2014-2015 UNDERGRADUATE MANUAL

2014-2015 UNDERGRADUATE MANUAL Department Overview, Academic Requirements, and Program of Study

Table of Contents Welcome 2 Department Overview 3 Main Contacts 3 Mission, Goals & Objectives 3 Procedures for New Students 4 Curriculum Requirements in Psychology 5 A.B., B.S., and Minor Programs 5 Areas of Breadth and Depth 5 Course Sequencing 6 Research Participation Requirement 7 Course Renumbering Information 8 Courses Listed by Area of Depth 8 Psychology Major Checklist 11 Natural Sciences Elective Options 13 Undergraduate Research Opportunities 15 Research Practicum 15 Independent Study 15 Graduation with Distinction 16 Zener Award 16 Clinical Opportunities 17 Study Abroad and Transfer Credits 17 General Education Requirements in Trinity College 17 Student Organizations 18 Preparing for Graduate School 18 Careers in Psychology 18 Resources for Students and Faculty 19 1

WELCOME Welcome to the Undergraduate Program in Psychology at Duke University! We hope that you will find this manual informative and will contact us if you have further questions, suggestions, or comments that will helps us continually improve the undergraduate program. Psychology is one of more than 46 majors and certificates offered through the Trinity College of Arts and Sciences at Duke University. If you are like most people, as reported by the American Psychological Association (APA), you will tend to associate the field of psychology with the profession primarily related to mental health you may even visualize a couch in there somewhere! According to public polls conducted by APA, most people tend to think of psychology as a soft subject and not consider psychology a science. Those beliefs could not be further from the truth, at least when it comes to Duke University. One of the prime benefits students receive from an undergraduate degree in psychology from Duke is the incredible number of opportunities to engage in scientific research. From Practicums, to Independent Studies, to Graduation with Distinction, undergraduates have the opportunity to work with nationally and internationally renowned professors. Another way to learn about research labs of interest in an informal way is through volunteering hours, which often leads to more extensive academic commitment or even a research assistant paid position. Psychology majors who take advantage of the opportunities to develop research skills will be better prepared to succeed in their post-undergraduate goals, which for some may mean going into graduate school and for others may mean entering the workforce. Psychology is one of the most active areas of undergraduate study at Duke including about fifty-five core faculty members and graduating about 170 students each year. Students may earn either an A.B. or B.S. degree with areas of concentration in abnormal/health, biological, cognitive, developmental, or social psychology. Although an undergraduate major in psychology is not designed to provide specific professional training, it serves as an excellent foundation for a broad range of careers. Some careers require graduate study or specialized training while others are open to A.B. or B.S. graduates. Around 40 percent of our majors go into business fields such as law, banking, television, and business management; 30 percent enter medical or academic professions; while about 10 percent go into fields directly related to psychology. This manual is intended to provide an overview of the psychology program at Duke along with resources to learn about the benefits of psychology as an academic foundation to the psychology career as well as other fields. This manual introduces the mission and goals for the undergraduate program; details the requirements for the major and minor degrees and procedures for new students; and lists opportunities for research and training and resources for academic success and career exploration. It is possible that this manual may not answer a specific question you may have. In this case, feel free to get in touch with one of us. Our contact information is included below. Regards, Karen Murphy, Director of Undergraduate Studies Angela Vieth, Associate Director of Undergraduate Studies Natália Silva Harwood, Undergraduate Program Assistant 2

DEPARTMENT OVERVIEW Main Contacts *Natália Silva Harwood, M.Ed. Undergraduate Program Assistant (919) 660-5719 natalia.silvaharwood@duke.edu Soc/Psy Building, Room 242 Angela Vieth, Ph.D Associate Director of Undergraduate Studies (919) 684-9678 azvieth@duke.edu Soc/Psy Building, Room 210 Karen Murphy, Ph.D Director of Undergraduate Studies (919) 660-5785 karen.murphy@duke.edu Soc/Psy Building, Room 243 *Please contact Natália for all general questions about the undergraduate program in psychology including: credit transfer, course information, permission numbers, registering for Independent Study and Graduation with Distinction, and major requirements. Mission The mission of the undergraduate program in psychology at Duke University is to provide students with a dynamic and interactive learning experience that confers a strong background in psychology as a science. Students can pursue training in 5 topic areas: 1) Abnormal/Health; 2) Biological Bases of Behavior; 3) Cognitive Psychology including cognitive neuroscience; 4) Developmental Psychology; 5) Social Psychology. In the training of students, these topic areas are critically evaluated and real world applications are discussed in lectures, in small group formats, and in one-on-one independent study experiences. Goals & Learning Objectives The goals for undergraduate education in psychology at Duke University are consistent with the American Psychological Association Board of Educational Affairs learning goals and outcomes for undergraduate students. Students can earn either a Bachelor of Arts (A.B.) degree or a Bachelor of Science (B.S.) degree. The B.S. requires additional credits in the natural sciences and calculus beyond the coursework required for the A.B. Goal 1: Mastery of Intellectual Foundations Students will develop a strong intellectual foundation in two of the five areas listed above. Students learn about the basic principles, history, and research approaches through foundation courses in two of these core areas. Goal 2: Applications of Core Knowledge Base Students will be exposed to a range of specialized topics and acquire knowledge of a wide range of psychological principles and empirically validated procedures. The application of skills and core knowledge will be developed and honed in advanced seminars and independent study experiences. Goal 3: Development of Research Skills and Critical Thinking Students will develop competence in the operation, interpretation, and evaluation of research in psychological science. All majors will engage in activities that facilitate the development of critical thinking skills and that will allow them to be effective consumers of research; students interested in generating new knowledge themselves will develop the research skills required to do this. These skills 3

