2010-11 Undergraduate Index A-Z
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Psychology [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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Abnormal Psychology
Susan Cummings |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined as well and the role of eco-psychology in abnormal psychology will be studied. | Susan Cummings | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Anatomy of Abjection
Laura Citrin and Shaw Osha (Flores) aesthetics art history cultural studies gender and women's studies psychology sociology |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | “These gestures, which aim to establish matter as fact, are all associated with making something dirty. Here is a paradox: a fact is more purely defined if it is not clean….the truth of things is best read in refuse.”-Roland Barthes on Cy Twombly In Julia Kristeva’s (1982), she introduced the concept of the , that which is situated outside the symbolic order, that which breaks down the boundaries between self and other, and that which is repellent and simultaneously desirous. Utilizing the abject as a rich source for aesthetic and psychological inquiry into the body and embodiment, we will explore the ways that seemingly opposing dualisms—such as normal/dysfunctional, inside/outside, order/disorder, dirty/clean, raw/cooked, black/white, citizen/alien —function in our lives. These dualisms will enable a discussion of such social psychological themes as cultural alienation, marginalization, stigma, disgust, purity, and moralization. Through the study of art, visual culture, and art history, we will work to translate a larger narrative on these themes into material form through visual art. The program will explore notions of epistemology (ways of knowing, ways of producing knowledge) and consider as a form of epistemology. Utilizing a social psychological approach, we will explore connections between the psychology of the individual and the larger historical, cultural, political and social context in which she resides (looking and seeing broadly); and utilizing an aesthetic/visual culture approach, we will examine art and art history via close reading (looking and seeing very closely). In this interdisciplinary program, all students will learn the fundamentals in 2D representation and figure drawing, as well as the fundamentals of social psychological research methodology. A final project will engage both practices/approaches by creating art that is informed by psychological research, and research that is informed by aesthetic/visual ways of seeing and knowing. Potential readings include: Julia Kristeva’s, ; Craig Houser, Leslie Jones, Simon Taylor, and Jack Ben-Levi’s ; William Miller's ; social psychological experiments by Paul Rozin on disgust; Freud's ; Sander Gilman's ; Mary Douglas' ; Victoria Bynum’s, ; and Barbara Creed’s, | the arts, cultural studies, and social sciences. | Laura Citrin Shaw Osha (Flores) | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Art, New Media, and the Science of Perception
Richard Weiss and Naima Lowe computer science mathematics media studies moving image physics psychology visual arts Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | What is an image? How do we form them? What factors influence our perception of images? How are the history and practices of New Media related to social and cultural phenomena surrounding robotics, cybernetics, and networked culture? Cybernetics and reproducible images emerged almost simultaneously in the Western world and became markers of the post-modern era. The result was a rich interaction that developed between art, video and photography, robotics and image processing. The culture and history of New Media, visual perception and cognitive science will form the landscape for our explorations. In this program, we will investigate how images are formed and how we perceive them, as well as the theoretical underpinnings of reproducible images and the history of New Media. Both cultural and technological aspects will guide our examination of the entire sequence of events from how images are produced in a camera to how we perceive and react to images as informed by both our personal and social experiences. We will explore digital and non-digital images and image processing, as well as the cognitive science of how our eyes and brain process patterns of light. In the fall, we will study the concepts of editing, video production and photography, as well as the influences of culture and technology on art, printed media and electronic media in the age of the Internet. Robotics and image processing will lead us to geometric optics and color. Students will learn how to work with digital and non-digital images, image reproduction, the pinhole camera model, lenses, filtering images, and programming a simple mobile robot to take pictures. In winter, we will continue to develop and expand much of the work we started in the fall. We will expand our view of robotics to include more general, computer processor-based interactive art and the cognitive science of visual perception. Winter quarter will culminate in public presentations of student projects that integrate our studies. | video production, media arts, computer science, mathematics, and cognitive science. | Richard Weiss Naima Lowe | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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The Authentic Self: Becoming an Instrument of Change
Marcella Benson-Quaziena and Marla Elliott |
Program | JR - SRJunior - Senior | 8 | 08 | Weekend | FFall | WWinter | You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and "use of self" as an instrument of social change. | psychology, performing arts, and communications. | Marcella Benson-Quaziena Marla Elliott | Junior JR Senior SR | Fall | |||
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Buddhist Psychotherapy
Ryo Imamura |
Program | FR - SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | SuSummer | Western psychology’s neglect of the living mind, both in its everyday dynamics and its larger possibilities, has led to a tremendous upsurge of interest in the ancient wisdom of Buddhism which does not divorce the study of psychology from the concern with wisdom and human liberation. We will investigate the study of mind that has developed within the Buddhist tradition through lectures, readings, videos, workshops, and field trips. Students registering for 12 credits will attend a meditation retreat. | Buddhist Studies, Asian psychology, consciousness studies, psychotherapy, social work | Ryo Imamura | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Communication and Conflict
