lsa curriculum committee minutes of january 27, … · lsa curriculum committee. minutes of january...

LSA CURRICULUM COMMITTEE Minutes of January 27, 2015

PRESENT: Paula Berwanger, Residential College; Rosario Ceballo, Psychology; Andries Coetzee, Linguistics; Jason Colella, LSASG; Christopher Dick, EEB; Angela Dillard (Chair), Dean’s Office; Tim Dodd, Academic Advising; Kalli Federhofer, German; Phil Gorman, Academic Advising; Lori Gould, Dean’s Office; Marjorie Horton, Dean’s Office; Reid Klootwyk, LSASG; Rachel Liang, LSASG; James Liu, Physics; Jennifer Myers, Residential College; Esrold Nurse, Academic Advising; Damani Partridge, Anthropology/DAAS; JoAnn Peraino, Dean’s Office; Shelly Schreier, Psychology; Charlotte Shreve, LSASG; Susan Tepaske-King, Academic Advising; Donna Wessel Walker, Honors; Evans Young, Dean’s Office.

Guests: Stephanie Rowley, Professor and Chair, Department of Psychology Brian Wallace, Student Services Manager, Department of Psychology Natasha Dabrowski, President, LSASG Rachel Rickles, Academic Relations Officer, LSASG Cory Walsh, Vice President, LSASG

The meeting came to order at 3:10 pm.

MINUTES

Minutes for 1/20/15 were approved.

BIOPSYCHOLOGY, COGNITION, AND NEUROSCIENCE

The Department of Psychology educates 15% of the students in LSA. If it were a separate College, it would be the third largest after LSA and Engineering. Even small changes in their curriculum have ripple effects. This is why the Curriculum Committee asked Prof. Rowley and Brian Wallace to come to our meeting to talk through the changes being proposed to modify the Biopsychology, Cognition, and Neuroscience (BCN) Major and anticipated changes to the Psychology Major.

Brian Wallace shared that the department began looking at their curriculum a couple of years ago. Their conclusion was that it is not transparent or easy for students to plan the sequence of courses they needed to take. They looked at each course and found that their 300 and 400 level courses were a mixture of large- and small-enrollment classes at both levels. The prerequisites for courses in the same field were not well-aligned.

The resulting BCN Major modification and accompanying Course Approval Request Forms (CARFs) presented to the Curriculum Committee demonstrate a plan to create broadly themed, large enrollment 300 level courses and more specialized, smaller enrollment 400 level courses which build on the 300 level courses. The larger 300 level courses will free up faculty to teach 400 level seminars. To meet anticipated demand for the seminars, some will be taught by GSIs. This will meet one of the curricular reform goals to give majors the opportunity for smaller courses in their senior year. Another goal of this reform is to create more transparency for students so that they will be more prepared to plan ahead 1-2 years.

New course PSYCH 220: Introduction to Biopsychology for Non-BCN or Non-Neuroscience Majors is being created in part to help alleviate the persistent enrollment pressure on PSYCH 230

and 240. Research shows that of ~1400 students who took PSYCH 230 between Fall 11 and Winter 13, only 157 went on to declare Psychology. Most of the rest declared either Neuroscience or BCN. The creation of PSYCH 220 should draw off many of the students who want to major in Psychology, thus freeing up seats in PSYCH 240.

The Curriculum Committee urged the department representatives to strongly consider keeping the prerequisites for the three majors in parallel with each other. This will go a long way toward the department goal to keep their curriculum transparent and will help students who are still deciding among the department’s majors. The committee shared the recent experience in the Biology department whose majors all had parallel prerequisites. Against the committee recommendations, the department changed the prerequisites for some of their majors and not the others. As a result the department fielded numerous questions, concerns, and confusion among students and advisors. The following term the department saw the wisdom of keeping the prerequisites parallel and subsequently updated all their prerequisites accordingly.

Modifications to the Psychology major are still under discussion in the department. Additionally the department is working closely with the leadership of the Neuroscience Major with regard to offerings and course modifications.

STUDENT GOVERNMENT PRESENTATION

Representatives of LSA Student Government presented on recent, current, and future initiatives (attached).

MAJOR MODIFICATION PROPOSALS (ATTACHED)

Modifications to the following major were approved:

• Biopsychology, Cognition, and Neuroscience

LSA COURSE APPROVAL REQUESTS (ATTACHED)

1. The committee approved 31 course approval requests: 15 new courses, 12 modifications, and 4 deletions as summarized in the Course Approval Appendix.

2. The following courses were approved for distribution effective either Fall 2015: a. SS: COMM 159 b. NS: PSYCH 220; PSYCH 330; PSYCH 332; PSYCH 333; PSYCH 334; PSYCH

336; PSYCH 337; PSYCH 339; PSYCH 340; PSYCH 343.

The meeting was adjourned at 4:45 pm.