will be developed in seminars, via conducting literature reviews and using statistical methods to solve faculty and student generated questions in formal class formats, and in independent study courses. Goal 4: Development of Professional Communication and Technology Skills Students will acquire professional communication skills in the form of scientific writing, APA writing style, and use of electronic data bases. Expertise in written communication is developed in courses which have, as a major component, term papers, literature reviews, and comparative analyses. Students demonstrate the ability to utilize technology-based tools using electronic databases such as PsycINFO, Social Science Index, and ERIC. This training also uses web based sources to develop skills that extend to real world examples of psychological issues. Goal 5: Career Preparation Students seeking careers in psychology will be prepared in several ways. Those aspiring to graduate education in the field will receive sufficiently broad training in course work and research experience to succeed in gaining admission to outstanding graduate programs in their fields of interest. Students seeking entry level research positions in the field will have become sufficiently well versed in the basic principles of conducting research to be competitive for positions in a wide range of labs. PROCEDURES FOR STUDENTS Students declare their intent to major in psychology typically during the spring semester of sophomore year. Students receive information about selecting an advisor for their major. *Students are paired with advisors. Students meet with their advisor each semester before enrolling to discuss course selection and other issues. *It is important that students meet with an advisor prior to their registration window because many courses in psychology fill up quickly, and students will not be marked eligible to enroll until they have met with their advisor. Avoid having problems registering for classes by contacting the Undergraduate Program Assistant to obtain an advisor as early as possible. Students are encouraged to take a copy of their psychology major checklist to facilitate the advising process. During their meeting with advisors, students should address the following issues: course selection and progress in completing the requirements for the psychology major; course sequencing; prerequisites and permission numbers. As noted below, new course numbers and major requirements took effect starting fall 2012. Students are encouraged to use the major checklist to ensure that they are on track to complete the requirements for the major. 4

CURRICULUM REQUIREMENTS IN PSYCHOLOGY A.B. Major in Psychology Students will complete eleven courses in psychology meeting the following requirements: Introductory Course in Psychology, Breadth, Depth, Methods, Seminar, and Electives. A major checklist is available on the Psychology Department s website. Students who matriculated at Duke before fall 2012 will complete the eleven-credit requirement for the A.B. plus six credits in quantitative studies and natural sciences as described on the major checklist, for a total of seventeen credits. B.S. Major in Psychology Students who matriculated at Duke starting fall 2012 and beyond will complete the eleven-credit requirement for the A.B. plus additional credits in quantitative studies, natural sciences, and elective courses selected from the approved list (see Natural Sciences Elective Options). Students who matriculated prior to fall 2012 may choose to follow the new B.S. plan. To do so, students should notify the Office of Undergraduate Studies in Psychology. Students will complete five courses in psychology as follows: Minor in Psychology PSY 101 At least 2 survey courses (one must be PSY 106 or 102, the other must be PSY 103, 104, or 105) At least one elective numbered above PSY 106 Students with AP credit for PSY 101 must still complete 5 classes to earn the minor. Areas of Breadth and Depth Duke s undergraduate program in psychology is comprised of five major areas within the field that represent the breadth of the field and are described below: Abnormal/Health Psychology: Courses in this area focus on understanding psychological processes involved in both healthy and maladaptive adjustment. The survey course in this area, "Abnormal Psychology" (PSY 105), provides a broad overview of psychological disorders, including how psychological disorders are classified and treated and the contribution of biological and experiential factors to the development of psychopathology. Other courses in this area build on this foundation to explore a wide range of issues related to abnormal behavior as well as the role of psychological processes in physical well-being. Biological Bases of Behavior: The brain is the centerpiece of a biological approach to behavior, but its role must be understood within the broad context of its evolution, and of the forces that shape it during an individual's development. Moreover, one must appreciate its relationship with other aspects of 5

physiology, such as the endocrine and immune systems. The courses in this track have been designed to provide this broad perspective on the brain and behavior. The survey course is "Biological Bases of Behavior" (PSY 106/NEUROSCI 101), which is also a core course in the Duke Neuroscience major. http://www.dibs.duke.edu/education/undergraduate-neuroscience. Cognitive Psychology: Cognitive psychology is the study of what people and animals know and do. Relying on experimental evidence, models and theory, it studies how people and animals attend, learn, perceive, reason, and remember, and it examines how people in particular solve problems and use concepts, images, language and other modes of representation. The survey course titled "Cognitive Psychology" (PSY 102) introduces the major topics. Subsequent courses focus on specific issues (perception, memory, reasoning, and language development, etc.) and on the research and modeling methods used to address them. Developmental Psychology: The developmental track emphasizes psychological development through a person s lifetime. It encompasses a broad review that includes biological, cognitive, emotional, and social processes as they develop across infancy, childhood, adolescence, and adulthood. It includes such diverse areas as the development of sensory and motor systems, the development of children's thinking and reasoning, and the development of social behavior in families, peer groups, and social institutions. Theoretical orientations represented are also diverse and range from views of human and animal development that emphasize biological evolution, to those that stress social learning or the organization of mental structures. See the Bulletin about the multi-disciplinary undergraduate certificate programs in Human Development and Early Childhood Studies. The survey course in this area is "Developmental Psychology" (PSY 103). Social Psychology: The courses in the social psychology area examine the diversity of factors that influence people s thoughts, feelings, and behaviors. Topics include social cognition, motivation and goals, close relationships, self and identity, stereotyping and stigmatization, group behavior, personality, social neuroscience, and courses that apply social psychology to health, business, and marketing. Students who are interested in this track must take the survey course Social Psychology (104) and are encouraged to take Personality (221). Course Sequencing The major is devised to provide breadth and depth, a small group course in psychology, and familiarity with the quantitative techniques and research methods used in psychology. Psychology 101 - Students who receive a score of 5 on the AP psychology test or a 7 on the IB psychology test will receive credit for PSY 101 and do not need to take it for credit at Duke. Students who receive a 4 on the AP or a 6 on the IB may choose to receive credit for PSY 101 or retake the course for credit at Duke in which case their AP/IB credit toward graduation will be lost. Please note that students who receive AP/IB credit for Psychology 101 will need to complete a total of eleven courses in the major beyond Psychology 101. Thus, AP/IB credit allows you to place out of Psychology 101, but does not reduce the total number of courses you must take. Students who do not have credit for PSY 101 should take this class as their first psychology class at Duke. The Breadth Requirement - The student is required to take at least two survey courses that cover major areas of the field. One of these survey courses must be Biological Bases of Behavior (106) or Cognitive Psychology (102), and one must be Abnormal Psychology (105), Developmental Psychology (103), or Social Psychology (104). Students seeking additional breadth may count up to four of these survey courses towards the major. Introductory Psychology is strongly recommended as the first course 6