Lori Blewett |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | Conflict is an integral and often necessary part of interpersonal, group, and organizational relationships. In this class students learn to identify obstacles to conflict resolution, to analyze conflict using a variety of theoretical frameworks, and to practice integrative problem-solving and conflict management strategies for strengthening relationships. The course blends contemporary conflict theory with communication skill building. It satisfies prerequisite communication credit for selected MIT endorsement areas. | Lori Blewett | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Constructing the Individual/Deconstructing Education
Laura Citrin and Leslie Flemmer |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | How do kids learn about our social world? How are individuals constructed to be members of society? In an interdisciplinary exploration of social constructionism and socialization, with a primary focus on the interconnections between developmental psychology, social psychology, education, and learning theory, we will examine how children develop as individuals in their social-cultural context. We will explore a range of changes that shape early learning-advancement in motor skills, cognitive development, language acquisition, moral stages, and emotional growth-with an interest in how these are historically and culturally interpreted and patterned. We will consider education as a complex field of knowledge and practice intertwined with psychological theories about the self and society. The contradictions of creating critically minded individuals in the context of assessment-based educational institutions will offer a productive realm of inquiry into the philosophy, purpose, and structure of educational systems. Specifically, we will look at the institutional mechanisms and psychological processes for teaching kids how to be "good" members of society-individualistic, competitive, and "civilized"-via parenting and formal education. We will also explore radical pedagogical approaches and social psychological theories that understand individuals as enmeshed within dominant relations of power. We will have weekly films, lectures, workshops, and seminars, as well as opportunities to observe educational contexts in the community. Some of the theorists we will read and study include Albert Bandura, Jean Piaget, Carol Gilligan, Sandra Bem, Lev Vygotsky, Paulo Freire, Peter McLaren, Barbara Rogoff, and Henry Giroux. | psychology, education, social work, and social justice. | Laura Citrin Leslie Flemmer | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Dance Ritual: Ancient and Contemporary
Joanna Cashman |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | What can we learn about ourselves from the multi-cultural history and practice of dance ritual? How can we reclaim the ancient wisdom of ancestors who honored the powerful need for expressive body movement, community cohesion, and transcendence. American dance icon Anna Halprin, author of Moving Towards Life: Five Decades of Transformational Dance, reminds us that “We are in need of exorcising the societal and personal blocks that interfere with the celebration and spirituality of the life force.” We will explore the ancient dance ritual practices of our ancestors as a foundation for understanding how dance rituals meet fundamental human needs. This foundation will carry us into the work of contemporary dance choreographers and inspire the creation of our own personally meaningful dance/movement rituals. No prior dance experience required. | dance therapy, psychology, choreography, expressive arts therapy | Joanna Cashman | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Developmental Movement Therapy
Jehrin Alexandria |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening and Weekend | SSpring | This class is an in-depth study of movement and its role in the reorganization of the human brain. Students will learn to recognize normal neurological organization by studying specific developmental milestones as well as recognize gaps and abnormalities in brain development and how they impact growth, learning, and psychological well-being. This class will be deeply experiential as well as theoretical. Come prepared to move. | Jehrin Alexandria | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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East-West Psychology: Afflictive/Destructive Cognition/Emotion
Jamyang Tsultrim |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | FFall | Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy, which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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East-West Psychology: Constructive Cognition/Emotion
Jamyang Tsultrim |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | WWinter | In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Emotions
Laura Citrin |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | In this course, we will examine the way that emotions—emotional experience and expression—are connected with cultural ideologies and assumptions about gender, race, and class. We'll cover the "big five" emotions: anger, sadness, joy, disgust, and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions and the role they play in what positive psychologists refer to as "the good life." Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions—our emotions. | Laura Citrin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Group Dynamics
Marcella Benson-Quaziena |
