ENROLL

Fernan Jaramillo

We will focus on recent advances in neuroscience. All areas of neuroscience (cellular/molecular, developmental, systems, cognitive, and disease) will be considered. Classical or foundational papers will be used to provide background.

Prerequisite: Biology 125 and 126

Waitlist only

Kathleen M Galotti

In this seminar course we will examine how children, adolescents, and adults confront moral dilemmas, reason about ethical issues, and decide on a course of action when challenged by confounding questions. Topics include the development of moral reasoning, gender difference in moral reasoning, socio-cultural influences on moral reasoning, and how moral issues intersect with other realms of decision making. We will examine work by Lawrence Kohlberg, Carol Gilligan, Eliot Turiel, and Jonathan Haidt. As a seminar, the emphasis will be on discussion. Course requirements include regular attendance and participation, preparing and leading class discussions, short reaction/reflection papers, and a final paper. 

Prerequisite: Cognitive Science 130 or Cognitive Science 232, 236 or any 200-level course in Psychology or Instructor Consent

Jenna T Conklin

Why does German sometimes put the verb second and sometimes at the end, and how did this strange arrangement emerge? What differentiates the Scandinavian languages from Germanic tongues from more central latitudes? How did Germans come to say Apfel, while English and Dutch speakers say apple/appel? This course will explore these and similar questions, providing a linguistic overview of the German language and investigating key historical developments in the Germanic language family. Key topics will include dialectal variation, historical sound change, and syntactic structure, with primary focus on German and some attention to the Germanic language family as a whole.

Prerequisite: Either previous or concurrent enrollment in any Carleton Linguistics courses or knowledge of German or another Germanic language (not English). Concurrent enrollment in German 101 or higher statisfies the knowledge of German requirement

Gisel G Flores-Montoya

This course provides students with direct experience applying principles of health psychology. Students will engage in a term-long self-directed project aimed at increasing the frequency of a healthy behavior (such as exercising) or decreasing the frequency of an unhealthy behavior (such as smoking). Additionally, we will read and discuss case studies that relate to the current topic in the lecture portion of the course. Requires concurrent registration in Psychology 260. A grade of C- or better must be earned in both Psychology 260 and 261 to satisfy the LS requirement.

Prerequisite: Concurrent registration in Psychology 260

PSYC 260 required.

Gisel G Flores-Montoya

This course provides students with direct experience applying principles of health psychology. Students will engage in a term-long self-directed project aimed at increasing the frequency of a healthy behavior (such as exercising) or decreasing the frequency of an unhealthy behavior (such as smoking). Additionally, we will read and discuss case studies that relate to the current topic in the lecture portion of the course. Requires concurrent registration in Psychology 260. A grade of C- or better must be earned in both Psychology 260 and 261 to satisfy the LS requirement.

Prerequisite: Concurrent registration in Psychology 260

PSYC 260 required.

Neil S Lutsky

Each of the three capstone seminars focus on a topic of interest to students in psychology. The goals of the course are to consider questions on a selected topic through reading primary research and discussion and review skills pertinent to scholarly investigation within the topic. Students are then mentored through a substantial paper related to the seminar topic.

Prerequisite: Several 200-level Psychology courses and senior Psychology major