ANTH 45N (GH) (GS) (INTER-D) Cultural Diversity: A Global Perspective
BA 100 (GS) Introduction to Business
CIVIC & COMMUNITY ENGAGEMENT
CIVCM 211N (GH) (GS) (INTER-D) Foundations: Civic & Community Engagement
COMMUNICATION ARTS AND SCIENCES
CAS 101N (GH) (GS) (INTER-D) Introduction to Human Communication
CAS 252 (GS) Business & Professional Communication
CAS 303 (GS) Communication Theory
COMM 100N (GH) (GS) (INTER-D) The Mass Media and Society
CRIMJ 13 (GS) Juvenile Delinquency
CRIMJ 100 (GS) Introduction to Criminal Justice
EARTH 104N (GN) (GS) (INTER-D) Climate, Energy and Our Future
EARTH 111N (GN) (GS) (INTER-D) Water: Science and Society
ECON 102 (GS) Introductory Microeconomic Analysis & Policy
ECON 104 (GS) Introductory Macroeconomic Analysis & Policy
ENT 222N (GN)(GH)(GS) Honey Bees and Humans
GAME 140 (GS) Gaming and Interactive Media
GEOG 30N (GN) (GS) (INTER-D) Environment and Society in a Changing World
HUMAN DEVELOPMENT AND FAMILY STUDIES
HDFS 108N (GHW) (GS) (INTER-D) Art & Science of Human Flourishing
HDFS 129 (GS) Introduction to Human Development and Family Studies
HDFS 229 (GS) Infant and Child Development
HDFS 239 (GS) Adolescent Development
HDFS 249N (GHW) (GS) (INTER-D) Adult Development & Aging
INFORMATION SCIENCES AND TECHNOLOGY
IST 110 (GS) Information, People, and Technology
PLSC 1 (GS) American Politics: Principles, Processes and Powers
PLSC 14 (GS) International Relations
PSYCH 100 (GS) Introductory Psychology
PSYCH 212 (GS) Introduction to Developmental Psychology
PSYCH 238 (GS) Introduction to Personality Psychology
PSYCH 243 (GS) Introduction to Well-being and Positive Psychology
PSYCH 281 (GS) Introduction to Industrial-Organizational Psychology
SECURITY AND RISK ANALYSIS
SRA 111 (GS) Security and Risk Analysis
SOC 5 (GS) Social Problems
Anth 45N is designed to introduce students to the concepts and evidence used in understanding the cultural diversity of our planet. "Culture" can be defined as a socially transmitted system of shared conventions, beliefs, practices, and behavior. Cultural systems vary across time and space, and dynamic cultural processes are involved in how humans interact with each other, other organisms, and the environment. This class provides students with the tools to approach questions about the diversity of human cultures, how they vary across different societies, how different people experience and represent social worlds, why they change, and the importance of understanding such variability for the global challenges we face in an ever-changing world.
A comprehensive view of the contemporary environment of business. This course provides a broad overview of the study of business and its environment, organization, operation, and interrelationships with government and society. Topic areas include; economic systems, forms of business ownership, information, accounting, finance, management, marketing and supply chain principles, legal and regulatory environments, business ethics and international business. A student majoring in business will develop a broad basis for further study in a specific area in business, while other majors will become familiar with the American enterprise system and the functions and issues facing business today.
CIVIC & COMMUNITY ENGAGEMENT
Through readings, discussion, deliberation, listening, and individual as well as collaborative action, this course gives students the opportunity to learn about and practice theories and habits of civic and community engagement and public scholarship with the goal of helping to build democratic capacity and sustain participatory democracy. This course emphasizes concepts and case studies that focus on the people’s role in shared governance. The course also provides a foundation for understanding how a wide range of other individual and collective practices have an equally important role to play in building and sustaining community. The course draws from studies in demography, political science, sociology, psychology of racial identity formation and education to help students communicate better about and in shared governance. Among the core concepts are the role of students and other citizens in sustaining and transforming their communities, the historical and contemporary mission of Land Grant universities, the centrality of rhetoric and communication to collaborative judgment, and the relationship among media, cultures, and politics as they affect civic and community engagement. Students also learn together about the range of ways that citizens do, can, and might participate in democratic decision-making and will observe and practice these forms in several communication media and across a range of differences. Finally, learn about models of and opportunities for engaging other citizens across and beyond Penn State, including in global environments.