Program | JR - SRJunior - Senior | 8 | 08 | Evening and Weekend | SSpring | Groups have become a part of everyday life and practitioners who are capable of understanding self and environment in relationship to groups will succeed. This program is designed for students who want to increase their knowledge and skills in working with groups. We will focus on the unique characteristics and common qualities of small groups. The course will cover group issues such as leadership, decision-making, power and creativity. Students will gain awareness of their own behavior in groups as participants and/or leaders. The students' skill focus will be to develop effectiveness in groups; to improve skills in problem-solving and decision making in groups; and to improve skills in process observation, use of self, feedback, and communication. As a group participant/observer students will learn to discriminate between observation, interpretation, judgment, description and evaluation. Students will observe and attend to group levels of systems, the individual, interpersonal, sub-group, group and organization. A gestalt perspective will be used as a foundation for group analysis of the internal and external dynamics affecting the group. | human and organizational systems. | Marcella Benson-Quaziena | Fri Sat Sun | Junior JR Senior SR | Spring | |||
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Healing the Mind-Body: Biology and Beyond
Carolyn Prouty biology consciousness studies health physiology psychology Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | Western science has traditionally considered the mind and body as separate entities. Recent research indicates that the relationship and interactions between the mind and the body are much more complex and intimate than previously imagined. Considered as a single holistic entity, the human mind-body has an innate capacity for healing that involves complex interactions between the nervous system, immune system, endocrine system, and other physiologic systems. We all know of seemingly miraculous cures that appear inexplicable. How do mental activities and practices transform our experiences of the body? How do they manifest on a physiological level? Research from the last 30 years has revealed abundant details about the remarkable nature of the mind-body, the biological underpinnings of its connections to our past, our social circumstances and our environment, and its capacity for miraculous, seemingly unfathomable change. In this program, we will explore mind-body medicine from several disciplines and viewpoints. We will begin with a biological approach, investigating the components of the network comprised of the nervous, endocrine and immune systems. We will then explore healing as an underlying intelligence of the body, and as a pathway to wholeness. Students will examine how alternative medicine modalities practiced in the US, including acupuncture, naturopathy, vibrational medicine, and others, as well as other determinants of mind-body health affect our well being. Throughout fall quarter, we’ll study the strengths and shortcomings of approaches such as the scientific method and evidence-based medicine that allow us to assess the foundation for what we believe. During winter quarter, students will work independently and in small groups to investigate a particular aspect of mind-body healing, which may involve interviews, observations, and practice, as well as research. We’ll also continue our journey by investigating mind-body medicine of non-Western cultures, such as African/Caribbean medicine, Chinese medicine, and Amerindian medicine. The program will be conducted so as to allow students to study, assimilate, and synthesize their learning though their minds and their bodies. The format will include lectures, seminars, workshops, films, guest lectures, writing exercises, as well as opportunities for practicing mind-body connections through physical experiences including meditation and singing. Students will be expected to incorporate personal observations of their mind-body health as a vehicle for integrating their learning. | alternative and complementary medicine, health sciences, holistic health practices, psychology, physiology, nurobiology, and consciousness studies. | Carolyn Prouty | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Health and Human Development
Nancy Anderson and George Freeman biology community studies cultural studies gender and women's studies health physiology psychology queer studies somatic studies |
Program | JR - SRJunior - Senior | 8, 16 | 08 16 | Day, Evening and Weekend | FFall | WWinter | SSpring | This thematically-based program explores the intersection of human development, health and society. Each quarter examines this relationship through content-related themes and experiences to better understand the fundamentals of health and human development. This program is designed between Evening and Weekend Studies and full-time offerings. The core of the program meets as a whole community using an evening/weekend format. Twelve credit students may register (with faculty signature) to complete an in-program internship. Full time students will meet additional hours during the week. Our learning community will grapple with the age-old questions regarding the nature/nurture controversy. We will use the themes of our program to engage questions like: “How do we navigate our way through the world to build a healthy sense of self? What myths and beliefs guide our decision-making regarding health? What barriers prevent us from achieving a more wholesome lifestyle? How can we acquire the skills necessary to successfully be and create a health-based community? Along with these questions we will study the particulars of race, ethnicity, gender, sexual orientation, class, the ability/disability spectrum and religious affiliation/identity as predictors of achieving health and well-being. We'll also examine these characteristics in terms of their social construction and the creation of a multicultural, democratic society. Each quarter focuses on human development and the psychological, biological and social constructs that guide the stages of development. Fall quarter begins with adolescent and young adult development, the social and genetic construction of identity, the question of what makes for a healthy stage of development and the barriers to achieving optimal states of health and well being. Winter quarter deepens our study of developmental theory through the study of birth, early and late childhood developmental themes, and community-based health and social services. During spring quarter we’ll turn our attention to later adulthood and aging and the health-based concerns that arise. The program will progress from a faculty-directed course of study toward a more student-originated design. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote health and well-being. They will learn basic tools and strategies for analysis of community health needs. They will come to understand themselves as a member of multiple communities and as having a responsibility to these communities. | education, abnormal psychology and personality theory, community psychology, human development, diversity and multicultural studies, community health, anti-oppression studies, quantitative research theory and design, systems theory and group process/change, writing, and health-related fields. | Nancy Anderson George Freeman | Tue Thu Sat | Junior JR Senior SR | Fall | |
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History and Systems in Psychology
Susan Cummings |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | FFall | The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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How All Students Learn: Supporting Diverse Learners
Terry Ford |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This class will help participants deepen their understanding of the learning process and the relationships of schooling and social justice. Essential questions guiding the class are: 1) What is learning? 2) What is culture? 3) How do culture and language relate to community, schooling, learning and academic achievement? Through engaging in a coordinated studies curriculum encompassing the needs of diverse learners in multicultural settings, we will consider the latest research on how the function and role of the brain, culture, and language development influence learners. Included will be topics such as culturally responsive teaching, teaching for diversity and social justice, and anti-bias education. Learning Goals: Participants will deepen their understanding of the interdependence of the brain, culture, and language development on the academic achievement of all learners. | teaching, community-based work, curriculum development, further studies in education | Terry Ford | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Individual Study: East-West Psychology
Ryo Imamura cultural studies philosophy psychology religious studies study abroad Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual Study: East-West Psychology offers opportunities for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death & dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. | counseling, cultural studies, peace studies, psychology, social work, religious studies, and human services. | Ryo Imamura | Sophomore SO Junior JR Senior SR | Spring | ||||
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Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Winter |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | WWinter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Ariel Goldberger supports interdisciplinary studies and projects in the Arts, Humanities, Consciousness Studies, and travel. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Winter | ||||
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Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Ariel Goldberger supports interdisciplinary studies and projects in the arts, humanities, consciousness studies, and travel. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Spring | ||||
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Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Fall |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.Ariel Goldberger supports projects in the Arts, Humanities, Consciousness Studies, Arts, and interdisciplinary studies. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Fall | ||||
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Individual Study: Psychology
Mukti Khanna community studies cultural studies health psychology Signature Required: Spring |
Contract | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | This opportunities allows students to create their own course of study in the form of an Individual Learning Contract or Internship. Working with the faculty sponsor, individual students or small groups of students design projects or internships and meet regularly with faculty to reflect on their work. Students pursuing individual study or internships in psychology, counseling and health are invited to join this program. Mukti Khanna will sponsor contracts and internships in psychology, counseling, service-learning, expressive arts therapy, cultural studies, ecopsychology and health. While this opportunity is oriented towards sophomores through seniors, freshmen may be admitted if they are applying for an internship or are part of a group project. | counseling, education, the health professions, human services, and psychology. | Mukti Khanna | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Integrated East-West Psychology
Jamyang Tsultrim |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day and Weekend | SuSummer | This class explores similarities and differences between Eastern and Western psychology and examines possibilities for creating an integrated approach to help to alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Through the integrated practice of clinical East-West counseling skills such as intentional listening/reflection, personal practice/role-play, and cultivation of insight and positive emotions, students will develop knowledge and aptitude to differentiate and apply effective counseling methods in the helping professions. | counseling psychology, East-West psychology | Jamyang Tsultrim | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Interdisciplinary Psychology: From Science to Society
Mark Hurst Signature Required: Fall Winter Spring |
