In this course, we will read books from several genres about media, including history, biography, popular critiques and classic empirical studies. We will also read literature that helps approach each genre - on the nature of historiography when reading a volume of media history, for example. Students will choose the readings for much of the second half of term. Our aim is to discover the wide variety of writing about media while learning to read such a text closely and critically. Students will lead discussions, write short responses to the books and a final essay.

In this course students will gain first-hand experience in the process of conducting research in autobiographical memory. Students will be exposed to some of the main issues in autobiographical memory for personal past events throughout the childhood years and into adulthood. We will consider the potential roles of social interaction, self, culture, and emotionality of events as well as developmental changes in autobiographical memory reports. Course requirements will include reading primary research articles, and designing and executing an original research project.

This course is designed to provide an introduction to the biology of the diverse group of animals known as marine mammals (whales, dolphins, seals, sea lions, manatees, sea otters, and polar bears), including evolution, diversity/taxonomy, life history, physiology, ecology, behavior, communication and cognition. Current research, events and policy issues will also be addressed. Hands-on analyses of marine mammal recordings will also be included. Reading and discussion material will be drawn from the professional scientific literature.

Genetic programming is a computational technique that harnesses the mechanisms of natural evolution -- including genetic recombination, mutation, and natural selection -- to synthesize computer programs automatically from input/output specifications. It has been applied to a wide range of problems spanning several areas of science, engineering, and the arts. In this course students will explore several variations of the genetic programming technique and apply them to problems of their choosing. Prerequisite detail: One programming course (any language)

A primary goal of this course is to examine adolescence from multiple perspectives. Adolescence is often thought of as a time of great change and upheaval as children navigate the transition into adulthood. Raging hormones, changing social expectations and relationships, and developing autonomy all contribute to this idea. In addition to exploring the different developmental challenges that face adolescents, we will explore how brain development, social and cognitive development, and culture influence development during adolescence.

Programming tasks can be attacked with a number of different approaches. While real-time systems benefit from event-driven programming, other tasks benefit from object oriented, functional, imperative, logic, or symbolic programming. Students in this course will be exposed to the most commonly used programming paradigms, as well as what distinguishes them from each other and when using any one of them might be advantageous. Prerequisite detail: At least one semester long college course in computer programming in a language such as python, C, C++, perl, Java, Lisp, or Clojush

This is the second of a two-course sequence exploring the main theoretical ideas and methods of ethology, the scientific study of animal behavior. In this second semester we continue to explore the functional and evolutionary bases of animal behavior and cognition, including mating systems, parental care, development of behavior, and the influence of neural systems on behavior . Students will also continue to put into practice some of the ways that ethologists observe, record and measure behavior outdoors in the natural world.

This course is an introduction to the psychology and neuroscience of music. We will study the psychological and brain processes that underlie the perception and production of music, current theories about why and how music evokes emotion, and the evolutionary and developmental roots of the variation and commonalities of music across cultures and traditions. Readings are drawn from textbooks and the research literature. Students are required to complete a series of essay assignments during the term. Formal musical training is not a prerequisite for the course.

The goal is to develop the nuts and bolts for a theory of meaning. The techniques to be learned are ones that are in wide use today within the tradition of generative grammar; the goal is to acquire a basic level of competence in applying these techniques. Active group work and class presentations will be key forms of evaluation.

This social psychology course will provide a broad perspective on stereotyping (thoughts), prejudice (feelings), and discrimination (actions) against others based on group identity. Groups can be defined broadly but we will focus on race, ethnicity, biological sex, sexual orientation, and ability. Social psychologists who studies these topics relied on empirical research, thus class readings will draw heavily from original research articles, research reviews, and some text book excerpts.