An introduction to the major facts, principles, methods, and theories of psychology. Topics include the history of psychology, sensory and perceptual processes, learning and cognition, motivation and emotion, psychological development, clinical and abnormal psychology, and biological, social, and personality determinants of behavior.

Provides an introduction to statistical software environments for practical data-analysis, advanced simulation techniques, and reproducible reporting for psychological research. Topics and scope reproducible statistics for psychologists with R

A repository for the GC Classics Department to work towards a more diverse and inclusive environment while also engaging in the wider dialogue with the field and academics at large.

A repository for the GC Classics Department to work towards a more diverse and inclusive environment while also engaging in the wider dialogue with the field and academics at large.

Many educators this 2020-2021 academic year, particularly those new to online teaching, are talking about how teaching during this global health crisis feels like teaching for the first time. Even those with many years of experience feel this way. Fortunately, colleagues around the world are sharing their online teaching resources. However, it can be hard to navigate this avalanche of advice and information mid-semester. To help you, we’ve broken up some tips and resources into categories on this webpage.

All levels of public education in the United States today have become the focus for often competing political, economic, social, and cultural visions of how and why we should educate the nation’s youth. This course offers students the opportunity to become knowledgeable about critical issues in American education and the controversies surrounding them, while considering the historical, political, sociological, and economic dimensions of each.

This is an introductory class to sociology. We will cover some of the most important fields and topics in sociology such as Education, Class, Inequality, Race, Immigration, Gender, Work, Occupations, Technology, the New Economy, Poverty, Political Sociology, the Welfare State, Qualitative Sociology, and Environmental Sociology. We will read some of the most important studies in this field with the aim of understanding how sociological research is produced and knowing some of the main debates in the field.

Provides to class participants the theoretical and methodological tools that are fundamental to access to the basic knowledge in the field; and familiarize them with some key concepts that are useful to not only understand this course, but also to navigate further courses such as Classical Social Theory, Contemporary Social Theory, and Research Methods 1.

SOCY 2101, we are interested in seeking answers to the following questions:

1) Why does it seem that it is mainly white male scholars who are recognized as authors of classical texts in the field of sociology?
2) What were the circumstances that turned their works classics in sociology?
3) Why has the scientific community, for so long, marginalized and undermined the works of W. E. B. Du Bois and E. Franklin Frazier while promoting those of Robert E. Park and Talcott Parsons?
4) What explains that most classical figures of social theory have not rigorously studied the impacts of slavery, racism, and caste’s system on the configuration of the contemporary American society, and society in general?
5) Considering the current political, social, and economic climate in the United States of America, of W. E. B. Du Bois and Talcott Parsons whose ideas would help us to understand better and tackle more effectively social and sociological problems such as racism, anti-blackness, racial injustice, mass incarceration, and the extreme policing of black bodies?
6) At a time of rhetorical discourses on decolonization of sociology, has white superiority and racism continued to influence the intellectual orientation of sociology at large and the subfield of classical social theory?
7) Why is it only recently that the scientific community has started to recognize the intellectual contributions of women scholars such as Harriet Martineau, Jane Addams, Ida B. Wells and Anna Julia Cooper?

What are social statistics? How are they produced? How are they used? And why are they important? The second course in the methods sequence in Sociology, this course introduces students to basic quantitative methods commonly used in the social sciences. Students will develop their “quantitative literacy” by identifying research questions best suited to quantitative methods, understanding the logic of statistical methods, analyzing quantitative data in Excel, and communicating those findings. After completing this course, students will have the skills to pursue and critically evaluate research using quantitative methods in future academic and career settings, as well as be critical readers of sociological literature and press reports that use statistics.

The purpose of this course is to acquaint the student with the sociological field of the Welfare State. We will review a number of important contributions and debates in the topic with the goal of providing students with the tools to critically analyze social policy and learn theoretical frameworks that explain the emergence and development of different welfare regimes.

American welfare policies are particularly meager in comparison to any other industrialized country. We will review theoretical and historical explanations for the present state of U.S. welfare, zooming in on the neoliberal rollback since the late 1970s. We will allot special time to discuss current issues in welfare policy and bold policy proposals that are gaining traction among the population, such as Medicare for All and the Green New Deal.

The welfare state can be thought of as a set of a set of social policies that transform the relationship among three actors: individuals, their families and the state. In this sense, social policies have a strong impact on family relations and gender oppression. We will review some of the most important discussions around welfare and women’s liberation.

This course is a critical and broad study of the social, cultural, and community factors that contribute to the psychological, sociocultural, educational and holistic well-being, mental health, and resiliency in LGBTQ youth, from childhood to emerging adulthood. Consideration of special challenges, risk and protective factors, and coping resources relevant to this population in education and community contexts. The course is interdisciplinary in that it pulls from fields of child development, education, sociology, and psychology, and draws from the frameworks of critical race theory and queer studies. The course is designed to provide a balance of structure and flexibility, providing a number of opportunities for students to choose both individual content focus and timing.

Introduces and reviews the literature on cultural humility and multicultural competence, with a focus on intersectionality, privilege, and systemic oppression. This course interrogates the influence of racist, nativist, Eurocentric, individualist, heterosexual, patriarchal, cisgender, ableist, and sizeist dominant discourses on the emotional, social, and behavioral development of persons living within the United States. Experiential activities and assignments, e-journaling, discussions, and videos will foster development of cultural humility, critical consciousness, and ability to apply course constructs to case material. Graciela Elizalde-Utnick

Critical introduction to history, philosophy, services, forms of organization, and current issues. Overview of traditional and alternative approaches to school counseling in the context of the U.S. educational system. Personal, social, legal, ethical, and equity challenges of working in urban schools as school counselor.

Planned program of supervised fieldwork in a setting similar to that in which the student expects to work and application of individual and group theory to individuals and groups in schools.

Course involves the administration, scoring, and interpretation of personality, social and behavioral assessments given to individuals and groups. Representative projective techniques and objective behavioral assessments will be presented, critiqued, and administered. Research findings pertaining to the most commonly used personality procedures and their utility in the schools will be explored. Students will write assessment results into psychological reports.

Psychoeducational assessment of language-minority and culturally diverse children and adolescents. Approaches to nonbiased assessment, including testing in the child’s native language, bilingual testing, adaptation of standardized instruments and techniques, and dynamic assessment. Students will administer psychoeducational assessment batteries to language-minority individuals, interpret test data, and write reports. Field-based assignments.

Clinical skills necessary for pupil personnel service providers to work effectively with multilingual and culturally diverse populations. This experience-based course will develop awareness of cultural, linguistic, and ethnic factors that influence and shape behavior and development. Personal history, literature, and films will be analyzed in the contexts of acculturation and identity. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and presentations.
Abdelaziz Elmadan

This course equips students with the clinical skills necessary for pupil personnel service providers to work effectively with multilingual and culturally diverse populations. This experience-based course will develop an awareness of cultural, linguistic, and ethnic factors that influence and shape behavior and development. Personal history, literature, and films will be analyzed in the contexts of acculturation and identity. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and presentations.

Supervised field experience in the role and functions of the school psychologist with culturally diverse students, groups, colleagues. This course is a supervisory seminar for the practicum experience. Issues relevant to practicum activities will be discussed. The focus of this course is on the practicum experience, with special attention paid to an understanding of individual and group counseling, assessment, consultation, and the importance of the family.