Program | SO - SRSophomore - Senior | 8 | 08 | Evening and Weekend | FFall | WWinter | SSpring | Psychological science is in greater demand by many disciplines as the world becomes more complex. In this year-long program, students will explore the difference between the science and pseudoscience of human behavior and mental processes, as they: 1) examine the fundamental research behind individual, social and cultural human experience; 2) learn how this material is applied in public and private settings; and 3) develop personal strategies for application of this material across life domains (love, work, parenting, leisure, etc.), and in diverse disciplines (education, social services, business, government, criminal justice, medicine, etc.). This program is designed to foster comprehension of the material, enhance critical thinking, and build a skill base that can be applied in any setting. Each quarter builds on previous material, so the intention is for students to continue through the year. During fall quarter, students will focus on the essential processes of the individual (i.e., neuropsychology, motivation, cognition, emotion and behavior), as well as the concepts and theories that underlie social functioning (social identity, social cognition and influence, and interpersonal relations). During winter quarter, students will explore the call for evidence-based practices in psychology as well as other disciplines and develop a knowledge and skill base in valid and reliable assessment, counseling theory, and consultation. During spring quarter, students will invest in an experiential examination of what is right about the human experience. Much of the history of psychology has largely focused on "psychopathology" and all of its manifestations. However, over the last 12 years a movement has flourished within psychology to investigate the social science of life satisfaction (positive experience, positive character, and positive institutions and communities). While this was often relegated to the edges of the field, it appears to be in greater demand as people are striving to achieve pleasure, gratification and meaning from their lives. We will use a variety of instructional strategies such as small and large group seminars, lectures, workshops, films, role-playing, field trips, guest lectures and videoconferences with prominent contemporary psychologists. The material covered in this program is relevant to daily living, as well as preparatory for careers and future studies across all disciplines. | psychology, education, human services, and management. | Mark Hurst | Fri Sat Sun | Sophomore SO Junior JR Senior SR | Fall | |
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Issues in Clinical and Counseling Psychology
George Freeman |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | The cornerstone of modern counseling and clinical psychology lies in our understanding of human behavior through personality theory and psychopathology. This program explores the central personality theories from traditional and non-traditional perspectives. We will examine the relationship of personality theories to abnormal behavior, develop an understanding of the DSM IV classification system and other diagnostic methods, and use films to explore the diversity of human behavior. We will use on-line Moodle instruction for discussions. There is support and desire to achieve students' personal goals. | George Freeman | Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Lifespan Developmental Psychology
Carrie Margolin |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, education, and health care. | psychology, social services, health care, education | Carrie Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Linguistics for Teachers and Writers
Richard McKinnon |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | Do you work intimately with language every day but would like to have a better understanding of the nuts and bolts? This course will take you under the hood and give you the foundation you'll need to learn, teach, or create language. We'll also look at the process of reading and its relationship to spoken language. | Richard McKinnon | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Marketing and (Anti-)Consumerism
David Shaw and Shoji Kamise |
Program | SO - SRSophomore - Senior | 8, 12 | 08 12 | Day | FFall | 10301 8-credits; 10472 12-credits This program will meet from 10 a.m. to 1 p.m on Tuesdays and Thursdays. This quarter-long program is designed to provide an introduction to and overview of the intersection of three related fields—consumerism, anti-consumerism and marketing, including classical, critical and multidisciplinary perspectives on the field of marketing as it reflects consumer and business participation and behavior in economic exchanges in the marketplace. In the economic perspective, firms engage in various behaviors and efforts (which could include artifice, persuasion or other means) to influence consumer choice. Firms and consumers are said to be engaging in economic exchanges in pursuit of their own benefit, however calculated or construed. This quarter-long program begins a two-quarter program sequence examining (1) interdisciplinary approaches to the study of consumer behavior, firm marketing behavior and their consequences, as well as (2) an introduction to the art and science of marketing, as reflected in the theories, models and techniques employed in the marketing discipline today. In fall quarter, we will review the literature from marketing and related disciplines (e.g., economics, psychology and sociology) including classic, critical, practical and recent books, essays and studies, with an eye toward identifying the theories, models and perspectives that help illuminate real-world behavior by firms and consumers. While the primary focus will be on the behavior of marketing firms and consumers in their interdependent courtship of each other in the marketplace, positive and negative spillover effects (i.e., consequences, intentional or not) of these exchanges in the marketplace will also be examined. Students enrolled in the 12-credit section will participate in an additional research workshop. Topics may include social networking, consumerism and marketing; consumering and/or marketing to women; consumerism and/or marketing to children; and marketing and (anti-)consumerism in other countries or cultures. The underlying goal of the Research Workshop is to help students develop skills in social sicence research. | business, marketing, management, psychology, sociology, economics, consumer and leisure studies. | David Shaw Shoji Kamise | Sophomore SO Junior JR Senior SR | Fall | ||||
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Marketing and (Anti-)Consumerism (full-time)
David Shaw |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Marketing and (Anti-)Consumerism was initially advertised as a full-time program, but it has been changed to a half-time program. You may see its description at . | business, marketing, management, psychology, sociology, economics, consumer and leisure studies. | David Shaw | Sophomore SO Junior JR Senior SR | Fall | ||||
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Mind-Body Medicine
Mukti Khanna and Joanna Cashman consciousness studies cultural studies health psychology Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation settings. Applied skills training will focus on energy psychology, qigong, expressive arts therapy, somatic practices, communication skills and mindfulness in psychotherapy. Questions to be explored include "What practices are emerging at the creative edge of health care?" and "How are healthcare providers preparing themselves to work in an integrated healthcare system?" The program will include a variety of approaches to learning including seminar, theoretical assessments, open space learning formats, guest speakers, dialogue and extended workshops. Students will be supported in developing practices based on the principles of mind-body medicine. Students will work with faculty to develop a Cocreative Learning Plan for winter quarter and write a proposal for either a project study or internship to be implemented in winter quarter. Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Students can take up to 4-16 credits of project or internship studies through the program in winter quarter. Modules in seminar readings and continuing skills training will be offered for 4 credits each within the program for students who choose to integrate this focus in their winter program work. Student project and internship work will be presented in a symposium at the end of the program. | counseling, health, health care practice, psychology, and social and human services. | Mukti Khanna Joanna Cashman | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Mind-Body Medicine
Mukti Khanna |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | SuSummer | Mind-Body Medicine focuses on the applications of sociocultural, psychosocial, and behavioral knowledge relevant to health and wellness. The course will explore historical foundations of mind-body medicine in addition to clinical practices including energy psychology, qigong, expressive arts therapy, somatic practices and mindfulness. Questions to be explored include "What practices are emerging at the creative edge of healthcare?" and "How are healthcare providers preparing themselves to work in an integrative healthcare system?" | health, psychology, alternative and complementary medicine | Mukti Khanna | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Mindfulness Psychology: Contemplative Clinical Science
Jamyang Tsultrim |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | SSpring | This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders and other health conditions. Students will explore the similarities and differences between Mindfulness Psychology and Western Cognitive-Behavioral Therapy and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading and discussion. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Multicultural Counseling: An Innovative Model
Heesoon Jun communications consciousness studies cultural studies gender and women's studies health psychology Signature Required: Fall |
Program | SR ONLYSenior Only | 16 | 16 | Day | FFall | WWinter | SSpring | This program will allow students to examine the efficacy of existing psychological counseling paradigms and techniques for a diverse population. One of the program goals will be to increase the students' multicultural counseling competency through transformative, non-hierarchical and non-dichotomous approaches to learning. We will use a wide range of instructional strategies, such as lectures, workshops, films, seminars, role-playing, group discussions, videotaping, field trips, guest lectures and internship case studies. During fall quarter, students will learn at least seven personality theories and counseling skills based on these theories. In winter quarter, students will learn to incorporate scientific inquiry into clinical inquiry and will learn abnormal psychology and its effectiveness with multicultural populations. In spring quarter, students will learn ethics in helping professions. Consciousness studies, psychological research interpretation, studies in internalized oppression/privilege and systematic oppression/privilege, multicultural counseling theories and practice, and social justice and equity will be emphasized throughout the year. In both winter and spring quarters, students will be required to complete internships of 10 hours per week in local counseling/mental health settings, providing opportunities to apply their classroom learning in a practical setting. | allopathic and complementary medince, ethics in the helping professions,multicultural counseling theory and skill building, personality theories, psychological counseling, psychological research interpretation, psychology (abnormal, clinical, developmental), studies of oppression and power, social work, and school counselling. | Heesoon Jun | Senior SR | Fall | ||
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The Past and Future of American Youth
Zoe Van Schyndel, Candace Vogler and Stephanie Coontz economics gender and women's studies history law and public policy psychology sociology |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | This program covers the history and contemporary sociology of American youth, with an additional emphasis on ethnography. First we examine the changing history of family life, child rearing, and the transition to adulthood from colonial times through the 1970s, paying particular attention to the socioeconomic communities as well as the family settings in which these take place. We also explore changes in courting and sexuality for young people during the same span of time. Again, we examine variations in these experiences by race, class and gender. Indeed, the final four weeks of the program focus specifically on the contrast between the hopes raised by youthful participation in the civil rights movement in the 1950s and 1960s and the obstacles facing impoverished inner-city youth during the 1980s. Winter quarter we turn to recent developments, including the changing opportunities and constraints of the work world, new trends in forging intimate relationships, changes in expectations and patterns of courtship and marriage, and the establishment of a new stage of life that one author calls "emergent adulthood." We will read several different