Basic conceptual knowledge of statistical reasoning, skill in applying common statistical techniques. Topics include probability; measures of central tendency, variability, and correlation; and statistical inference involving one- and two-group means. (Gen.Ed. R2)

Basic conceptual knowledge of statistical reasoning, skill in applying common statistical techniques. Topics include probability; measures of central tendency, variability, and correlation; and statistical inference involving one- and two-group means. (Gen.Ed. R2)

Basic conceptual knowledge of statistical reasoning, skill in applying common statistical techniques. Topics include probability; measures of central tendency, variability, and correlation; and statistical inference involving one- and two-group means. (Gen.Ed. R2)

Basic conceptual knowledge of statistical reasoning, skill in applying common statistical techniques. Topics include probability; measures of central tendency, variability, and correlation; and statistical inference involving one- and two-group means. (Gen.Ed. R2)

Basic conceptual knowledge of statistical reasoning, skill in applying common statistical techniques. Topics include probability; measures of central tendency, variability, and correlation; and statistical inference involving one- and two-group means. (Gen.Ed. R2)

Basic conceptual knowledge of statistical reasoning, skill in applying common statistical techniques. Topics include probability; measures of central tendency, variability, and correlation; and statistical inference involving one- and two-group means. (Gen.Ed. R2)

Families of children with disabilities have a broad range of experiences. This seminar will address the positive and negative impacts of children with intellectual and developmental disabilities on the well-being of various family members across the lifespan, through discussion of empirical research and family stories. We will focus on consequences for parents (e.g., diagnosis, family organization, stress and coping, resilience), siblings (e.g., sibling relationships, future caregivers), as well as grandparents and other extended family members.

The term "multicultural" is applied broadly to include issues of minority or marginalized status, as related to race, ethnicity, culture, gender, sexual orientation, disability, religion, spirituality, class, and the elderly. This course utilizes principles and concepts of multicultural and cross-cultural psychology to attempt to acquire an increased understanding of diverse, underrepresented groups, with an emphasis on understanding racism, sexism, heterosexism, classism and ageism.

The purpose of this course is to give students a basic understanding of the biological concepts needed to be successful in Behavioral Neuroscience and/or Behavioral Neuroendocrinology. Students who have not taken college level Intro Bio or AP Bio are strongly encouraged to take this course before enrolling in Behavioral Neuroscience. The course is designed as a survey of biological processes related to Neuroscience. Topics covered will include the structure and function of DNA, animal cells, and neurons.

The primary goal of this course is to provide students with a comprehensive introduction to developmental psychology and to the scientific study of development. It is intended that this course may serve as a foundation for future courses in Child Psychology. Thus, a broad range of topics will be covered and no one topic will be covered in depth. We will cover the major domains of development ? biological, cognitive, social, and emotional development - from the prenatal period chronologically, covering each age of the child in turn.