COMMUNICATION ARTS AND SCIENCES
CAS 101 introduces students to the field of communication studies and to the most important concepts, questions, and ideas that surround the study of communication today. This class is essential for any student who wishes to consider a major or minor in Communication Arts and Sciences. The course is also an important elective for students who want to understand processes of communication in a variety of social forms or settings, including: interpersonal, small group, organizational, intercultural, public, and technological. The main objectives of the course are: 1) to expose students to the concepts and best practices that cut across every aspect of modern communication, 2) to prepare students to excel in advanced classes within the Department of Communication Arts and Sciences, and 3) to help non-CAS majors incorporate essential communication principles into their own fields of study and future professions. Students from every major or college are welcome. Student grades may be determined by a variety of assignments, including quizzes, exams, in-class discussions, and major individual or group projects. This course invites students not only to learn about major concepts or ideas in the study of communication, but to explore their practical implications.
Review and practice of various communication forms used in modern organizations. Topics include persuasive speaking, speech writing, multi-media presentations and business and report writing. Interviewing, briefing, conferring, and decision making; analyzing and evaluating formal and informal patterns of communication in organizations.
This course is intended as a foundational course in communication theory for Communication Arts and Sciences majors and others interested in social science theory in general. It is designed to show how communication theory can be applied to understand and improve communication in your professional (and personal) life. The theories examined will span the range of communication contexts, including interpersonal, group, organizational, mediated, and cross-cultural interactions. At the conclusion of this semester, students should be able to demonstrate: - Knowledge of major ideas from a substantial number of communication theories - Ability to apply theories of human interaction to explaining and improving communication behavior, especially in professional contexts In addition, students should have: - Improved skills at both creative and analytic writing that includes practice in giving helpful feedback on others - writing, and facilitating discussion.
When is the last time you checked social media? How much TV did you watch over the weekend? What is the last song you streamed? Odds are, if you are like most Americans today, you are constantly connected to some type of media device. After all, media are everywhere today. We browse the web. We watch TV. We read books. We listen to music. Yet, where did these media that we take for granted come from? This class explores the backgrounds of various media, and explains how they have come together in a modern world of media convergence.
This course is designed to teach students the evolution of the juvenile justice system in the United States, and specifically look at the main areas of law enforcement, the court system, and corrections. Students will learn what makes children and adolescents more vulnerable, or “at risk,” for breaking the law. The different categories, classifications, and definitions of delinquent acts will be discussed, as well as theories about why juveniles commit crimes and the consequences that may come along with the delinquent act. The main differences between the criminal justice system and the juvenile justice system are discussed, as well as methods of crime prevention. Current cases and events will be reviewed, as they relate to the juvenile justice field as they arise.
This course is designed to teach students a brief history of the field of criminal justice, and how it has evolved over time due to the changing needs of society. The course will discuss the main areas of the criminal justice system, including law enforcement, the court system, and corrections. Students will learn about the different categories, classifications, and definitions of criminal acts, as well as theories about why people commit crimes and the consequences that may be a result of committing a criminal act. Current events in the United States and crime prevention will also be discussed, as they relate to the criminal justice field.