taken in the major as it provides a foundation for all other courses; the survey courses should be taken next as they provide a foundation for additional courses in each area. The Depth Requirement - The student is required to complete at least 3 courses in 2 areas where a survey course was completed. At least one course beyond the survey level must be in the biological or cognitive area and at least one must be in the abnormal/health, developmental, or social area. For example, if a student completed survey courses in the biological (106) and developmental (103) areas, at least 3 additional courses in the biological and developmental areas are required, with a minimum of one course in each area. Students can also use one Independent Study course to count towards the Depth Requirement. To do so students should contact the Psychology Office of Undergraduate Studies to make the request as the IS will not be applied to this requirement automatically. The Seminar Requirement - The student is to take at least one seminar. It is recommended that the seminar be taken in an area where a survey course was completed. The Research Methods Requirement - Each student will take Research Methods in Psychological Science (301), or one of the specialized research methods in the 301-315 series. Students are advised against enrolling in research methods prior to statistics. The Statistics Requirement - The required course is Introduction to Statistical Methods in Psychology (201). The course completed to satisfy this requirement will also count as one of the eleven courses required for the major. The following courses are also acceptable: Mathematics 342, Statistical Science 101, 102, 111, or 250. Other courses may be substituted only with advance permission of the director of undergraduate studies. Students who plan on taking courses in the Department of Statistics/Decision Sciences should consult with the director of undergraduate studies in Psychology & Neuroscience prior to enrolling in their initial statistics class. Please note that students may not use multiple introductorylevel statistics classes to satisfy elective requirements. The 11-course Requirement - Additional courses at the 100-level or above. Courses cross-listed with other departments that are 100-level or above (as of fall 2012) count towards the 11. Two independent study courses in psychology can count towards the 11-course requirement. The course taken to complete the Statistics requirement counts as one of the 11 required courses. Of the eleven courses required for the major at least nine must be taken at Duke; others, if approved, may count toward the 34 credits needed for graduation but will not count towards the major. Research Participation Requirement Students registered in PSY 101, 102, 103, 104, 105, or 221 must complete 5 hours of research participation in order to pass the course. Students who do not complete this requirement receive an incomplete grade. Students have two options of how to fulfill this requirement: Participate in research studies being conducted in the department (5 hours) Write a critical review of five research articles. The reading and writing process should take a total of 5 hours. Detailed information about the research participation requirement can be found on the department s website. 7

Course Renumbering Information Starting fall 2012, Duke instituted a new course numbering system. Visit the Office of Curriculum and Course Development for further information about the course renumbering process and how it will affect students transcripts. A brief description of the new numbers is listed below: 0 99 Advanced Placement credit; House Courses; First-Year Seminars; First-Year Writing Registrar / Department special purpose 100-199 Introductory-level undergraduate courses; basic skills / activity courses; foundation courses; Focus program courses 200-399 Undergraduate courses above introductory level 400-499 Advanced undergraduate, senior seminars, capstone courses, honors thesis courses 500-699 Graduate courses open to advanced undergraduates 700-999 Graduate only courses (not open to undergraduates) Courses Listed by Area of Depth The following is a list of the courses currently offered in Psychology. Courses are listed by Area of Concentration. Note that some courses will appear multiple times, as the course content crosses multiple concentration areas. General Courses (no area) New # Old # Course Title New # Old # Course Title 89S 101 187FS 190FS 193FS 201 203 290 49S 11 93FCS 95FCS 117 50RE 170 First-Year Seminars * Introductory Psychology Decoding Human Behavior Focus Special Topics*# Neurobiology of Mind *# Statistical Concepts in Psychology Research Practicum* Junior Psychology Special Topics: Lecture 290S 301 390S 393-394 493-494 496 497 590 170 150RE 170S 191-192 193-194 200-A 200-B 290 Junior Psychology Special Topics: Seminar Research Methods in Psy. Science Psychology Special Topics: Seminar Independent Study for Juniors $ Independent Study for Seniors $ Graduation with Distinction Workshop I Graduation with Distinction Workshop II Senior Psychology Special Topics: Lecture * These courses do not count toward the major. $ -- Students may count a maximum of one independent study # Open to students in the Focus Program only. course toward a depth area, depending on content. Abnormal/Health Area New # Old # Course Title New # Old # Course Title 105 205 206 207 208 209 210 211 212 213 221 238 277 306 309 310 100RE 109A 110RE 119B 109C 109B 109E Sp.Top 307 114 133 120B 185C 185E 185D Abnormal Psychology Health Psychology and Beh. Change Alcohol: Brain, Individual, and Society Child Clinical Psychology Behavioral Medicine Stress and Coping Behavior/Biases/Interven. in Global Hlth Health Communication Intro to Forensic Psychology Advanced Abnormal Psychology Personality Psychology of Ethnicity and Context Looking Inside the Disordered Brain Res. Meth Health/Clinical Psychology Research Methods in Global Health Res. Meth Psychopath. & Psychotherapy 316S 317S 318S 321S 323S 339S 407S 410S 411S 436S 473S 474S 510S 605S 607S 608S 143S 163S 175BS 162S 157S 190S 155S 151S 169S 159S 272S 218S 216S Clinical Issues for LGBTQ Community Coping with Catastrophic Events Psy. of Positive Emotion/Experience Personality and Individual Differences Fun. of Global Mental Health Life Span Analysis of Soc. Relationships History of Modern Psychology Community Intervention Research Disorders of Anxiety Clinical Interven. with Children and Families The Neurobiology of the Pain System Bio Psychology of Human Development Developmental Psychopathology Obesity and Eating Disorders Personality, Stress, and Disease Gender, Pain, and Coping 8