points of view about how families, schools and other institutions reproduce or ameliorate economic, racial, class, ethnic and gender differences. We will also discuss the relative weight of factors that contribute to success, including cultural heritage, timing and persistence, and consider what changes might offer more youth the opportunity to fulfill their potential. In both seminar discussions and frequent papers, students will be expected to demonstrate a firm command of the program material and to critically analyze conflicting historical and sociological theories about the causes and consequences of the phenomena we studied. Reading and writing demands are heavy, and faculty will give detailed feedback on students' written work, with the expectation that students will then revise their papers. In addition to the historical and sociological content of the program, students will do 7-8 hours service-learning work per week in a local elementary school or a low-income after-school program. They will work as classroom aides, but after receiving some training in taking ethnographic field notes, they will also write daily summaries of their observations and type a paper on their experience at the end of each quarter. | sociology, history, psychology, family law, public policy and personal finance. | Zoe Van Schyndel Candace Vogler Stephanie Coontz | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Personality Theories and Counseling Techniques
Kelly Brown |
Program | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Day | SuSummer | Students will develop an understanding of the major theories of personality and the counseling techniques that are used in treatment. During the first half of the program, students will explore ideas which look at what accounts for individual differences among people, why people might act in the ways in which they do, and why they might change. In the second half, students will learn counseling skills and techniques. Students will be able to apply their knowledge of various theories and techniques to case examples and other real-life scenarios. Students may attend either the first half, the second half, or both. | psychology, social work | Kelly Brown | Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Psychology: Child and Family Development
Candace Vogler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | In this advanced class we will focus on attachment theory and family systems theory as lenses into understanding the complexity of working with children and families in many settings: education, mental health, psychology etc. We will use psychological texts, fiction, films and personal histories to understand the interplay between biological endowment, early attachment and family development as well as the external constraints families and children face, including poverty, out-of-home placement, schools and trauma. Work in class will include seminars, role-plays, some lecturing. Students will journal regularly, write 4 short response papers. and one longer paper. Self and faculty evaluations are required. | Candace Vogler | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Psychology: Clinical Interviewing
Candace Vogler |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | This course is intended for students interested in careers involving interpersonal relationships including counseling, teaching, social work, and psychology. Studies in basic developmental theory will supplement class work focused on developing skills in intentional interviewing and how these skills connect to family systems concepts. Students will explore how their own history reflects and shapes their work with others, as a foundation for further learning, academic training, and experience. Students must use their own audio tape and playback equipment or equipment available through media loan to transcribe and analyze in-class interviews and role plays as they develop skills in understanding the role of the observer in gathering clinical, personal, and ethnographic information. Self and faculty evaluations are required. | Candace Vogler | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Psychology of Dreams
Donald Middendorf |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | We will focus on the modern understanding of dreams from a variety of viewpoints. After a review of dream theories from the dawn of recorded history through the 19th century, we’ll briefly cover the works of early twentieth century psychologists such as Freud and Jung. Then we’ll discuss modern experimental studies of dreaming including the effects of gender and aging on dream content as well as lucid and “paranormal” dreams. Come prepared for an exciting examination of the world of dreams! | pscyhology, biology, consciuosness studies | Donald Middendorf | Tue Tue Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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So You Want to be a Psychologist
Carrie Margolin |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services, and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, covering both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings. Among our studies will be ethical quandaries in psychology, and the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip. There’s no better way to explore the range of activities and topics that psychology offers, and to learn of cutting edge research in the field, than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year’s convention will be held in Los Angeles, California on April 28-May 1, 2011. | psychology, social work, and education. | Carrie Margolin | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Social Work in Action
Leslie Johnson |
Program | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | This program is designed to help you explore the broad scope of social work as a profession in medical settings; mental health and non-profits; and local, state, and federal governments. You will gain a clear understanding of the origins of social work in social change and the unique strengths perspective of social work practice. Students will complete readings exploring the history and impact of social work in action as well as the spirit that drives it. Students will also learn how to develop an idea for social change into a working proposal. | social work and the many areas of concentration in which social work is practiced such as medical settings, schools, businesses, non-profits, and government. | Leslie Johnson | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Statistics and Research Methods for Psychology and Other Social Sciences