This class explores how we can shift our society to a sustainable energy system that improves our quality of life, our economy, and our natural environment. Energy provides well-being, jobs and about 10% of our economy, while powering the rest. But, energy is also the least sustainable part of our economy-we rely on fossil fuels that we are burning about a million times faster than nature saved them for us. These fossil fuels, mostly coal, oil and gas, help us grow food and avoid some environmental disasters, but the limited fossil-fuel supplies mean we must move toward a more sustainable system. And, we will be better off by avoiding damaging climate changes from fossil-fuel CO2 if we move before all of the fossil fuels are gone. The warming influence of fossil-fuel CO2 is shown by physics known for more than a century and really refined by the US Air Force after WWII. History, data, and models confirm the physics, giving us high confidence that burning much of the remaining fossil-fuel resource and releasing the CO2 will cause much larger climate changes than we have experienced so far. This class will explore the big issues in energy, including the value of burning oil rather than whales, and other historical insights. Then, after looking at the basic science and engineering of our energy system and how it affects climate, we will examine the multitude of options for the future, including alternative energy sources, conservation, and intentionally manipulating the climate. The economics, policies and ethics of these options will help us consider how to build a sustainable energy system that will encourage economic growth and improved quality of life, while at the same time defending against potentially catastrophic future climate change.
The Earth is often called "The Blue Planet", a reference to the fact that over two-thirds of its surface is covered by water. Despite its apparent abundance, water is a valuable and limited resource; less than 2.5% of the water on the planet is fresh, and only one third of that is potable. The small fraction of Earth¿s water that is useable to humans is distributed very unevenly. As a result, conflicts over water occur from the local level, for example: pitting rancher against developer - to the global level, at which nations square off against one-another in war and use water as a mechanism for imposing sanctions. The dire situation in some regions has spurred numerous research and technological endeavors, such as water desalinization, genetic engineering of crops, and major overhauls of agricultural practice. In this course, we explore the relationships between water and human populations, with emphasis on water resources and quality in the Western U.S., and how these have shaped history and modern politics. We will focus first on developing the scientific underpinnings of water¿s unique properties, behavior, movement, occurrence, and quality. With this background, we will then discuss key issues relating to modern and historical conflicts, human impacts on the natural world, and human engineering accomplishments driven by our thirst for this valuable resource. We will discuss historical examples from the American West, specifically the development of water resources in Arizona, Colorado and California. We will also explore modern and historical conflicts between stakeholders. Major themes will include political and economic conflicts over (1) water resources - for example, balancing agricultural and urban demands in the American west in the Denver and Los Angeles metropolitan areas, (2) water quality - for example, considering the impact of economically profitable human activities on water quality and transmission of disease, and (3) human impacts on natural processes, specifically connecting human activity with our cultural history of water use and exploration in the American West.
Methods of economic analysis and their use; price determination; theory of the firm and distribution. This course meets the Bachelor of Arts degree requirements. Economics is the study of how people satisfy their wants in the face of limited resources. One way to think about economics is that it is a consistent set of methods and tools that is valuable in analyzing certain types of problems related to decision—making, resource allocation, and the production and distribution of goods and services. There are two main branches of economics, microeconomics, and macroeconomics. Macroeconomics is concerned with economy—wide factors such as inflation, unemployment, and overall economic growth. Microeconomics deals with the behavior of individual households and firms and how government influences that behavior; it is the subject of this course. More specifically, ECON 102 is an introduction to microeconomic analysis and policy. The principal objective of the course is to enable students to analyze major microeconomic issues clearly and critically. Students will be introduced to the methods and tools of economic analysis, and these analytical tools will be applied to questions of current policy interest. Learning these methods and tools and applying them to interesting policy questions and issues is sometimes called "thinking like an economist." An important goal of this course is to take each student as far down the road of "thinking like an economist" as possible. A variety of mechanisms are used to assess student performance. These evaluation methods typically include exams, quizzes, homework assignments, and group projects. ECON 102 is an introductory course in economics and as such, serves as a prerequisite for several microeconomics—oriented 300–level courses. It is also a required course for all majors and minors in economics, and meets requirements for a General Education (GS) or Bachelor of Arts social science course. Students who have completed ECON 302 may not enroll in this course.