NEXT MEETING: SUBCOMMITTEES TUESDAY, FEBRUARY 3, 2015

LSA Student Government

Presentation to Curriculum Committee January 27, 2015

Overview of Projects ● Entrepreneurship Minor ● Course Syllabi Archive ● Public Course Evaluation Data ● Race & Ethnicity Requirement Evaluation ● Public Health Minor ● SAPAC Syllabus Language ● Research Opportunity Access

Entrepreneurship Minor ● LSA SG passed a resolution supporting the

creation of the Entrepreneurship Minor in mid-November

● Alumni Connections Event Thursday,

February 5 at 6pm in Pond Room of the Union

Course Syllabi Archive ● LSA SG developed the Course Syllabi

Archive ● Departments are encouraged to upload

course syllabi to LSA Course Guide

Public Course Evaluation Data ● LSA SG is working with the Registrar’s

Office to provide feedback on public course evaluation data interface

● Website has been created, waiting on

administrative approval

Race & Ethnicity Requirement ● Constructive student participation in

evaluation of requirement ● Subcommittee to be developing evaluation

plan

Public Health Minor ● Student interest in interdisciplinary focus on

public health ● Student survey data on Public Health Minor:

SAPAC Syllabus Language ● Proposal by SAPAC student leaders ● Include language about the University’s

Student Sexual Misconduct Policy on course syllabi

● LSA SG seeing a resolution soon

Research Opportunity Access ● Exploring formal and informal ways that

students find research opportunities ● Assessing challenges of identifying research

opportunities

Thank you! Questions?

Brian Wallace, Director, Student Academic Affairs

To: JoAnn Peraino, LSA Curriculum and Enrollment Manager

From: Brian Wallace, Director, Psychology Student Academic Affairs

Date: November 6, 2014

Re: Revisions to the Biopsychology, Cognition, and Neuroscience Major

The Department of Psychology proposes revisions to the curriculum for the Biopsychology, Cognition, and Neuroscience major (BCN). The goal of the curriculum is to establish a four-tier structure that allows students to progress from a broad introduction to the BCN major to greater depth in specific areas of inquiry within the field. In order to accomplish this, some courses had to be renumbered and several new courses have been developed to address gaps in the current curriculum.

The major will continue to require a minimum of 40 credits including prerequisites and courses within the major. The prerequisites will be limited to two courses.

Prerequisites to the Major (8 credits)-- one Intro Psych course and Stats 250 Cat# Title Prerequistes 111 Intro Psych 112 Intro Psych NS 114 Intro Psych Honors

Stats 250 Intro Stats

This is a reduction of the prerequisite requirement from the current four courses and 16 credits to two courses and 8 credits. Students will be able to declare the major before having completed 8 credits of 200-level Psych coursework. At the 200-level, students will take two core courses, one in behavioral neuroscience and one in cognitive psychology, and choose one breadth course from a list of five.

Core (8 credits.)- both courses required (taught every Fall and Winter; 3 hrs lec. & 1 hr dis.) Cat# Title Prerequistes Notes 231 Intro to Behavioral Neuroscience Intro Psych or Intro Biology New number 240 Intro Cog Psych Intro Psych

Breadth (4 credits)—choose one (every Fall and Winter; 3 hrs lec. & 1 hr dis.) 250 Intro to Developmental Intro Psych 270 Intro to Psychopathology Intro Psych 280 Intro to Social Intro Psych 290 Intro to P&SC Intro Psych 291 Psych of Women and Gender Intro Psych

Courses at the 300-level are higher level courses that examine foundational areas of study with biopsychology, cognition, cognitive neuroscience, and neuroscience. Students will take at least two courses at the 300-level. The department will offer each of the 300-level courses at least once in each two year period.

300-Level (enrollments of 60-180) - at least two courses (minimum of four courses at 300-level and abovCat# Title Prerequistes Notes 330 Topics in Biopsych 231 New course 333 Affective Neuroscience 231 New course 334 Neuroscience of Learning & Memory 231/Bio225 New number; was 400-level 332 Biopsy of Rhythms & Behav 231 or 335 or 240 New number; was 400-level 335 Intro to Animal Behavior 111/112, Bio, Anthro

336 Drugs of Abuse 231 or Bio 225 New number; was 400-level 337 Hormones & Behav 231 New number; was 400-level 338 Primate Soc Behav I (Anthro)

Anthro home

339 Biopsy of Cooperation 231 or 232 New course -syllabus 340 Topics in CCN 240 New course 343 Cog Neurosci of Learning and Memory 240 New course - syllabus 345 Human Neuropsychology Intro Psych 346 Learning & Memory 240 347 Perception 240 348 Psych of Thinking 240 352 Dev of Lang and Thought Psych 250 355 Cognitive Development Psych 250 356 Educational Psychology Psych 250

358 Psych of Adolescence Psych 250 New number; was 400-level 359 Psych of Aging Psych 250

By offering 300-level courses at enrollments of 60-180 we accomplish two important goals. Students will be able to register for important foundational courses that address their interests and prepare them for more advanced, in-depth, and more narrowly-focused seminars at the 400-level. Secondly, we expect that offering more seats at the 300-level will give each major the opportunity to

participate in at least one small 400-level seminar during the senior year, something we have struggled to do with the current distribution of courses. The 400-level seminar courses will be offered at least once in a two year period.