Abnormal/Health Area (Continued) New # Old # Course Title New # Old # Course Title 609S 610S 611S 612S 629S 229S 201S 222S 171S 258S Psychosocial Determinants of Health Psychology of Mindfulness Meditation Global Mental Health The Psychology of Trauma and Memory Social Behavior and Personality 654S 671S 673S 681S 685S 209S 227S 203S 240S Psychology of Aging Disturbances in Eating and Body Experience Computers and Psychiatry Gene-Environment in Abnormal Behavior Biological Pathways to Psychopathology Biological Area New # Old # Course Title New # Old # Course Title 106 101RE Biological Bases of Behavior 376S 150S Behavioral Neuroendocrinology 206 226 251 257 258 273 274 275 276 277 278 279 280 281 282 302 303 308 313 340S 374S 375L 110RE 111 112 132 126 127 135 136 120B 119 156 147 167 181C 181F 182B 184A 177S 178L Alcohol: Brain, Individual, and Society Sex/Gender-Nat/Nurt.: Inter. Bio/Society Learning and Adaptive Behavior Introduction to Cognitive Neuroscience Decision Neuroscience Behavior and Neurochemistry Drugs, Brain, and Behavior Fundamentals of Neuroscience Brain and Behavior Looking Inside the Disordered Brain Neuroethics Behavioral Neuroimmulology Social and Affective Neuroscience Neuroscientific Approaches to Soc. Beh. Neuroscience of Movement Brain Waves and Cognition Functional Neuroimaging Perception and the Brain Contemporary Neuroscience Methods Educational Neuroscience Human Sexuality Funct. Neuroanatomy of the Human Brain 407S 461S 469S 471S 473S 474S 477S 478S 499S 575 580 605S 659S 667S 669S 670S 672S 681S 684S 685S 686S 687S 190S 165S 682S 149S 169S 159S 211S 195S 268 265 272S 242S 223S 241S 267S 226S 203S 250S 240S History of Modern Psychology Neurobiology of Learning and Memory Cognitive Control and the Prefrontal Cortex Reward and Addiction The Neurobiology of the Pain System Bio Psychology of Human Development Biology of Nervous System Diseases Motivation, Action, Choice Current Research in Neuroscience Brain and Language Biological Basis of Music Obesity and Eating Disorders Nonverbal Cognition Learning and Cognition Affective Neuroscience Language, Brain, and Human Behavior Cognitive Neuroscience of Memory Gene-Envirmt. in Abnormal Behavior Hormones, Brain, and Cognition Biological Pathways to Psychopathology Principles of Neuroimmunology Visual Perception and the Brain Cognitive Area New # Old # Course Title New # Old # Course Title 102 102RE Cognitive Psychology 308 182B Perception and the Brain 206 211 240 241 250 251 252 254 255 256 257 258 260 277 278 280 281 302 303 110RE 108A 132B 105 111 122 128 129 134 112 132 113B 120B 119 147 167 181C 181F Alcohol: Brain, Individual, and Society Media and Health Communication Educational Psychology Cross-Cultural Perspectives on Devel. Myths and Mysteries of Memory Learning and Adaptive Behavior Psychology of Thinking The Creative Mind Human Cognitive Evolution Psychology of Language Introduction to Cognitive Neuroscience Decision Neuroscience Psychological Anthropology Looking Inside the Disordered Brain Neuroethics Social and Affective Neuroscience Neuroscientific Approaches to Soc. Beh. Brain Waves and Cognition Functional Neuroimaging 313 336S 337S 340S 352S 353S 371S 405S 406S 407S 425 435S 461S 469S 473S 478S 479S 575 612S 184A 153S 174S 158S 161AS 168S 176S 173S 190S 115 164S 165S 682S 169S 268 171S Contemporary Neuroscience Methods Issues in Language Development Infancy Educational Neuroscience Introduction to Visual Cognition Medical Decision Making Cognition in the Classroom Great Ideas in Psychology Theoretical Issues in General Psychology History of Modern Psychology Psychology of Consumers The Role of Race and Culture in Develop Neurobiology of Learning and Memory Cognitive Control and the Prefrontal Cortex The Neurobiology of the Pain System Motivation, Action, Choice Aud. Neuroscience-From Sound to Music Brain and Language The Psychology of Trauma and Memory 9

Cognitive Area (Cont.) New # Old # Course Title New # Old # Course Title 628S 629S 654S 659S 665S 667S 668S 249S 258S 242S 202S 223S 238S Anthropology and Psychology Social Behavior and Personality Psychology of Aging Nonverbal Cognition Autobiographical Memory Learning and Cognition Everyday Psychology 669S 670S 672S 681S 684S 685S 687S 241S 267S 226S 203S 250S 240S Affective Neuroscience Language, Brain, and Human Behavior Cognitive Neuroscience of Memory Gene-Envirmt. in Abnormal Behavior Hormones, Brain, and Cognition Biological Pathways to Psychopathology Visual Perception and the Brain Developmental Area New # Old # Course Title New # Old # Course Title 103 207 226 235 236 237 238 239 240 241 260 304 321S 322S 336S 337S 103RE 119B 124 130 131 133 137 108A 132B 113B 183B 162S 153S 174S Developmental Psychology Child Clinical Psychology Sex/Gender-Nat/Nurt.: Inter. Bio/Society Human Development Psychosocial Aspects of Human Devel. Social Development Psychology of Ethnicity and Context Adolescence Educational Psychology Cross-Cultural Perspectives on Devel. Psychological Anthropology Child Observation Personality and Individual Differences Freud and Sexuality Issues in Language Development Infancy 339S 340S 406S 407S 435S 436S 474S 479S 510S 654S 655S 658S 659S 660S 681S 157S 173S 190S 164S 151S 159S 205S 208S 242S 154S 203S Life Span Analysis of Social Relationships Educational Neuroscience Theoretical Issues in General Psychology History of Modern Psychology The Role of Race and Culture in Develop Clinical Interv. with Children and Families Bio Psychology of Human Development Aud. Neuroscience-From Sound to Music Developmental Psychopathology Psychology of Aging Children's Peer Relations Seminar in Emotion Nonverbal Cognition Achievement Motivation Gene-Envirmt. in Abnormal Behavior Social Area New # Old # Course Title New # Old # Course Title 104 104RE Social Psychology 406S 173S Theoretical Issues in General Psychology 205 206 211 220 221 224 225 226 237 238 260 281 305 337S 109A 110RE 106 114 113A 129A 131 133 113B 167S 185B 174S Health Psychology and Behavior Change Alcohol: Brain, Individual, and Society Media and Health Communication Psychology of Gender Personality Self and Society Political Psychology Sex/Gender-Nat/Nurt.: Inter. Bio/Society Social Development Psychology of Ethnicity and Context Psychological Anthropology Neuroscientific Approaches to Soc. Beh. Research Methods in Social Psychology Infancy 407S 410S 425 426 435S 609S 625S 627S 628S 629S 654S 658S 660S 190S 155S 115 138 164S 229S 214S 230S 249S 258S 208S 154S History of Modern Psychology Community Intervention Research Psychology of Consumers Social Psychology of Business The Role of Race and Culture on Develop. Psychosocial Determinants of Health Motives, Goals, and Social Behavior Stereotypes and Stigma Anthropology and Psychology Social Behavior and Personality Psychology of Aging Seminar in Emotion Achievement Motivation 10

PSYCHOLOGY MAJOR CHECKLIST Psychology AB requirements (11 courses) Introductory Psychology PSY 101 or AP credit (AP credit allows students to place out of PSY 101, but does not count as one of the eleven courses required for the major). Group 1 (choose ONE) Distribution Requirements Group 2 (choose ONE) PSY 106 (Biological) PSY 102 (Cognitive) PSY 105 (Abnormal/Health) PSY 103 (Developmental) PSY 104 (Social) **Note Although only 2 of the above survey classes are required, up to 4 may count towards the 11 course total. Depth Requirements Two courses from one distribution area above One course in the other distribution area above (either Group 1 or Group 2) Depth Requirement Depth Requirement Depth Requirement Students must complete at least 3 intermediate/advanced courses spread across 2 areas where a survey course was completed. For example, if a student completed survey courses in the Biological and Developmental areas, at least 3 additional courses in the Biological and Developmental areas are required, with a minimum of one course in each area. (1 in one area and 2 in the other). Students must notify the Psychology Office of Undergraduate Studies if an IS course should count toward depth, as the IS will not be applied to this requirement automatically. Statistics Requirement (choose ONE) PSY 201 STA 101, 102, 111, or 250 MATH 342 Methods Requirement Methods Requirement courses numbered 301 to 315 Seminar Requirement Additional electives to bring total to 11 courses Seminar Requirement Elective Elective Elective - if AP credit is granted for PSY 101 11

For students matriculating prior to fall 2012 Psychology BS Requirements (17 courses) Students wishing to earn a BS degree must satisfy A.B. requirements listed above and complete: Calculus the equivalent of Math 112 [Math 122(or higher) or AP credit for Math 112 counts] Six credits in the natural sciences from at least 2 of the following departments: Biology, Biological Anthropology (courses coded as NS), Chemistry, Computer Science (only 100 level or above), Mathematics (only 100 level or above), and Physics. Natural science classes in the Department of Psychology & Neuroscience that are being used to satisfy other major requirements do not count towards these 6. NS 1 NS 2 NS 3 (Lab) NS 4 (100+) NS 5 (100+) NS 6 (100+) * Note that 3 of the courses listed above must be 100 level or above courses and at least 1 course must be coded as a Lab course. For students matriculating fall 2012 and later (students who matriculated prior to 2012 can also follow this plan if they wish to do so) Students wishing to earn a BS degree must satisfy A.B. requirements listed above and complete: Additional Quantitative Studies (choose ONE): Math 112 (32) Math 122 (41) Stat 210 (121) Stat 340 (140) Psych NS courses (may also fulfill Distribution, Depth, or Electives requirements): PSY NS 1 PSY NS 2 * If these courses are not needed to satisfy the AB requirement, they will count as 2 of the required electives in the section below. Electives NOTES: At least two courses in psychology must carry the NS code. If these are not used to satisfy the 11 course AB requirement, they can count as 2 of the 5 electives. Up to 2 empirically oriented Independent Study classes in psychology can count towards the five elective requirements if not used to satisfy the 11 course AB requirement. Students must take 3 electives from the approved list below from at least 2 departments outside of psychology. Courses in another department that are cross-listed with Psychology do not count as a different department. Thus, the minimum number of classes to be taken outside of psychology to satisfy the BS requirements is 2. At least two of the five courses should be at or above the 200-level. Elective Elective Elective Elective (200 level +) Elective (200 level +) 12

NATURAL SCIENCES ELECTIVE OPTIONS (under new numbering paradigm) Students who wish to satisfy an elective requirement for the BS degree that is not listed below must have this approved in advance by the DUS or Associate DUS. Biology 101L Gateway to Biology: Molecular Biology 102 L Gateways to Biology: Genetics and Evolution 215 Mathematical Biology 330L Anatomy of Vertebrates 223 Cellular and Molecular Neurobiology 221 Cell and Organismal Physiology 250 Population Genetics 311 Introduction to Systems Biology 329L Principles of Animal Physiology 372LA Biochemistry of Marine Animals 373LA Sensory Physiology and Behavior of Marine Animals 267 Evolution of Animal Behavior 431LS Human Embryology 422 Neural Circuits of Behavior 411S Molecular Genetic Analysis 412S Sensory Signal Transduction 567S Genetic Basis of Behavior 650 Molecular Population Genetics Computer Science 101 Introduction to Computer Science 101L Introductions to Computer Science 201L Program Design and Analysis II 230 Discrete Math for Computer Science 224 Introduction to Computer Modeling 316 Introduction to Database Systems 220 Introduction to Numerical Methods and Analysis 260 Introduction to Computational Genomics 270 Introduction to Artificial Intelligence 516 Data-Intensive Computing Systems 530 Design and Analysis of Algorithms 532 Approximation Algorithms 520 Numerical Analysis 528 Introduction to Computational Science 570 Artificial Intelligence 571 Machine Learning 527 Computer Vision 662 Computational Systems Biology 663 Algorithms in Structural Biology and Biophysics Evolutionary Anthropology 260 Human Cognitive Evolution 246 Sociobiology 341 Primate Sexuality 363S Evolution of primate Social Cognition 560S Topics in Primate Cognition 546S Primate Social Evolution Global Health 361 Behavior and Interventions in Global Health 362 Introduction to Epidemiology Focus on Global Health 371 Research Methods in Global Health*** Linguistics 216S Neuroscience and Human Language Math 573S Modeling of Biological Systems Biochemistry 301 Intro Biochemistry I 302 Intro Biochemistry II 658 Structural Biochemistry I 659 Structural Biochemistry II Cell Biology 503 Introduction to Physiology Neurobiology (all offered only occasionally) 541 Theoretical Neuroscience 557 Vision 559 Biological Basis of Music Pharmacology 350 Drug Actions and Reactions Modeling Biological Systems 215 Mathematical Biology 605S MatLab Modeling for Biology Psychology ---Any NS course in Psychology--- Public Policy 241 Methods Social Policy Research 13

Sociology 332 Methods of Social Research*** 333 Quantitative Analysis of Sociological Data Statistics 101 Data Analysis and Statistical Inference 102 Introductory Biostatistics 111 Probability and Statistical Inference 230 Probability 130 Probability and Statistics in Engineering 250 Statistics 210 Regression Analysis 360 Bayesian and Modern Statistics 320 Statistics of Causal Studies 321 Statistics of Surveys 340 Statistical Decision Analysis 471S Computational Data Analysis 350S Statistical Methods in Bioinformatics 611 Introduction to Statistical Methods 622 Statistical Data Mining 623 Statistical Decision Theory Biomedical Engineering 260L Modeling Cellular and Molecular Systems 253L Biomedical Electronic Measurements I 354L Biomedical Electronic Measurements II 271 Signals and Systems 307 Transport Phenomena in Biological Systems 560 Molecular Membrane Transport 511 Theoretical Electrophysiology 513L Nonlinear Dynamics in Electrophysiology 566 Transport Phenomena in Cells and Organs 527 Cell Mechanics and Mechanotransduction 516 Computational Methods in Biomedical Engineering 502 Neural Signal Acquisition 503 Computational Neuroengineering 504 Fundamentals of Electrical Stimulation of the Nervous System 515 Neural Prosthetic Systems *** Denotes accepted methods courses outside Psychology NOTE: Because additional NS courses in Psychology may count toward elective credits, courses cross-listed with Psychology are not listed here. 14