This course meets the Bachelor of Arts degree requirements. Economics is the study of how people satisfy their wants in the face of limited resources. One way to think about economics is that it is a consistent set of methods and tools that is valuable in analyzing certain types of problems related to decision-making, resource allocation, and the production and distribution of goods and services. There are two main branches of economics, microeconomics, and macroeconomics. Microeconomics deals with the behavior of individual households and firms and how that behavior is influenced by government. Macroeconomics is concerned with economy-wide factors such as inflation, unemployment, and overall economic growth; it is the subject of this course. More specifically, ECON 104 is an introduction to macroeconomic analysis and policy. The principal objective of the course is to enable students to analyze major macroeconomic issues clearly and critically. Students will be introduced to the methods and tools of economic analysis, and these analytical tools will be applied to questions of current policy interest. Broadly, the course focuses on the determination of national income, on unemployment, inflation, and economic growth in the context of a global economy, and on how monetary and fiscal policy, in particular, influence the economy. Learning the methods and tools of economics and applying them to interesting policy questions and issues is sometimes called "thinking like an economist." An important goal of this course is to take each student as far down the road of "thinking like an economist" as possible. A variety of mechanisms is used to assess student performance. These evaluation methods typically include exams, quizzes, homework assignments, and group projects. ECON 104 is an introductory course in economics, and as such, serves as a prerequisite for 300-level courses in intermediate macroeconomic analysis, international economics, and money and banking. It is also a required course for all majors and minors in economics, and meets requirements for a General Education or Bachelor of Arts Social Science (GS) course. Students who have completed ECON 304 may not enroll in this course.
Among more than 1,000,000 known insect species, honey bees are truly unique. No other insect has been harnessed so effectively to benefit humankind: honey bees provide critical pollination services for agricultural crops, and the wax and honey they produce are valuable commodities. Furthermore, their fascinating social life-style has intrigued individuals from hobby beekeepers to scientists studying complex questions about the evolution of sociality. More recently, documented declines in populations of honey bees and wild bees have stimulated interest in many communities, including policymakers, in improving health outcomes for bees. This course will provide students with a strong understanding of (1) honey bee behavior (particularly their complex and sophisticated social systems), biology, and health, (2) the important contributions honey bees and their pollination services make to maintaining natural ecosystems and increasing productivity of many of our key agricultural crops; and (3) the global history of human interactions with honey bees, including how people from many cultures have managed bees to provide honey, wax, and pollination services (4) the social and political context of addressing bee health issues. The course material will be presented in a series of interactive lectures, videos, and discussions, and also include a field trip to the Pollinator Gardens at the Arboretum at Penn State, a field trip to one of the Penn State apiaries, tracking individual honey bees in an observation hive, and dissections of samples in a laboratory exercise.
COMM 190 (GAME 140) Gaming and Interactive Media (3) The course is an introduction to the digital interactive media industries for students who may consider seeking employment in that sector, which includes video games and simulations, products for education, training, medicine, business, government/military, and virtual environments for a range of applications. Students will learn about industry structures, basic economics, business models, work flow, types of enterprises, job descriptions, and opportunities. It examines both the national and global markets. It provides students with a factually and theoretically informed appreciation of these industries. The course will build on the students' personal and social experiences of these media, but it is not a course about playing or designing games or mastering individual applications. No special knowledge or experience in playing video games, using "serious games," or experiencing virtual worlds is required. It will provide students with the foundation to make a well-informed choice about careers in this sector and respond to their natural curiosity about this pervasive part of their lives. The course is divided into five segments. The first provides general context: history, scale and scope of the field, information on industry structure, business models and operations, and types of skills required. The second focuses on the video game industry, including social, regulatory and ethical issues. Video games are now a major media industry, having surpassed in U.S. revenue both the movie and recorded music industries. The third section looks at "serious games." A "serious game" is a game designed for a primary purpose other than pure entertainment, such as education, scientific exploration, health care, emergency management, city planning, military, engineering, religion, etc. The fourth segment looks at simulations and virtual worlds and their multiple models and uses (entertainment, learning, business, research, etc.), and the development of related online communities. The final section will examine the interrelationship of these industries with the other entertainment industries in terms of planning, marketing, finance, production, etc. It will conclude with a look ahead at new technologies, markets, business models, advancements in artificial intelligence and the convergence of virtual and material worlds. The course will employ presentations, class discussions, outside readings, demonstrations, videos, class exercises, online explorations, guest experts (in person and via technology), and experiences in virtual worlds.