400- Level (enrollment 30)--at least one courses Cat# Title Prerequistes Notes

414/WS 452 Sexuality and Science

Any WS or Intro Psy New number

420 Tutorial Reading Core course 430 Selected Topics in Biopsych 231 or 335 431 Selected Topics in Behavioral Neurscience 231 432 Selected Topic in Evol & Comparative Psych 335 433 Selected Topics in Neuroscience 231 or Bio 225

434 Neuroscience of Fear & Anxiety 231 & one 33X New course 435 Neurobio of Atten and Atten disorders 231 New number 438 Primate Soc Behav II (Anthro) Psych 338 Anthro home 440 Curr Topics in Cog Neuroscience Psych 240 New course 441 Neuroscience and Society Psych 240 New course 442 Cog Neuroscience of Expertise Psych 240 New course 443 Creativity Psych 240 New course 444 Cognitive Aging Psych 240 New course 445 Psych of Language Psych 240 447 Special Topics Cog Psych Psych 240 448 Mathematical Psych Psych 240 449 Decision Processes Psych 240

Other components of the BCN major remain unchanged. A cognate course will continue to be required. The only change will be the addition of the newly introduced Introduction to Cognitive Science to the list of courses from which the students may select the cognate. The laboratory requirement remains the same, two courses for a minimum of five credits.

Cognate - one course

Cat# Title Prerequistes Notes CogSci 200 Intro to Cognitive Science Ling home

XXX Various courses- unchanged Anthr, Ling, MCDB, Phil

Labs - two courses (min. 5 credits), at least one must be methods-based

Methods-based Cat# Title Prerequistes Notes

Bio 226 Animal Physio Lab Bio 173 & 225 Bio Home 302 Res Methods in Cognitive Neuroscience Stats Renamed 303 Res Methods in Psych Stats & 1 gateway 331 Res Methods in BCN Stats 341 Adv Lab in Cog Psych Stats & 240

343 Critical Thinking Research Methods Stats & 240 New course 422 Faculty Directed Advanced Research Stats

423 Faculty Directed Advanced Research/ULWR Stats

424/426 Senior Honors Research Stats 428 Senior Thesis Stats

Research-based Cat# Title Prerequistes Notes

226 Undergraduate Research in Psychology-UROP 322 Field Practicum in Research Techniques

Cr/NCr

326 Faculty Directed Early Research for Psychology 422 Faculty Directed Advanced Research 423 Faculty Directed Advanced Research/ULWR

We are confident that this revised roster of courses will benefit students who choose the BCN major. The regularity with which courses are offered and the transparency of the four-tiered curriculum will assist students and their advisors in planning a course of study within the BCN major.

JoAnn Peraino <[email protected]>

BCN Modifications and PSYCH CARFs1 message

JoAnn Peraino <[email protected]> Wed, Nov 19, 2014 at 10:14 AMTo: Stephanie Rowley <[email protected]>, Brian Wallace <[email protected]>Cc: Philip Deloria <[email protected]>

Dear Stephanie and Brian,

I’m writing to let you know that the LSA Curriculum Committee voted to defer decisions both on themodifications to the BCN Major and on the Psychology course approval requests. So many questions wereraised about these proposals that the committee felt it best to invite you to come to one of the next CurriculumCommittee meetings so that you can address them in person. It appears from the material we've received thatthere are larger plans for changes in your majors beyond what has been submitted. Typically when a departmentis undergoing significant curricular revision, an overview of the big picture is presented in person to thecommittee. We would like to request this of you.

There are some specific areas of concern that we ask you to be prepared to discuss:

Renumbering PSYCH 230

Many of the questions centered around the renumbering of PSYCH 230 to 231 and plans to create a newversion of 230. Please explain the motivation behind creating two versions of an introduction toBiopsychology course. What is your department trying to accomplish by creating two versions of thiscourse? What is the difference between these two courses? There are several courses being modified orproposed which are limiting the prerequisite to just 231, yet the syllabi for these courses do not appear toreflect any change in content. The committee strongly recommends not changing the historical numberon this course that is (and has been) taken by so many students. Instead we suggest using a newnumber for the new version (perhaps 220?).

Impact on PSYCH 240

Another major concern raised by the committee is about the ramifications of changing the prereqs to thismajor and how the new course will fit. Since 230 was a common prerequisite for both majors plus theNeuroscience major, students who haven’t yet decided which major to pursue will be drawn to take 240. As a result we predict there will be increased enrollment demand on 240 which already has long waitlistseach term. How is your department prepared to meet the increased demand? Has your departmentdiscussed these changes with the Director of the Neuroscience Program? The proposed changes willalso have an impact on Cognitive Science majors. Although 240 isn’t a prerequisite to this major, it is arequired course for the Decision and Cognition track and the current 230/proposed 231 is a prerequisite formany of their upperlevel electives. Has your department discussed these changes with the Director ofthe Cognitive Science Program?

Impact on student choice

We fear that the changes being proposed will result in students having to define their path earlier or limit

which major they can declare based on their early choice between 230, 231, or 240. Additionally with theadjustments to prereqs on upper level courses, their early gateway choice will limit what courses they cantake when they reach their junior or senior year. However the committee applauds the effort to define acapstone experience.

The Curriculum Committee has one more meeting this term on 12/2. The first full committee meeting inJanuary will be on 1/20. We meet from 3:105pm in 2001 LSA. Please let me know if you can both attend oneof these two meetings so that we can further discuss the ramifications of the proposals.

JoAnn Peraino

JoAnn PerainoLSA Curriculum and Enrollment ManagerUniversity of Michigan2242 LSAphone: (734) 7637139fax: (734) 9362956

tel:%28734%29%20936-2956

tel:%28734%29%20763-7139

LSA Curriculum Committee Course Approval Requests

1/27/2015

D 1.ModFall

2015

PSYCH 230Introduction to Biopsychology(UG Full 4.0, UG Half 4.0) (Regular) (A-E) Subcommittee Concerns: Why renumber? Dept Reply: We are creating a new Psych 230, Biopsychology, Cognition, and Neuroscience for Non-BCN Majors, that will serve as a gateway for the Psych major but will not meet the requirements for BCN.

MODIFICATION FROM TO

Home Course PSYCH 230 PSYCH 231

Course Title Introduction to Biopsychology Intro to Behavioral Neuroscience

Transcript Title Intro Biopsychology Intro Behav Neurosci

Time Sched Title Intro Biopsychology Intro Behav Neurosci

Credit Exclusions None Not available to students who have completed PSYCH 230

Supporting Statement: Renumbered and renamed to reflect actual content of course, the focus of which is on the kinds of questions traditionally addressed in behavioral neuroscience.

D 2.ModFall

2015

PSYCH 302Special Problems Lab in Psychology/Natural Science(UG Full 3.0-4.0, UG Half 3.0-4.0) (Regular) (A-E) Subcommittee Concerns: Why changing credit hours? Dept Reply: It will only be taught as a 3 credit course. Most of our lab courses have been 3 credits and we are moving all of them to that format, except for Psych 331 which has an additional experiential component.


Course Title Special Problems Lab in Psychology/Natural Science

Research Methods in Cognitive Neuroscience

Transcript Title Spec Lab Nat Sci Res Method in Cog NS

Time Sched Title Spec Prob Lab N S Res Meth in Cog NS

Short Course Descr None Research Methods in Cognitive Neuroscience

Credits UG Full 3.0-4.0, UG Half 3.0-4.0 UG Full 3.0, UG Half 3.0

Advisory Prereq's PSYCH 230 or 240 and permission of instructor. None

Enforced Prereq's (long)

None STATS 250 and [PSYCH 230, 231 or 240]

Permission To Enroll Instructor None

Supporting Statement: Title change and prerequisite change to reflect the content and expectations of the course. Permission of instructor no longer required.

D 3.ModFall

2015

PSYCH 458Psychology of Adolescence(UG Full 3.0, UG Half 2.0-3.0, Grad Full 3.0, Grad Half 2.0-3.0) (Regular) (A-E) Subcommittee Concerns:

Enf prereq PSYCH 250 is SS - how can this be NS? Please provide a more comprehensive dist supporting statement. Dept Reply: The first six lectures in the Adolescence course are devoted to the biology and physiology of the brain and cognitive development. The presentation of other aspects of adolescent development is informed by an understanding of the biology of the brain, hormones, and recent findings in

neuroscience. Psych 250 is a Social Science course, but as noted in a recent syllabus for the course, "Although the content is primarily drawn from research and theories in developmental psychology, this course will emphasize the biological mechanisms of development and will integrate relevant neuroscience findings."



Course Level UG/Rack Grad Undergraduate Only

Credits UG Full 3.0, UG Half 2.0-3.0 Grad Full 3.0, Grad Half 2.0-3.0

UG Full 3.0, UG Half 3.0

Advisory Prereq's PSYCH 250 None


None PSYCH 250

Meets Distr Req NS

Supporting Statement: The course is being renumbered to reflect that it is a third tier course in the department's four tiered curriculum. The essential reason for the dropping of Psych 240 from the acceptable prerequisites to X3X courses is that the changes to the curriculum stem from our effort to make the curriculum developmental, in that, students take Intro Psych (111,112) which prepares them for the Biopsych breadth courses (Psych 231), which in turn prepares students for Psych 33X foundational courses, and the more narrow and in-depth 43X courses. This change in prerequisites will allow instructors to assume a particular body of knowledge for students in the 300-400 level courses Distribution Supporting Statement: This course examines the biological underpinnings of the current state of theory, research and practice regarding adolescent development, including biological, cognitive, and behavioral changes.

C 4.NewFall

2015

PSYCH 330Topics in Biopsychology(UG Full 3.0) (Regular) (A-E) Short Course Description: This course presents topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of biopsychology.Extended Course Description: This course presents topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of biopsychology.Meets Distr Req: NS

Meets Gen Req: BS

Repeat for Credit? YesMax Times Crs Can Be Elected: 2Max Total Credits: n/aElect More Than Once in Same Term? Yes

Enforced Prereq's: PSYCH 231 (230)

Crs Requirements: Students will be responsible for specific readings and will write a final paper on a topic agreed upon by student and faculty.

Intended Audience: Junior BCN and Neuroscience Major

Class Format: Lecture

Assessment: The class meetings will include discussion of course materials which will allow the instructor to determine the level of engagement with the content of the readings and lectures, as well as to clarify material as requested by the students. The syllabus and course materials will be reviewed annually, and the Department Student Academic Affairs Chair or proxy will visit the classroom to observe the instructor and students when appropriate.

Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic. Distribution Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior BS Eligibility Supporting Statement:

This course examines the biological underpinnings of certain aspects of human and animal behavior

C 5.New

Winter 2016

PSYCH 339Biopsychology of Cooperation(UG Full 3.0) (Regular) (A-E) Short Course Description: This course will provide an in depth look at the evolution and neuroscience of cooperation.Extended Course Description: This course will provide an in depth look at the evolution and neuroscience of cooperation.Meets Distr Req: NS

Meets Gen Req: BS

Repeat for Credit? No

Enforced Prereq's: PSYCH 231(230) or 335

Crs Requirements: Students read journal articles,discuss them, write papers, and do presentations. There will also be a take home test (short essay). Summary Sheets: 30 points Take home test: 40 points Paper (part 1): 40 points Paper (part 2): 60 points Presentation: 30 points Total = 200




Supporting Statement: The course would fill an important gap in the current instructional program and add a much-needed additional course for advanced undergraduate students. This course links biopsychology with the other areas of study in psychology because its leads up to topics such as neuroeconomics, social cognition, and other topics that make societal organization possible. Distribution Supporting Statement: This course provides a systematic introduction to the motivation and neuroscience of cooperation, covering all levels of analysis, from cellular mechanisms to major anatomical systems. BS Eligibility Supporting Statement: This course provides a systematic introduction to the motivation and neuroscience of cooperation, covering all levels of analysis, from cellular mechanisms to major anatomical systems.

C 6.NewFall

2015

PSYCH 340Topics in Cognition and Cognitive Neuroscience(UG Full 3.0) (Regular) (A-E) Short Course Description: This course presents topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of cognition and cognitive neuroscience.Extended Course Description: This course presents topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of cognition and cognitive neuroscience.Meets Distr Req: NS

Meets Gen Req: BS


Enforced Prereq's: PSYCH 240


Intended Audience: Junior BCN, Psych, and Neuroscience students.


Assessment: The class meetings will include discussion of course materials which will allow the instructor to determine the level of engagement with the content of the readings and lectures, as well as to clarify material as requested by the students. The syllabus and course materials will be reviewed

annually, and the Department Student Academic Affairs Chair or proxy will visit the classroom to observe the instructor and students when appropriate.

Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic. Distribution Supporting Statement: This course examines the biological and cognitive underpinnings of certain aspects of human behavior. BS Eligibility Supporting Statement: This course examines the biological and cognitive underpinnings of certain aspects of human behavior.

C 7.New

Winter 2016

PSYCH 343Cognitive Neuroscience of Learning and Memory(UG Full 3.0) (Regular) (A-E) Short Course Description: This course covers basic aspects of human memory, as well as advanced topics such as autobiographical memory, emotion and memory, repressed memory, and eye-witness testimony. These topics will be covered from multiple perspectives including behavioral laboratory research, cognitive neuroscience, and practical applications. Extended Course Description: This course covers basic aspects of human memory, as well as advanced topics such as autobiographical memory, emotion and memory, repressed memory, and eye-witness testimony. These topics will be covered from multiple perspectives including behavioral laboratory research, cognitive neuroscience, and practical applications. Meets Distr Req: NS

Meets Gen Req: BS


Enforced Prereq's: PSYCH 231 (230) or 240

Crs Requirements: Readings will include original research articles as well as a textbook. Grades will be based primarily on four exams (mostly made up of short-answer questions) and discussions of the day's readings posted to CTools. Additional consideration will be given to class participation.




Supporting Statement: This is an upper-level course that covers learning and memory from a multidisciplinary perspective, with a particular emphasis on cognitive neuroscience studies. This course fills a gap in our current curriculum, and gives students the opportunity to examine ideas that are still a matter of active research and debate Distribution Supporting Statement: This course examines human learning and memory from the perspective of cognitive neuroscience. BS Eligibility Supporting Statement: This course examines human learning and memory from the perspective of cognitive neuroscience.

C 8.NewFall

2015

PSYCH 430Advanced Topics in Biopsychology(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of biopsychology.Extended Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of biopsychology.Meets Gen Req: BS


Enforced Prereq's: PSYCH 231(230) or PSYCH 335


Intended Audience: Senior BCN and Neuroscience Major

Class Format: Seminar


Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic. BS Eligibility Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior.

C 9.New

Winter 2016

PSYCH 431Advanced Topics in Behavioral Neuroscience(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of behavioral neuroscience.Extended Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of behavioral neuroscience.Meets Gen Req: BS







Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic. BS Eligibility Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior.

C 10.New

Winter 2016

PSYCH 432Advanced Topics in Evolutionary & Comparative Psychology(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of evolutionary and comparative psychology.

Extended Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of evolutionary and comparative psychologyMeets Gen Req: BS



Crs Requirements: Students will be responsible for specific readings and will write a final paper on a topic agreed upon by student and faculty




Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic. BS Eligibility Supporting Statement: The course will begin with a brief review of evolutionary concepts and evolutionary comparative methods and then move on to specific topics relating to animal cognition and its biological underpinnings.

C 11.NewFall

2015

PSYCH 433Advanced Topics in Neuroscience(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of neuroscience.Extended Course Description: This course will, in a seminar setting, present topics of special interest to students and faculty. Topics will vary according to the current research trends within this discipline of neuroscienceMeets Gen Req: BS


Enforced Prereq's: PSYCH 231 or BIOLOGY 225





Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic. BS Eligibility Supporting Statement: This course will examine the biological and molecular underpinnings of behavior.