Carrie Margolin |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics. | psychology, social services, health care, education | Carrie Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Student Originated Studies: Psychology (fall)
Carrie Margolin Signature Required: Fall |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | This SOS is an opportunity for students to do intermediate to advanced work in psychology. Students will work independently on their own individual projects or areas of study. Areas of study may include prerequisites for graduate work. Empirical research projects are welcome. Students are encouraged to cluster together around projects that reflect their shared interests. The format also includes a biweekly seminar for discussion of assigned readings in cognitive neuroscience. In addition, students will meet in a biweekly forum. In the forum, students will share work-in-progress to get feedback and advice. The forum is intended to provide a sense of community and support to students. All other contract obligations will be worked out individually with the faculty member. Priority will be given to students with well-developed plans for their studies; they should submit a draft contract to the faculty for further refinement and signature. Those students with less-developed ideas for their studies must meet with the faculty for help in expanding their plan of study prior to submitting their draft contract. | psychology and empirical research in psychology, social work, eduction and social sciences. | Carrie Margolin | Sophomore SO Junior JR Senior SR | Fall | ||||
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Student Originated Studies: Psychology (winter)
Carrie Margolin Signature Required: Winter |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | WWinter | This SOS is an opportunity for students to do intermediate to advanced work in psychology. Students will work independently on their own individual projects or areas of study. Areas of study may include prerequisites for graduate work. Empirical research projects are welcome. Students are encouraged to cluster together around projects that reflect their shared interests. The format also includes the option of a 4-credit biweekly seminar for discussion of assigned readings in cognitive neuroscience. All other contract obligations will be worked out individually with the faculty member. Priority will be given to students with well-developed plans for their studies; they should submit a draft contract to the faculty online for further refinement and signature. Those students with less-developed ideas for their studies must meet with the faculty for help in expanding their plan of study prior to submitting their draft contract. | psychology, social work, education, and social sciences. | Carrie Margolin | Sophomore SO Junior JR Senior SR | Winter | ||||
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Theories of Personality
Susan Cummings |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory and the effect of personal history on theoretical claims. This upper-division course provides prerequisites for many graduate programs in psychology. | Susan Cummings | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Therapy Through the Arts
Gilda Sheppard and Carl Waluconis |
Program | FR - SRFreshmen - Senior | 8, 16 | 08 16 | Day and Evening | SuSummer | The course explores the role that movement, visual art, music, writing, and media play in problem-solving and the resolution of internalized fear, conflicts, or blocks. Through hands-on activities, field trips, readings films/video, writing, and guest speakers, students discover sources of imagery as tools to awaken creative problem solving from two perspectives: creator and viewer. Students interested in human services, media, and education will find this course engaging. There are no prerequisite art classes or training required, and students can enroll in the course a second time. (Equivalencies and content will be enhanced for returning students.) Students may attend either day or evening sessions. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Turning Eastward: Explorations in East-West Psychology
Ryo Imamura consciousness studies cultural studies psychology religious studies Signature Required: Winter |
Program | FR - SOFreshmen - Sophomore | 16 | 16 | Day | FFall | WWinter | Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding—our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology’s neglect of the living mind—both in its everyday dynamics and its larger possibilities—has led to a tremendous upsurge of interest in the ancient wisdom of the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In direct contrast, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. We will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought—the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns. | personality theory, abnormal psychology, Jungian psychology, ethics in psychotherapy, cross-cultural counseling, gerontology, Buddhist Studies, Asian psychology, socially engaged Buddhism, Chinese spiritual paths, social work, education, Transpersonal Psychology, and studies in death and dying. | Ryo Imamura | Freshmen FR Sophomore SO | Fall | |||
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Workplace Psychology
Dariush Khaleghi |
Course | SO - SRSophomore - Senior | 4 | 04 | Evening | SSpring | Workplaces of the 21st century require managers and leaders to understand and apply psychology to increase individual, teams, and organizational effectiveness. Today’s workplace is multicultural, multigenerational, and technological. Economic factors drive continuous downsizing, restructuring, and reorganizing that have significant psychological impact on employees and organizations. Understanding and influencing human behaviors, perceptions, motivations, and interactions in groups in times of continuous change will provide companies with a competitive advantage. This course helps students understand and apply psychology to create a more productive and healthy workplace. | Dariush Khaleghi | Wed | Sophomore SO Junior JR Senior SR | Spring |