GEOG 30N "Environment and Society in a Changing World" introduces students to the relationships between humans and the natural environment, in addition to the theories and methods that geographers employ in addressing them. The course begins with an overview of theories and key concepts to examine the interactions between social and ecological systems, across settings in the United States and globally. The course will provide students with the opportunity to read and learn about the ways in which humans think about, use, and are affected by the natural environment. It will also provide skills for analyzing and evaluating the ways in which humans have transformed the environment in different parts of the world through the integration of knowledge from the natural and social sciences. This class is designed to address big questions in human-environment interactions at the present time, while drawing upon their histories and key conceptual ideas. 1. What is a human-environment system? How does the geographic discipline contribute towards understanding human-environment systems and sustainability? 2. Why do we conserve what we conserve? Is it possible to conserve natural resources and also meet human needs? 3. What are ways to manage the effects of economic development upon the natural environment? Is sustainable development possible? 4. How is climate change impacting social and ecological systems? Can we adapt to the impacts of climate change? One of the hallmarks of the discipline of geography is attention to how social and ecological processes interact and spread across spatial scales. This means that specific events, such as the consumption of particular product or the emission of greenhouse gases, connect sites within countries and across the globe. GEOG 30N meets the definition for both a US and international cultures course by emphasizing how current human-environment systems developed over time in the U.S. and internationally. GEOG 30N examines how various political, economic, and cultural factors influenced the creation of the different forms of human-environment systems that exist today. Further, it teaches students to see nations, cultures, and social identities in relation to one another, exploring how decisions made in relation to a human-environment system in one place or by one group can impact other people or places.
HUMAN DEVELOPMENT AND FAMILY STUDIES
This course offers students the opportunity to explore human flourishing - defined as a life of deep meaning, fulfillment and service to others. Students will be taught about flourishing through the lens of science, philosophy, and their own experience. Through exposure to diverse scientific theories and research on the skills associated with flourishing, to philosophical and religious writings on human happiness and wellbeing, and to various reflective exercises and contemplative practices (e.g., mindfulness and compassion meditation), students will develop conceptual knowledge, experiential insight, and practical skills related to flourishing. The course begins by introducing a conceptual framework that defines flourishing in terms of foundations, domains and dimensions. First, students will learn about the foundations of flourishing in terms of the unique human capacities for reflection, resilience and transformation. Second, students will learn about four major domains and related dimensions that characterize flourishing, including the domains of awareness (e.g., focus, emotion, mindfulness), connection to others (e.g., interdependence, compassion, diversity), wisdom (identity, aesthetics, values) and integration of one's values and intentions in everyday living (e.g., courage, performance).Together, in a supportive and highly experiential learning environment, students will be encouraged to envision, articulate and pursue their own unique path to flourishing during their time in college and beyond based on their intellectual and experiential learning in the course. By the end of this course, students are able to: (I) Demonstrate foundational knowledge, including the ability to analyze and describe the relevant concepts and theories in multiple intellectual fields on the nature and cultivation of human flourishing, and the ability to recognize the possibilities, value, and relevance of cultivating personal flourishing in their own lives in relation to flourishing in social relationships, communities, and institutions; (II) Experience deep engagement in terms of being familiar with the basic personal experiences relating to individual qualities of human flourishing in order to make personal sense of them, and master individual practices for assessing and developing them; and (III) Understand real-world applications in terms of acquiring skills, sensibilities, and perspectives relating to individual qualities of human flourishing, which they are able to apply in the diverse contexts of their lives
This course provides an introduction to interdisciplinary scholarship concerned with how human beings develop— physically, emotionally and intellectually— throughout their lives that is situated within particular sociocultural contexts.
Have you ever wondered what that little baby in front of you is actually thinking or why the toddler in your family will throw things over his high chair over, and over, and over again? In this class, we explore how fetuses, infants, and children learn about the world around them — from learning about what they think, to how they move and when they start to feel emotions such as love, guilt, or jealousy. We also explore how the contexts of development (e.g., family, community, culture, etc) impact how we grow from a single-cell to a living, breathing (and sometimes annoying) child.
Only in early infancy do minds, bodies, and abilities change as radically as they do during the teenage years. This course is an introductory course that explores the developmental processes that shape our lives between puberty and the end of college. Although each life unfolds in its own unique pattern, we will explore the ways biological, psychological, and sociological influences systematically combine to shape its course. This class will help to develop an understanding of the concepts, methods, and research findings central to the study of adolescent development. Special consideration is given to topics relevant to Penn State Brandywine students.
This course provides a basic introduction to concepts, theoretical perspectives, and key empirical studies on adult development and aging. Students will become familiar with key developmental trends and challenges that must be addressed to achieve healthy growth and development throughout adulthood and late life. The course addresses changes in physical health, cognition, and psychosocial functioning (including mental health, social roles and relationships, and transitions in work and retirement); and the implications of these changes for issues such as risk of disability, dementia, caregiving, and end-of-life decisions. For each topic, students will become familiar with major theoretical frameworks, approaches to empirical research, and findings from empirical studies. Key features of this course are its attention to: how biological, cognitive and social changes combine to influence overall adaptation and throughout the aging process; the ways in which adult development and aging occurs in the context of families, social relationships, neighborhoods and communities, and the larger cultural context; and how theories and empirical findings can be applied to promote healthy adult development and aging. Students pursuing the HDFS major option must complete HDFS 129 plus two of the three 200-level developmental courses (HDFS 229, HDFS 239, HDFS 249N). This course may count toward the minor in HDFS. Students who are not pursuing a major in Human Development and Family Studies can apply credits from this course towards the General Education Integrative Studies requirement: as an Inter-domain Course, the course puts approximately equal emphasis on learning objectives for Social and Behavioral Sciences (GS) and for Health & Wellness (GHW) knowledge domains.
INFORMATION SCIENCES AND TECHNOLOGY
The course focuses on an action-oriented approach where students learn by doing, and is delivered with significant student interaction with technology both in class and as part of out-of-class assignments.
Three perspectives address the core issues in the course: information or the basic science of data encoding, transmission, and storage; people or the interactions among technologies, institutions, regulations, and users; and technology or the design and operation of basic information technology devices. Students completing the course will be confident users and consumers of information technology while developing research and analytical skills.
IST 110 is the introductory course in IST, and it is a required course for all IST majors and minors.
This course examines the American democracy by looking at the dynamic interaction between the founding ideals of the United States government, the institutions established by the Constitution, and the ongoing contest for power within and through those institutions. Students will learn how Congress, the Presidency and the Supreme Court shape law and public policy; how the electoral process influences the decisions of voters and political parties; and how the media, interest groups, political action committees, and public opinion impact political outcomes. Through these topics the course takes up questions such as, Who has a voice in American politics and why are some political actors more influential than others? Do the electoral and policy making processes uphold democratic values? How responsive is the United States government to public wants? How does the media influence citizens' political preferences and behavior? The course both provides a foundation for further study of politics and equips students with the capacity to act politically on their own behalf and in concert with their communities. Students are empowered to interpret and pursue their interests, rights, and opportunities within the US political system in relation to the values of democratic equality and liberty the system was organized to secure, and to influence the process through which policies that shape their lives in critical ways are made.
