REQ: PSYC 1100 & 1101 or 1103)
Staff (Greater Hartford) - An examination of how organisms can know about their environments. The course is organized around two philosophical frameworks for studying perception—Indirect Realism and Direct Realism—which set the stage for understanding the relationship between sensation and perception as well as the relationship between perception and action.
FORMAT: lecture
REQ: 2 exams. The exams are taken from lists of essay questions, distributed at the beginning of the semester and again after the midterm, that serve as study guides.
TEXT: 1 text; reserve readings
3502. PSYCHOLOGY OF CONSCIOUSNESS
(Pre REQ: PSYC 1100; offered at Hartford campus, Spring semester)
Chaffin (Greater Hartford) – In recent decades psychology has come to understand that most mental processes are unconscious, that we are conscious of only a small part the mind’s activity. By comparing cases in which people are able to perform the same tasks either consciously or unconsciously, we can arrive at a clearer understanding of the role of consciousness in our mental life. Examples range from the common place (e.g., selective attention, habitual activities), to the unusual (sleepwalking, memory while under anesthesia, dreams, subliminal perception, unconscious learning, meditation), to the bizarre (automatic writing, blind sight, fugue states, hallucinations, hypnosis, multiple personality, mystical experiences, split brain). By understanding how the mind evolved and how it functions today, we will find that these phenomena are the product of everyday, unconscious mental activity.
FORMAT: lecture/discussion
REQ: 2 written exams & a paper
TEXT: 3 texts
3600W. SOCIAL-ORGANIZATIONAL PSYCHOLOGY
(Pre REQ: PSYC 2600 or PSYC 2700)
Look (Waterbury) - An examination of social psychological phenomena that occur in work settings. Topics include motivation, leadership, decision-making, teamwork and organizational culture. Experiential exercises and lectures rely on active participation of class members. Students write short personal application papers relevant to these topics.
FORMAT: experiential exercises and lecture
REQ: 10 short papers; active participation in class,
reflection; 3 exams
TEXT: 1 text manual, 1 book of readings
3601. HUMAN FACTORS DESIGN
(Pre REQ: PSYC 1100 & 1101 or 1103 or consent of instructor)
Canali (Torrington) - The overall goal of this course is to help students learn how to apply human factors/ergonomics (HF/E) principles to the design, analysis, and development of systems for safe, comfortable and efficient use. A number of established human factors methods, including a detailed planning process, are presented for the design and development of new systems, or for the evaluation and redesign of existing systems. A class project will provide an opportunity for students to apply HF/E analysis and design principles to a real system. Topics covered include systems & systems engineering, standards & other work products, human factors methods, user-centered design, macro ergonomics, automation, human-computer interaction, work station design, human physical characteristics, knowledge & memory, human factors of personnel selection & training, and others.
FORMAT: lecture with discussion exercises
REQ: 6 Quizzes, Final Exam, Class project & Presentation
TEXT: 2 texts plus assigned readings
3880. FIELD EXPERIENCE
(Pre REQ: PSYC 1100 & 1101 and consent of instructor; variable credits; GUIDELINE FOR CREDITS: 3 hrs. of work per week = 1 credit.)
Faculty Sponsor - This course is intended to enable undergraduate students to obtain career-relevant educational experiences that are not available in informal classroom settings. These experiences generally include (1) an off-campus site, (2) a field supervisor or mentor, (3) a set of educationally relevant field activities, (4) a faculty sponsor, and (5) some procedure for evaluating the student. Students engaged in such off-campus activities may receive academic credit contingent upon the extent to which these activities conform to the guidelines listed below. The student must make arrangements with his/her faculty sponsor BEFORE the start date of the field experience. Refer to Appendix A of your Psychology Guide to obtain an appropriate faculty sponsor. Cannot be used on the Major/Minor Plan of Study. To apply for this course, an Independent Study Authorization form (available from your Psychology faculty advisor) needs to be filled out, signed by your advisor, faculty instructor and Assoc. Dept. Head before you turn it into the Registrar’s office.
1. Off-campus site: Identification of an appropriate off-campus site is the responsibility of the student. An appropriate off-campus site should provide a reasonable learning situation where the student would be able to both observe and participate in work related to psychology. Ideally, the student would be able to obtain an overview of the role(s) of those who do psychology related work in non-academic settings.
2. Field supervisor/mentor: The student is expected to both identify and obtain the cooperation of a field supervisor or mentor who would monitor the activities and learning opportunities of the student. Ideally, the field supervisor/mentor would agree to write a “letter of review” that both summarizes and evaluates the student’s activities at the off-campus site.