C 12.NewFall

PSYCH 434Neuroscience of Fear & Anxiety(UG Full 3.0, Grad Full 3.0) (Regular) (A-E)

2015

Short Course Description: This seminar format course will examine the neurobiology of learning with a focus on studies of fear conditioning in animals and humans. Extended Course Description: This seminar format course will examine the neurobiology of learning with a focus on studies of fear conditioning in animals and humans. Classes will revolve around discussions of research articles assigned for readings. We will cover major studies on topics including anatomical circuitry and molecular mechanisms underlying fear, cued- and context fear conditioning, extinction, and memory reconsolidation. These topics will be discussed with respect to questions including: How do we use fear to study mechanisms of learning and memory? What does this research tell us about the neurobiology of fear specifically, and about learning and memory in general? What relevance do these studies have for human fear and anxiety disorders? Meets Gen Req: BS


Enforced Prereq's: PSYCH 231(230) & one of the following: PSYCH 330, 332, 333, 334, 335, 336, 337, 338, or 339.

Crs Requirements: The reading load will be 2-3 journal articles per week for discussion, plus 1-2 assigned background reading. No textbook will be assigned. Written assignments will include several short essays and a 10-15 page research paper. Grades will be assessed on the basis of participation in discussion, in class presentations, and written assignments




Supporting Statement: This course fills a gap in the current curriculum and introduces students to the neurobiology of learning with a focus on studies of fear conditioning in animals and humans. BS Eligibility Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior including anatomical circuitry and molecular mechanisms underlying fear, cued- and context fear conditioning, extinction, and memory reconsolidation.

C 13.NewFall

2015

PSYCH 440Advanced Topics in Cognitive Neuroscience(UG Full 3.0, UG Half 3.0) (Regular) (A-E) Short Course Description: This course, in a seminar setting, presents topics of special interest to students and faculty. Topics vary according to the current research trends within this discipline of cognitive neuroscience.Extended Course Description: This course, in a seminar setting, presents topics of special interest to students and faculty. Topics vary according to the current research trends within this discipline of cognitive neuroscience.Meets Gen Req: BS




Intended Audience: Senior majors in BCN, Psych, and Neuroscience



Supporting Statement: This course will allow faculty to introduce topics that are not addressed elsewhere in the curriculum. In some cases these courses will serve as a pilot for future offering on the same topic.

BS Eligibility Supporting Statement: This course examines the biological and cognitive underpinnings of certain aspects of human behavior.

C 14.New

Winter 2016

PSYCH 441Neuroscience and Society(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: This seminar course explores the societal, ethical and legal implications of human neuroscience research. Topics include the use of brain technologies to understand traumatic brain injury, consciousness and coma, how such technologies and neural advances can be applied to marketing, cognitive enhancement, assessment of deception, assignment of blame, and how they may ultimately affect our understanding of ourselves and our humanity.Extended Course Description: This seminar course explores the societal, ethical and legal implications of human neuroscience research. Topics include the use of brain technologies to understand traumatic brain injury, consciousness and coma, how such technologies and neural advances can be applied to marketing, cognitive enhancement, assessment of deception, assignment of blame, and how they may ultimately affect our understanding of ourselves and our humanity.Meets Gen Req: BS



Crs Requirements: Class Participation (including attendance) 20%; Reaction Papers (5 @ 4%) 20%; Neuroethical dilemma identification (e.g. in the media): 5%; Discussion Leading/Debate/Role Playing: 15%; Final Paper: 25%; Essay exam: 15%




Supporting Statement: This course fills a gap in the current curriculum and introduces students to questions of social and ethical importance that arise from the possibilities for change generated by advances in neuroscience. BS Eligibility Supporting Statement: This course examines the use of brain technologies to understand traumatic brain injury, consciousness and coma, how such technologies and neural advances may be applied in various aspects of society

C 15.New

Winter 2016

PSYCH 442Cognitive Neuroscience of Expertise(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: This class will examine characteristics of expertise in athletics, arts, and academics. We will focus on behavioral and brain differences between experts (athletes, musicians, chess players, etc) and non-experts, and will engage in the nature versus nurture debate. Extended Course Description: This class will examine characteristics of expertise in athletics, arts, and academics. We will focus on behavioral and brain differences between experts (athletes, musicians, chess players, etc) and non-experts, and will engage in the nature versus nurture debate. Meets Gen Req: BS



Crs Requirements: Readings consist of selected book chapters and scholarly publications. Course Evaluation: In Class Quizzes / Activities - 10 assignments, 10 points each 100 pts Midterm exam - 75 pts. Final exam - 75 pts. 4 expert performance reflections, 10 points each 40 pts Total 290 pts*



Assessment: The class meetings will include discussion of course materials which will allow the instructor to determine the level of engagement with the content of the readings and lectures, as well as to clarify material as requested by the students. The syllabus and course materials will be reviewed

annually, and the Department Student Academic Affairs Chair or proxy will visit the classroom to observe the instructor and students when appropriate.

Supporting Statement: This course fills a current gap in the curriculum and introduces students to the research methods and debate surrounding expertise. BS Eligibility Supporting Statement: This course examines the biological underpinnings of behavioral and brain differences between experts (athletes, musicians, chess players, etc) and non-experts, and will engage in the nature versus nurture debate.