What causes war and what makes it stop? When is international aid or military intervention effective? Why are some states wealthy and others plagued by poverty and underdevelopment? How does international trade affect developing countries? What can and should states do to protect human rights around the world? This course provides students with the background and conceptual tools to answer these and similar questions. It teaches students to think systematically about the complex relationships that constitute world politics and to critically engage prevailing academic and policy arguments about global affairs. Students are introduced to the international political system as the arena in which states develop foreign policies of cooperation and competition to pursue power, enhance security and develop economically. They explore how various non-state actors (NGOs, social movements, corporations) and international governmental organizations (UN, IMF, World Bank, WHO) influence interactions among states and between states and their citizens in matters such as interstate and civil wars, terrorism, ethnic conflict, human rights, inequality, global trade, resource scarcity and climate change.
This course is required and foundational for students who are majoring or minoring in psychology and it is a prerequisite for other psychology courses. Psychology is a scholarly discipline, a scientific field, and a professional activity. Its overall focus is the scientific study of behavior and experience, and of associated mental and physiological processes. As a scholarly discipline, psychology represents a major field of study in academic settings, with an emphasis on theories and principles of behavior and experience. As a science, psychology is a domain of research in which investigators analytically and systematically study behavior and experience to develop theories and principles and to understand their application to real-world situations. As a profession, psychology involves the practical application of knowledge, skills, and techniques for enhancing well-being and quality of life, as well as solving or preventing individual and social problems. This course provides an overview of the field of psychology, including research, theory, and application. Specific topics include the biological bases of behavior, sensation and perception, learning, cognition, motivation and emotion, development, social cognition and social influence, personality and individual differences, and mental disorders and therapy. Content is presented through a combination of lectures, readings, and demonstrations. Evaluation is primarily based on objective exams. A major goal of the course is to show how questions within these areas are addressed through empirical research. The course introduces students to theories, research, and procedures used in psychological research and practice and encourages them to apply this knowledge to enhance their lives. After taking this course, students should be able to make informed decisions about participation in future psychology courses and have a better understanding of psychology as a science and of human behavior.
Have you ever wondered what that little baby in front of you is actually thinking or why the toddler in your family will throw things over his high chair over, and over, and over again? In this class, we explore how fetuses, infants, and children learn about the world around them - from learning about what they think, to how they move and when they start to feel emotions such as love, guilt, or jealousy. We also explore how the contexts of development (e.g., family, community, culture, etc) impact how we grow from a single-cell to a living, breathing (and sometimes annoying) child.
Personality psychology involves examining theories of human nature and evaluating them in an empirical fashion. Personality psychology begins with the observation that each person is (to paraphrase Harvard psychologists Kluckhohn and Murray) in certain respects (a) like all other persons, (b) like some other persons, and (c) like no other person. In other words, personality psychology concerns itself with the study of (a) universal aspects of human nature, (b) psychological traits and types, and (c) individual uniqueness. Principal goals of the discipline include constructing descriptive taxonomies of personality, inquiring into the evolutionary and developmental origins of human universals and individual differences, and assessing the impact of personality on the life course. This course aims to cultivate in students a breadth of understanding through an analysis of some of the major intellectual statements concerning human nature. Psychoanalysis, humanism, existentialism, symbolic interactionism, biological, and neuropsychological are primary perspectives that may be examined. Questions considered within the course include: How can we determine what might be a part of fundamental human nature? What are the relative contributions of conscious rationality andunconscious irrationality to human behavior? Can human behavior be explained by a finite set of motives? Do explanations in psychology differ in kind from explanations in the natural sciences? Can personality be quantified? Short-answer examinations and class participation are used to evaluate the degree to which students have successfully comprehended course material. Students should understand why it is difficult for a theorist to create a view of human nature that transcends the theorist's own personality and cultural/historical context, and how empirical research can help overcome these obstacles. Students are to learn how to identify and evaluate the assumptions (either implicit or explicit) about human nature and individual differences that underlie any social or behavioral science. By the end of the course, students should be able to describe the basic tenets of the major theories, to be able to compare and contrast the theories, and to be able to evaluate the strengths and weaknesses of each theory.A good understanding of the course material will prepare students for advanced study in personality theory and measurement, as well providing a useful context for courses in abnormal, clinical, developmental, health, historical/philosophical, industrial/organizational, and social psychology, as well as for courses in other social sciences, certain humanities, and some applied fields such as business which at least tacitly presuppose some view of personality.
The introduction to well-being and positive psychology involves the application of empirically derived principles of psychology to address everyday experiences and focuses on ways to enhance one's life. More specifically, students will be introduced to the field and learn that positive psychology encompasses much more than the study of happiness, a common misconception. Students will learn to embraces strengths, fosters personal growth, and enhance well-being based on scientific research. As part of a scholarly discipline, scientific field, and professional activity, the overall focus of the course is the study of the psychological processes that relate to enhancing one's life.As an important area of psychological science, positive psychology is an area of research in which investigators develop and systematically test theories about the "good life." As part of a profession, it involves the application of this empirically gained knowledge to enable people to cultivate areas of their lives that will lead to greater contentment and fulfillment. This course provides an overview of the field of positive psychology. It introduces the field by exploring its history and considers its place in the field of psychology more generally. Topics discussed include but are not limited to positive emotions, positive thinking, character strengths, values, relationships (intimate and friendships), and the meaning of life. Cultural considerations within the field are also explored. Content is presented through a combination of lectures, readings, active learning activities, and demonstrations. Assessment is based on objective exams and writing assignments (which includes the use of scientific research to support personal experiences). Discussion and questions are encouraged in all sections to facilitate students¿ understanding of the material. After taking this course, students should have a better understanding of the field of positive psychology and what it encompasses and will acquire tools for applying the concepts learned to their own lives.
This course introduces the concepts and methods used to study people within and as they relate to the world of work. This is a survey course that provides an introduction to many topics ranging from determining what individuals do in their jobs, to the design and operation of organizations. Topics include (but are not necessarily limited to): recruitment, selection, training, teamwork, employee motivation, leadership, and organizational culture.
SECURITY AND RISK ANALYSIS
The overarching course goal is for students to understand, communicate, and make informed decisions relating to virtual and physical security in a variety of small and large environments. As a class, we will explore security needs for individuals, singular computers and home networks. We will compare and contrast the security needs of businesses and even nations versus individuals.
Current social problems such as economic, racial, and gender inequalities; social deviance and crime; population, environmental, energy, and health problems. SOC 005 Social Problems (3) (GS)(BA) This course meets the Bachelor of Arts degree requirements. This course is designed to introduce students to the main societal issues facing humanity at the present time and in the foreseeable future. Although the course examines a number of social issues in the United States (such as crime and poverty), the course generally takes an international and inter-cultural perspective. The primary social issues that affect individuals and their children today are global, rather than national, in scope. For this reason, globalization is a recurring theme in the course. Discussion and questions are encouraged in all sections. Assessment is based partly on objective and short--answer tests taken in class, including a final examination. All sections also include writing assignments that involve either library or Internet research. For example, in one commonly used assignment, students write a paper describing and analyzing a serious social problem in some country other than the United States, such as Ireland, Egypt, New Zealand, Ethiopia, Argentina, or Indonesia. An alternative writing assignment requires that students investigate and describe a local problem in Centre County. Another variation requires students to research the views of other students and groups on campus and compose a letter to the Penn State university president about an issue or problem on campus involving student behavior. SOC 005 provides excellent preparation for most upper--level sociology courses. Because this course introduces students to social problems that will confront their generation in the near future, it also is relevant to other majors and disciplines, such as political science, economics, and health and human development. This course meets a General Education requirement in the Social and Behavioral Sciences.