3. Professionally related activities: Such activities could include a wide variety of tasks depending on the area of psychology to which they are relevant. The student should consult with his/her faculty sponsor to determine relevance.
4. Faculty sponsor: The faculty sponsor is responsible for determining the amount of academic credit and for assigning a grade. In meeting these responsibilities, faculty sponsors may wish to meet with the student periodically to discuss the off-campus experience, may wish to consult with the off-campus supervisor, may wish to visit the off-campus site, and may require specific products from the student and/or the off-campus supervisor/mentor.
5. Opportunities for evaluation: The off-campus supervisor is expected to submit an evaluation of the student’s activities and performance to the faculty sponsor. In addition, the student may be required to summarize, evaluate, and reflect upon his/her off-campus experience. This requirement may take the form of periodic discussions with the faculty sponsor, a continuous journal recording off-campus activities and experiences, and/or a summary paper (5-10 pages) which documents and reflects upon the student’s off-campus experiences. Regardless of the specific format, this requirement should entail some review and reflection by the student of his/her off-campus experiences as they relate to his/her professional or career identification and/or his/her self-definition.
6. Financial compensation. Whether or not students are paid for their off-campus activities is irrelevant to the extent that their “paid employee” status does not interfere with the quality of their learning experience. To the extent that these off-campus experiences are exclusively or primarily a “job”, the educational value of these experiences becomes suspect.
PSYC 3880 restrictions:
• graded S/U only
• cannot be used on Plan of Study
• does not contribute to your GPA
3883. FOREIGN STUDY
Open Course - Credits and hours by arrangement; may be repeated for credit. Consent of Associate Department Head or advisor is required prior to the student's departure. Assignment of 2000-level credits for special topics taken in a foreign study program.
3889. UNDERGRADUATE RESEARCH
(Recommended preparation: PSYC 2100Q & consent of instructor).
Canali - Students work with the course instructor on performance appraisal related research within the area of Industrial/Organizational psychology. Depending on the semester and the current project, specific duties may include assigned background readings, meetings to discuss research, literature searches, assisting with manuscript preparation, data collection, data entry, and data analysis. Recent research topics have included individual reactions to receiving team level performance feedback, stressful aspects of performance feedback delivery, and downsizing & productivity.
Chaffin - Research in the Music Psychology Laboratory is designed to understand skilled musical performance. Studies currently in progress look at how highly skilled musicians practice and memorize new music and at the creative processes involved in musical performance. Undergraduate research assistants are usually engaged in transcribing music practice or measuring the tempo and dynamics of musical performances. Students need to be able to read music well enough to follow a performance in a score (after some practice), general computer skills, an interest in music and musical performance, and the ability to work carefully and keep track of details.
Gorin – Research in Dr. Gorin’s laboratory explores issues related to weight control, healthy eating, and physical activity. Current projects are examining treatment strategies to improve long-term weight control in adults and children as well as the impact of weight loss treatment (including surgery) on other family members and the home environment. Undergraduate research assistants are involved in participant recruitment, assessments, and data entry. This work is done both at the Hartford campus and in community hospitals. Students need to have an interest in weight-related research, be willing and able to interact with potential participants, have general computers skills, and be reliable and responsible.
Look – Studies of career exploratory behavior in college undergraduates; effect of organizational behavior on work place productivity and employee satisfaction.
Marsh – Motivated social cognition and attitude change with applications to HIV prevention; ecological approach to perceiving and acting with others.
Treadwell – Research in Dr. Treadwell’s laboratory focuses on the steps of the scientific method via participation in various research projects focusing on cognitive behavioral conceptualizations of child anxiety and their treatment. Undergraduate research assistants may be involved in literature searches, data collection, data entry, data coding, data analysis, group meetings, and journal club.
3899. INDEPENDENT STUDY
(Pre REQ: PSYC 2100Q and consent of instructor)
Faculty - Offered each semester by selected faculty members, the course provides opportunities for students to pursue their individual research interests by planning, conducting, and writing-up a research project under the supervision of a faculty sponsor. Prior to the beginning of each semester, or during the first two weeks of the semester, interested students should approach relevant faculty members with a research idea or possible research project. A relevant faculty member may be one who is familiar with your interests and abilities from a previous course and/or one who is doing research related to your research idea or possible research project. Students should use the “Faculty Research Interests” section as a guide to determine relevant faculty members.
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