C 16.NewFall

2015

PSYCH 443Creativity(UG Full 3.0, Grad Full 3.0) (Regular) (A-E) Short Course Description: Creativity is a large and diverse topic, and what it means to "be creative" may differ across domains. For example, is artistic creativity the same thing as literary, scientific, or design creativity? What do we mean by “creative process?” These are some of the questions we will explore in this seminar. We will consider how to define and measure creativity, how creative thinking does or does not differ from “normal” thinking, and importantly, attempt the creative process ourselves. The major perspective we will consider is from psychological science. However, studies of creativity take place across many disciplines, and our class will benefit from input from the sciences, engineering, and arts. We will examine creative products across domains, and we will expand our views on creativity to investigate its meaning across disciplines. Extended Course Description: Creativity is a large and diverse topic, and what it means to "be creative" may differ across domains. For example, is artistic creativity the same thing as literary, scientific, or design creativity? What do we mean by “creative process?” These are some of the questions we will explore in this seminar. We will consider how to define and measure creativity, how creative thinking does or does not differ from “normal” thinking, and importantly, attempt the creative process ourselves. The major perspective we will consider is from psychological science. However, studies of creativity take place across many disciplines, and our class will benefit from input from the sciences, engineering, and arts. We will examine creative products across domains, and we will expand our views on creativity to investigate its meaning across disciplines. Meets Gen Req: BS



Crs Requirements: Class Attendance and Participation (Top 10 scores) 20% Reflection Questions (Top 10 scores) 20% Exercises (in class and take home) (Top 10 scores) 20% Creative Example Presentation 20% Creative Lesson Group Project 20%

Intended Audience: Senior BCN, Psychology, and Neuroscience Majors



Supporting Statement: This course fills a gap in the current curriculum and examines creativity across many disciplines, including sciences, engineering, and arts, examining creative products across domains to investigate its meaning across disciplines. BS Eligibility Supporting Statement: This course examines creativity from the perspective of cognitive science.

C 17.ModFall

2015

PSYCH 341Advanced Laboratory in Cognitive Psychology(UG Full 4.0, UG Half 4.0) (Regular) (A-E)


Credits UG Full 4.0, UG Half 4.0 UG Full 3.0, UG Half 3.0

Components-Hours LAB LAB-3

Supporting Statement: This course is being changed from four to three credits to bring it into line with other methods labs taught in the Department of Psychology.

C 18.ModFall

2015

PSYCH 391Advanced Laboratory in Personality(UG Full 3.0, UG Half 3.0) (Regular) (A-E)


Components-Hours LAB LAB-3

Advisory Prereq's PSYCH 280 PSYCH 290

Supporting Statement: Current advisory prereq Psych 280 Intro Social Psych, is incorrect (perhaps a typo?). Psych 290 Intro to Psych of Personality should be the Advisory prereq for Psych 391 Advanced Laboratory in Personality.

C 19.Mod

Winter 2016

PSYCH 431The Neuroscience of Attention and Attentional Disorders(UG Full 3.0, Grad Full 3.0) (Regular) (A-E)



Course Title The Neuroscience of Attention and Attentional Disorders

The Neurobiology of Attention and Attentional Disorders

Course Level UG/Rack Grad UG/Rackham Grad W/ additional work


PSYCH 230. PSYCH 231(230)

Supporting Statement: Changing course number to so 431 can be used for a new course. Update to Enforced Prereq reflects catalog number change to PSYCH 230.

C 20.ModFall

2015

PSYCH 433Biopsychology of Motivation(UG Full 3.0, UG Half 3.0, Grad Full 3.0, Grad Half 3.0) (Regular) (A-E)



Course Title Biopsychology of Motivation Affective Neuroscience

Transcript Title Biopsy Motivation Affective Neurosci

Time Sched Title Biopsy Motivation Affective Neurosci

Short Course Descr None This course examines fundamental questions such as, how is pleasure generated in the brain? How does fear relate to desire? Can an emotion ever be truly unconscious? How is real behavior produced by brains?


Credits UG Full 3.0, UG Half 3.0 Grad Full 3.0, Grad Half 3.0



PSYCH 230, 240, or 345 PSYCH 231(230)

Meets Distr Req NS

Supporting Statement:

The course is being renumbered to reflect that it is a third tier course in the department's four tiered curriculum. This course provides students a foundational understanding of the relationship between the physical brain and the emotion and behavior it generates. The essential reason for the dropping of Psych 240 from the acceptable prerequisites to X3X courses is that the changes to the curriculum stem from our effort to make the curriculum developmental, in that, students take Intro Psych (111,112) which prepares them for the Biopsych breadth courses (Psych 231), which in turn prepares students for

Psych 33X foundational courses, and the more narrow and in-depth 43X courses. This change in prerequisites will allow instructors to assume a particular body of knowledge for students in the 300-400 level courses Distribution Supporting Statement: This course examines the biological underpinnings of emotions and behavior. BS Eligibility Supporting Statement: This course examines the biological underpinnings of emotions and behavior.