UNDERGRADUATE RESEARCH OPPORTUNITIES One of the greatest benefits of completing a Bachelor s degree in Psychology from Duke University is the numerous opportunities students have to engage in the research. Getting involved in research in a meaningful way can be a highlight of one s undergraduate career and is absolutely essential for students thinking about graduate school in psychology. Students can certainly volunteer in a faculty member s lab or look for work as a paid Research Assistant. There are also several ways to earn course credit for research, as described below. Research Practicum PSY 203 Research practicum serves as an introduction to a professor s work and laboratory. It is especially helpful for students who have not yet worked out the details of their research with their mentors because it is less structured than taking on an Independent Research Study (described next). Practica are halfcredit, Satisfactory/Unsatisfactory graded courses, and require approval of the instructor. The student s commitment to the lab varies but tends to require an average of 5-7 hours of work per week. In practicum, students are engaged in an ongoing research for their lab of choice. Steps to register for research practicum: 1) Identify a lab of interest. 2) Contact professor or graduate student at the lab to learn more about what they do and whether they ll be accepting practicum students. 3) Complete a proposal form, which is available in the Undergraduate Psychology Office, Room 242, or online. Turn in your form to Natalia in the Undergraduate Office and you will receive a permission number to register. Independent Research Study Students may enroll in Independent Research Study at any time during their undergraduate career. As the name implies, students complete independent study under minimal supervision from their advisors. Students who fulfill the statistics and the methods requirements for the psychology major will be in a better position to complete an independent research study successfully and with minimal stress. Students interested in doing independent research study during their junior year register for PSY 393 during fall and/or PSY 394 during spring. Seniors register for PSY 493 during fall and/or PSY 494 during spring. This course is more structured than the practicum and requires that the students produce a report of an empirical study or a meaningful literature review. Additional information on the expectations for independent study can be found at http://psychandneuro.duke.edu/undergraduate/independentstudy The steps to register for independent research study are similar to the steps listed above for the practicum. The department provides a list of professors accepting new undergraduate mentees each year. Students are encouraged to contact those professors directly to discuss the possibility of working with them, even if the student doesn t yet have a clear topic for research. In fact, in most cases, the independent research study arises from such conversations. The Office of Undergraduate Studies in Psychology, located in room 242 Soc/Psy building, is also another place students can go to find out more about completing an independent study. Detailed descriptions of requirements and how students may apply credits from independent studies toward graduation are also listed online. 15

Graduation with Distinction While the goal of Independent Research Study is for students to learn how to develop a research question, study it and report the results, the goal in completing Graduation with Distinction (GwD) is to develop an original research question, test it empirically (with data analysis), write a thesis for a professional audience and possible publication, and complete an oral exam. GwD is especially important for students planning to pursue graduate education in psychology but is highly recommended for any student with a strong interest in research. The number of undergraduates completing research and doing GwD has been increasing each year, indicating that more undergraduate students are taking advantage of this opportunity to develop skills that will strengthen their chances to get into the graduate programs or careers of their choice. Specific requirements for the Psychology GwD program include: Overall GPA of 3.0 and major GPA of 3.5. Applicants may have below-minimum grades at the time of application, but must meet the required levels by the time of graduation in order to be awarded Honors. GPAs are not rounded up and grades in independent study classes in psychology do not count towards the major GPA. In cases where the student s GPA falls just below the required cut-off, their faculty mentor may elect to petition the Department Curriculum Committee to permit the student to graduate with distinction. Completion of two semesters of independent study related to the project (PSY 493 and PSY 494). Completion of two semesters of honor thesis workshops (PSY 496 and PSY 497) These halfcredit, Satisfactory/Unsatisfactory courses are taken during the senior year and are designed to help prepare for the thesis defense, as well as exposing participants to a wide range of Psychological inquiry. These courses do NOT count toward the Psychology major requirements. Writing of the thesis and oral defense before a 3-person faculty committee. Poster presentation at Visible Thinking Undergraduate Research Fair in April. Zener Award Students submitting outstanding theses for Graduation with Distinction may be nominated by their committees for the Karl E. Zener Award. A separate committee of three faculty members along with the DUS will determine the winner of the award. The award will be based on the quality of papers submitted to the Award Committee. The award will consist of a monetary prize and inclusion by name on a memorial plaque in the Zener Auditorium (Room 130 in the Sociology-Psychology Building). Karl E. Zener (1903-1964). Dr. Zener came to Duke in the late 20 s University where he served as director of graduate studies for many years and later as the chairman of the department of psychology. At Duke, Dr. Zener performed research related to conditioned response, problems of motivation, psychology of perception amongst others. In an article from 1962, Dr. Zener projected the view of psychology as a science in which the workforce is comprised of individuals not only of high intellectual capacity but marked openness and sensitivity to their experience. (Sigmund Koch, 1999: Psychology in Human Context) Being granted the Zener award is an important honor for any student who is passionate and wishes to make meaningful contributions in the field of psychology. 16

CLINICAL OPPORTUNITIES For students considering graduate education in the clinical area, obtaining some exposure to clinical work as an undergraduate is a good idea. Unfortunately, however, obtaining such experience can be difficult. For over 20 years, Duke students have taken advantage of an excellent volunteer opportunity that is available at Central Regional Hospital, a psychiatric hospital located approximately 20 minutes from Duke. At the beginning of each semester, a message is sent to the psychology majors mailing list with details about this opportunity. Many students volunteer at Central Regional as part of a class, but the opportunity is available to any interested student. Questions about the volunteer program at Central Regional can be directed to Dr. David Rabiner. You should also be aware that clinically relevant experience can also be acquired through research practicum and independent study opportunities with several faculty members. Reviewing the research interest descriptions of individual faculty will help you identify those who are working in clinically related areas that you may wish to contact. STUDY ABROAD AND TRANSFER CREDITS A large percentage of Duke students spend a semester abroad, typically fall semester of junior year. Among the many required forms is one that is signed by the DUS or academic advisor noting that they approve the student s plan to study abroad. Students will find all the information needed on study abroad policies and procedures at http://studyabroad.duke.edu/ Students planning to take psychology courses elsewhere must get approval from the Undergraduate Studies Office and Dean's Office prior to leaving campus. Only two psychology courses taken off campus may count towards the major; others may count towards the total of 34 credits needed for graduation. Students need to make sure they understand Duke's regulation on credit transfer before they sign up for classes outside the campus. Students hoping to have courses taken elsewhere count for credit in Psychology should bring a Tentative Approval Form to the DUS office, along with a copy of the syllabus for the course they wish to take. For study abroad, obtain the forms from the Office of Global Education for Undergraduates in Bay 6, 2nd Floor of Smith Warehouse. Courses not in Duke administered study abroad programs will count toward a student s total credits, and possibly toward their major, but the grade will not be recorded and will not count toward a student s GPA. All forms should be signed by the student s Director of Undergraduate Studies and Academic Dean before they leave campus to take the course. Students may receive credit and a grade for courses in Duke administered programs abroad. Students should discuss these general rules for study abroad credits with a study abroad advisor to make sure they understand which of these options applies to their specific program. GENERAL EDUCATION REQUIREMENTS IN TRINITY COLLEGE In order to graduate with a Bachelor s Degree from Trinity College, students must complete the requirements for the psychology major and general education requirements. General education requirements include: two courses in each of the five Areas of Knowledge; two courses in each of the six Modes of Inquiry (except 1-3 in a Foreign Language and 3 in Writing); First Year Writing; First Year Seminar; and Small Group Learning Experience. Students must complete a total of 34 credits in order to graduate. Courses associated with the various Areas of Knowledge and Modes of Inquiry can be found by searching ACES or the Duke University Bulletin. 17

