Andrea S. White

Neuroscience of College Life: Sleep and Stress

NEUR 115

This course will examine the brain physiology of stress and sleep, the impact of these systems on everyday human behaviors and functions, and the impact of everyday human behaviors on sleep and stress. Sleep and stress interactions with physiological systems relevant to physical and mental health will be studied. We will look specifically at the interactions of nutrition, screen use, and studying (learning and memory) with both sleep and stress, and discuss their implications for both personal behavior and public policy. This course is designed for first year students: some emphasis will be placed on discussing the neuroscience of current research on stress management, sleep interventions, study techniques, and other issues affecting and affected by college life. Student projects will include reflective engagement on the course topics and the development of techniques to apply what is learned. This course can be paired with NEUR 105, NEUR 212, NEUR 265, NEUR 275 or NEUR 291 in order to satisfy the Natural Science distribution requirement. The course is a non-majors introductory course and has no prerequesites. Anyone who plans to major or concentrate in Neuroscience will need to take “Introduction to Neuroscience” (NEUR 212). Only open to first-year students.

ST: Neuro of Sleep & Stress

NEUR 191

Research Design & Analysis in Neuroscience

NEUR 250

This course introduces students to the basic experimental design and data analysis approaches used when conducting research in neuroscience. It will provide you with an understanding of the ways in which neuroscientists design studies, analyze data and communicate the results of their investigations of the brain and its relationship to behavior. You will be exposed to the style and language of scientific writing through reading and critiquing primary sources of scientific information. We will also discuss ethical considerations in using human and non-human research subjects, the appropriate use of common parametric and non-parametric statistical tests, effective graphical representation of data, and factors that affect the analysis and interpretation of data such as small sample size, reliability, statistical rigor and chance. This course paired with any neuroscience course counts toward the natural science diversification requirement. Prerequisite: NEUR 212 or permission of instructor.

Behavioral Neuroscience of Adolescence

NEUR 265

This course will examine the emerging scientific human and animal research findings of how the brain changes during adolescence. Coverage will include associated psychological and social functioning, including cognition, multi-tasking, emotional processing, sleep and some pathologies. With an emphasis on the vulnerability and resiliency of the adolescent brain, we will examine appetitive behaviors (e.g., drug use, gambling), risky decision making, changes in and management of daily mood and the onset of some psychiatric disorders in social and cultural contexts. We will connect these to the structural, functional and chemical changes in the brain during the second decade of life. While implications for clinical treatments will also be discussed, the primary emphasis will be normal development and some diseases that emerge in adolescence. This course paired with any neuroscience course counts toward the natural science diversification requirement. Prerequisite: NEUR 212 or PSYC 100.

Research in Neuroscience

NEUR 385

This combined discussion and laboratory course aims to develop abilities for asking sound research questions, designing reasonable scientific approaches to answer such questions, and performing experiments to test both the design and the question. We consider how to assess difficulties and limitations in experimental strategies due to design, equipment, system selected, and so on. The course provides a detailed understanding of selected modern research equipment. Students select their own research problems in consultation with one or more neuroscience faculty members. This course is designed both for those who plan to undertake honors research in their senior year and for those who are not doing honors but who want some practical research experience. A student can begin the research in either semester. If a year of credit is earned, it may be applied toward the research methods course requirement for the major. This course is repeatable for up to 1.50 units of credit. Permission of instructor required. This course, taken twice, paired with any other .50 unit neuroscience course counts toward the natural science diversification requirement. Prerequisite: BIOL 109Y-110Y and NEUR 212.

Introduction to Psychology

PSYC 100

Psychology is the study of behavior and mental processes. In this introductory course, we will explore a variety of areas in which psychologists conduct research: the biological foundations of behavior, sensory and perceptual processes, cognition, learning and memory, developmental psychology, personality and social psychology, psychological disorders, and variability in behavior related to culture. This course is only open to first-year and sophomore students. This counts toward the foundations requirement for the major. No prerequisite. Offered every semester.

Educational Psychology

PSYC 224

This course involves the study of cognitive, developmental and motivational processes that underlie education. We also examine teacher behavior and other applications of psychology to education. Research and theory on student learning, motivation and development provide the core readings for the course. Individual and group differences as applied to learning environments will be addressed. Other topics include multicultural education, achievement motivation, special education, public policy with respect to education, education outside of schools and recent trends in schools and education. Students will develop their own teaching philosophy. Connections among a variety of disciplines (e.g., history, sociology, political science) will be stressed, as well as links to the real world beyond the classroom. This course is appropriate for those interested in teaching, coaching or mentoring. This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5.Generally offered every year.

Health Psychology

PSYC 230

Health psychology addresses the cognitive, social and emotional factors related to health and illness, with an emphasis on the prevention and modification of health-compromising behaviors. A biopsychosocial approach is used to address topics such as: promotion of good health and prevention of illness; the recovery, rehabilitation and psychosocial adjustment that correspond with health problems; and the role of stress and coping in illness. This counts toward the clinical issues and health requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Offered every other year.

Adult Development

PSYC 322

This course provides an overview of developmental issues related to adult life and an in-depth examination of some current theory and research in adult development and aging. We will cover the psychological, social and biological dimensions of adult development, including personality, learning and memory, family psychopathology and some clinical interventions from emerging adulthood through the lifespan. This counts toward the person and society requirement for the major. Prerequisite: PSYC 250. Generally offered every other year.

Educational Psychology

PSYC 324

This course involves the study of cognitive, developmental and motivational processes that underlie education. We also examine teacher behavior and other applications of psychology to education. Research and theory on student learning, motivation and development provide the core readings for the course. Individual and group differences as applied to learning environments will be addressed. Other topics include multicultural education, achievement motivation, special education, public policy with respect to education, education outside of schools and recent trends in schools and education. Students will develop their own teaching philosophy. Connections among a variety of disciplines (e.g., history, sociology, political science) will be stressed, as well as links to the real world beyond the classroom. This course is appropriate for those interested in teaching, coaching or mentoring. This counts toward the developmental perspectives requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5.

Health Psychology

PSYC 330

Health psychology addresses the cognitive, social and emotional factors related to health and illness, with an emphasis on the prevention and modification of health-compromising behaviors. A biopsychosocial approach is used to address topics such as: promotion of good health and prevention of illness; the recovery, rehabilitation and psychosocial adjustment that correspond with health problems; and the role of stress and coping in illness. This counts toward the clinical issues and health requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Offered every other year.

Individual Study

PSYC 493

Individual study in psychology allows students the opportunity to pursue research on a topic of special interest. The course is designed in consultation with a faculty mentor. The level of credit can range from 0.25 to 0.5 unit of credit and students may take more than one semester of individual study. Typically, only juniors or seniors may pursue this option. To enroll, a student must first identify a member of the psychology department who is willing to mentor the project. The student must give the department chair a written description of the project, including the nature of the proposed work and a list of references. The project should include reading and reviewing scientific literature and will likely entail a research project in which original data are collected. The student and faculty member are expected to meet, on average, once a week. The final project will likely be a paper written in the style of the American Psychological Association. Additional assignments may be required as well, including a public presentation. The amount of work required for the individual study should approximate that required of other 300-level psychology courses. It is possible for students to pursue a group project but more work will be expected for the completed project and each student will write her or his own individual paper. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline.