(Offered as RELI 152 and ASLC 152 [SA].) This course is an introduction to the diverse ideals, practices, and traditions of Buddhism from its origins in South Asia to its geographical and historical diffusion throughout Asia and, more recently, into the west. We will explore the Three Jewels--the Buddha, the Dharma, and the Sangha--and how they each provide refuge for those suffering in samsara (the endless cycle of rebirth).

(Offered as RELI 143 and ASLC 144.)  This course explores central ideas and practices in the religious and intellectual traditions of India up until the medieval period. We consider the range of available archeological, art historical, and textual evidence for religion in this period, though the course focuses mostly on texts. We will read the classic religious and philosophical literature of the traditions we now call Hinduism, Buddhism, and Jainism.

Fall semester.  Professor M. Heim.

This course introduces students to the comparative study of religion by focusing on a major theme within two or more religious traditions.  Traditions and topics will vary from year to year.  In 2013-14 the major traditions will be Islam and Christianity and the theme will be the contested and sometimes conflictual relationship between religious belief and intellectual reflection.  Through a range of classical and modern sources we will explore autobiographical narratives of spiritual journeys in both traditions; differing conceptions of the nature and purpose of scriptural s

This course is open to qualified students who desire to engage in independent reading on selected topics or conduct research projects. Preference will be given to those students who have done good work in one or more departmental courses beyond the introductory level. A full course.

Open to juniors and seniors with consent of the instructor. Fall and spring semesters.

This course examines the development, maintenance, and treatment of psychopathology in children and adolescents. Disorders discussed will include behavioral (e.g., Attention-Deficit/Hyperactivity Disorder, Conduct Disorder), anxiety (e.g., the phobias and Obsessive-Compulsive Disorder), mood (e.g. Depression), and developmental (e.g. Autism).

This course will examine how infants learn to communicate through gestures, body language, and preverbal vocalizations, and how nonverbal communication develops through childhood and adulthood.  The course will also examine how nonverbal communication in humans compares to communication in nonhuman species such as dogs, chimpanzees, and dolphins.  As a precursor to these discussions, we will explore the theoretical controversies surrounding the definition of "communication."   Students will read empirical work, engage in collaborative research design, conduct n

This seminar covers theory and research on lifespan social development, with a particular emphasis on childhood and adolescence.  Topics include socialization processes, attachment, the development of friendship and peer networks over time, and the interplay of biological, psychological, and contextual factors which shape social interactions.  A particular emphasis will be placed on the context of childhood and adolescent peer relationships.

This course examines methods used by psychologists to understand the  psychology of individual personalities. The primary focus is on three psychological assessment tools: the Early Memories Procedure, the Thematic Apperception Test, and the traditional interview.  Students will take these devices themselves, read the theory behind them, examine case studies by prominent psychologists using these devices, and conduct their own interpretations of responses given by college students and by psychotherapy patients.

The field of sports psychology examines psychological variables that impact athletic participation and behavior. This course introduces students to theories and research across diverse areas of psychology, including social, cognitive, developmental, and clinical.

This course will provide a comprehensive overview of the study of memory. We will begin by examining empirical research on memory for different kinds of content: factual information vs. personal events vs. cognitive skills. This research will be used to evaluate several contemporary models of memory. From there, we will examine how memory theories have been applied to understanding “real world” issues such as eyewitness testimony, and the false/recovered memory debate. We will also discuss developmental changes in memory-from infancy to old age.