Detailed information about general education requirements in Trinity College is available in the Graduation Requirements section of Trinity College s website. STUDENT ORGANIZATIONS Psi Chi Psi Chi is the National Honor Society in Psychology. Membership in Psi Chi recognizes your academic achievement and interest in psychology and is an honor recognized by prospective graduate programs and employers. Founded in 1929, Psi Chi is one of the largest honor societies in the United States with over 990 chapters. Duke has been a chartered member for over 40 years. The purposes of Psi Chi are to encourage, stimulate, and maintain excellence in scholarship of members in all fields, particularly in psychology, and to advance the science of psychology. To achieve these goals, Psi Chi offers a wide range of local, regional, and national programs (http://www.psichi.org) including awards to fund research, conventions where undergraduates can present research, and the opportunity to publish research in its journal, Psi Chi Journal of Undergraduate Research. For information about Duke University s Psi Chi Chapter, go to the psychology department s website. NAMI Duke NAMI on Campus is a college chapter of the National Alliance on Mental Illness. NAMI on Campus is a student-led club that tackles mental health issues on campus by raising mental health awareness, educating the campus community, supporting students, promoting services and advocating. NAMI on Campus aims to address the mental health needs of all students so they have positive, successful college experiences. For information contact Hannah Moyles at hannah.moyles@duke.edu PREPARING FOR GRADUATE SCHOOL Students should reach out to their academic advisor for help exploring the possibility of applying to graduate programs in psychology. To supplement the advisor s support, the Office of Undergraduate Studies in Psychology has several books on graduate education that can be useful. The Graduate School Advice section of our department s website has an excellent description to get students started on thinking about what it will take to get into graduate school and how to prepare for the process. CAREERS IN PSYCHOLOGY Undergraduate students should start preparing early for their career after Duke and make the best use of resources available to support them in achieving their professional goals. After graduation, the largest proportions of Duke Psychology majors pursue careers in academic or professional psychology, business administration, medicine, education, or law. While there are relatively few Bachelor s-level employment options in psychology, an A.B. or B.A. in psychology is an excellent preparation for nearly any career in which an understanding of human behavior is important. The following resources are meant to guide students in understanding the psychology career. Click on the questions to go to the resources listed: What can I do with a B.A. or B.S in psychology? The American Psychological Association is the largest organization in support of professionals in the field. The APA has put together information for undergraduate students who want to know what they will be able to do with an undergraduate degree in psychology. What do psychologists do? The Bureau of Labor Statistics is a government resource that offers detailed information about thousands of career fields, including psychology. It explains in details what psychologists do on a daily basis, 18

typical work settings, average income, prospective job market, and the credentials and skills needed to be successful in the field. Careers similar to psychology During a person s career as an undergraduate student, he or she will explore, broadly, several subfields of psychology. Such diverse views can lead to a career as a psychologist, or career paths similar to psychology. A career path that starts with an undergraduate degree in psychology can lead to jobs from social work to academia; from education to policy making; from project management to Chief Executive Officer. Students will be more likely to succeed if they consider, early on, the types of credentials and intellectual understanding needed to succeed in their chosen field. RESOURCES FOR STUDENTS AND FACULTY Duke provides a wide array of resources that can be helpful to you. Here are several that are particularly important to know about: 1. Undergraduate Research Support Office - http://undergraduateresearch.duke.edu/ -This office administers a number of programs that can support students in research. In particular, students enrolled in independent study can request up to $400 each semester they are enrolled to help defray research expenses. Funding to travel to present their work at conferences is also available. 2. The Academic Resource Center This Center offers a number of resources designed to support students in their academic work, including the peer tutoring program, the academic skills instructional program, and the Writing Studio which offers Duke University undergraduates an opportunity to meet with trained writing tutors to discuss individual writing concerns. Students who are struggling academically are encouraged to take advantage of these services. Additional information can be found at http://web.duke.edu/arc/index.php 3. Counseling and Psychological Services At some point, you are likely to become aware that either you or one of your peers may be struggling with emotional/psychological problems that are undermining the ability to be a successful student. In such circumstances, consider seeking an appointment, or encouraging your peer to seek an appointment, with Counseling and Psychological Services (CAPS). As stated on the CAPS website: We address a range of concerns, from the everyday challenges of life to more profound impairment or "interruption" of daily functioning. We recognize that any student may face some level of challenge at any point in their careers here at Duke, and our work is guided by sensitivity to the needs of a diverse student body. CAPS is a center that serves the individual student and, simultaneously, the overall Duke University community in which our students learn and grow. 4. Trinity Requirements web site As noted above, students can find answers to most of their questions pertaining to academic policies and procedures at http://trinity.duke.edu/academicrequirements 19