C 21.ModFall

2015

PSYCH 434Biopsychology of Learning and Memory(UG Full 3.0, UG Half 3.0, Grad Full 3.0, Grad Half 3.0) (Regular) (A-E)



Course Title Biopsychology of Learning and Memory Neuroscience of Learning and Memory

Transcript Title Biopsyc Learn&Memory NS Learn&Memory

Time Sched Title Biopsyc Learn&Memory NS Learn&Memory

Course Level UG/Rackham Grad W/ additional work Undergraduate Only




PSYCH 230 or 240 PSYCH 231(230) or BIOLOGY 225

Meets Distr Req NS

Supporting Statement: The course is being renumbered to reflect that it is a third tier course in the department's four tiered curriculum. The essential reason for the dropping of Psych 240 from the acceptable prerequisites to X3X courses is that the changes to the curriculum stem from our effort to make the curriculum developmental, in that, students take Intro Psych (111,112) which prepares them for the Biopsych breadth courses (Psych 231), which in turn prepares students for Psych 33X foundational courses, and the more narrow and in-depth 43X courses. This change in prerequisites will allow instructors to assume a particular body of knowledge for students in the 300-400 level courses. Adding Bio 225 as a prerequisite is in recognition that BCN and Neuroscience students with a background in Animal Physiology (BIO 225) will be well prepared for the content of PSYCH 334. Distribution Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior, and examines many levels of biological organization from genes to behavior. The course focuses on animal models of learning and memory, because these models are essential for understanding the neurobiological basis of memory.

C 22.ModFall

2015

PSYCH 435Biological Rhythms and Behavior(UG Full 3.0, UG Half 3.0, Grad Full 3.0, Grad Half 3.0) (Regular) (A-E)



Course Level UG/Rackham Grad W/ additional work Undergraduate Only




One of the following: PSYCH 230, 240, 335, or 345

One of the following: PSYCH 231(230), 240, 335 or 345

Meets Distr Req NS

Supporting Statement: The course is being renumbered to reflect that it is a third tier course in the department's four tiered curriculum. Update to Enforced Prereq reflects catalog number change to PSYCH 230.

Distribution Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior, in particular methods for measuring rhythms in humans and animals, and the molecular, neural, and functional properties of biological timekeeping.

C 23.Mod

Winter 2016

PSYCH 436Drugs of Abuse, Brain and Behavior(UG Full 3.0, UG Half 3.0) (Regular) (A-E)



Short Course Descr Basic introduction to the neuro-psychological of drug abuse and addiction.

Basic introduction to the neuropsychopharmacology of drug abuse and addiction.


PSYCH 230 PSYCH 231(230) or BIOLOGY 225

Meets Distr Req NS

Supporting Statement: The course is being renumbered to reflect that it is a third tier course in the department's four tiered curriculum. Adding Bio 225 as a prerequisite is in recognition that BCN and Neuroscience students with a background in Animal Physiology (BIO 225) will be well prepared for the content of PSYCH 436. Distribution Supporting Statement: This course examines the biological and chemical underpinnings of certain aspects of human behavior. Studies with humans are integrated with basic studies on the neurobiological basis of drug action and drug abuse — including synaptic transmission and the distribution, regulation, and integration of brain neurotransmitter systems

C 24.ModFall

2015

PSYCH 438Hormones and Behavior(UG Full 3.0, UG Half 3.0, Grad Full 3.0, Grad Half 3.0) (Regular) (A-E)







PSYCH 230 or 240 PSYCH 231(230)

Meets Distr Req NS

Supporting Statement: The course is being renumbered to reflect that it is a third tier course in the department's four tiered curriculum. The essential reason for the dropping of Psych 240 from the acceptable prerequisites to X3X courses is that the changes to the curriculum stem from our effort to make the curriculum developmental, in that, students take Intro Psych (111,112) which prepares them for the Biopsych breadth courses (Psych 231), which in turn prepares students for Psych 33X foundational courses, and the more narrow and in-depth 43X courses. This change in prerequisites will allow instructors to assume a particular body of knowledge for students in the 300-400 level courses Distribution Supporting Statement: This course examines the biological underpinnings of certain aspects of human and animal behavior, including hormonal influences on sex determination, sexual behavior, immune function, homeostasis, biological rhythms.

C 25.Mod

Winter 2016

PSYCH 442Perception, Science, and Reality(UG Full 3.0, UG Half 3.0, Grad Full 3.0, Grad Half 3.0) (Regular) (A-E)






Supporting Statement: Changing course number to free up old number, 442, for new area course numbering plan. This course will not be taught again after the 2015-2016 academic year as the faculty member who teaches the course is retiring.

C 26.Del

Winter 2016

PSYCH 231 / UC 261Brain, Learning, and Memory(UG Full 4.0) (Regular) (A-E) Supporting Statement: Deleting Psych 231, Brain, Learning, and Memory; no longer taught.

C 27.Del

Winter 2016

PSYCH 342Laboratory in Judgment and Decision Making(UG Full 3.0, UG Half 3.0) (Regular) (A-E) Supporting Statement: Course no longer being offered.

C 28.Del

Winter 2016

PSYCH 432Reproductive Behavior in Mammals(UG Full 3.0, UG Half 3.0, Grad Full 3.0, Grad Half 3.0) (Regular) (A-E) Supporting Statement: Course is no longer taught.

C 29.Del

Winter 2016

PSYCH 439 / ANTHRBIO 468 / WOMENSTD 468Behavioral Biology of Women(UG Full 4.0, UG Half 4.0, Grad Full 4.0, Grad Half 4.0) (Regular) (A-E) Supporting Statement: Course no longer offered.

lsa curriculum committee minutes of january 27, … · lsa curriculum committee. minutes of january...

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