Psychology Bachelor of Science Degree
Overview for Psychology BS
Why Pursue a BS in Psychology at RIT?
Five Dynamic Tracks: Choose two of the following interdisciplinary tracks: biopsychology, clinical psychology, cognitive psychology, social psychology, visual perception.
Hands-On Experience: Gain real-world, paid career experience through a co-op that will ultimately set you apart from the competition.
Opportunity for Combined Accelerated Bachelor's/Master's Degree: Earn a BS in Psychology paired with an MS in Artificial Intelligence, Experimental Psychology, or Sustainable Systems in as little as five years.
Teaching Partnership Program Available: 4+1 or 3+2 programs enable you to earn your bachelor’s degree at RIT and a master’s degree in education at one of our partner universities.
Psychology is the scientific study of the brain and focuses on observing, experimenting, and analyzing behavior in multiple situations. To answer questions about what drives behavior, psychologists observe evolutionary factors, social and cultural inputs, and biological aspects of behavior.
RIT’s psychology BS provides you with a strong grounding in the discipline of psychology, integrated with a technological focus. You will study behavior to understand the mind, but also look at the brain itself, with the use of new technologies allowing for a deeper study of psychological processes. Curriculum planning and career discussions will occur with your faculty mentor.
Psychology Degree Plan of Study
Majoring in psychology at RIT is unique and encompasses four key elements: a choice of upper-level interdisciplinary tracks, a solid grounding in experimental methodology and statistics, the capstone sequence of courses, and a required cooperative education, internship, or research experience.
Psychology BS Interdisciplinary Tracks
Current research and technology are integrated into these tracks to produce a focused and career-oriented major in psychology. The tracks represent active fields of research in psychology, and you will receive an education that provides a strong foundation for graduate school and employment in related fields.
Choose two of the following interdisciplinary tracks:
- Biopsychology
- Clinical psychology
- Cognitive psychology
- Social psychology
- Visual perception
Careers in Psychology
The unique requirements of the psychology BS ensure that you are well-prepared for advanced study in psychology or a related field, employment in industry or in human service agencies, or other career opportunities.
RIT’s Pre-Law Program
Law schools welcome applications from students majoring in a wide range of academic programs. RIT’s pre-law program will help you navigate the admission process for law school, explore a range of legal careers, and guide you through course selection to ensure you build the skills and competencies required of competitive law school applicants. The program is open to students in all majors who are interested in pursuing a career in law.
Furthering Your Career in Psychology
Combined Accelerated Bachelor's/Master's Degrees
Today’s careers require advanced degrees grounded in real-world experience. RIT’s Combined Accelerated Bachelor’s/Master’s Degrees enable you to earn both a bachelor’s and a master’s degree in as little as five years of study, all while gaining the valuable hands-on experience that comes from co-ops, internships, research, study abroad, and more.
- Psychology BS/ Artificial Intelligence MS: This accelerated dual-degree program builds on insights and expertise gained from the study of human behavior and offers you a flexible, customizable education that taps into the expertise of RIT faculty representing computing and information science, engineering, science, and the humanities. Designed to prepare you with the technical skills and ethical mindset to deploy AI systems and solutions.
- Psychology BS/ Experimental Psychology MS: In this combined accelerated degree, you will develop a strong foundation in experimental methods that will prepare you to continue your studies in a doctoral program, or start a career as a data analyst, research associate, or lab director in academic, government, health care, or community setting. The master's degree offers both a thesis option and a capstone option, allowing you to tailor your studies to meet your unique interests and future career goals.
- Psychology BS/Sustainable Systems MS: An accelerated dual-degree program that builds on insights and expertise gained from the study of human behavior and prepares you to make informed decisions when applying sustainability science principles to address the world’s most challenging issues—peacekeeping, pollution, food scarcity, public health crises, and more.
- +1 MBA: Students who enroll in a qualifying undergraduate degree have the opportunity to add an MBA to their bachelor’s degree after their first year of study, depending on their program. Learn how the +1 MBA can accelerate your learning and position you for success.
3+3 Accelerated BS/JD Programs
RIT has partnered with Syracuse University’s College of Law and University at Buffalo School of Law to offer accelerated 3+3 BS/JD options for highly capable students. These programs provide a fast track to law school where you can earn a bachelor’s degree at RIT and a Juris Doctorate degree at Syracuse University or University at Buffalo in six years. Interested students may apply to the option directly, with successful applicants offered admission to RIT and conditional acceptance into either Syracuse University’s College of Law or University at Buffalo School of Law.
RIT’s psychology degree is one of the approved majors for the 3+3 option. Learn more about Accelerated Law 3+3 Programs.
RIT’s Teaching Partnership Programs
Whether your goal is to go into early childhood or elementary education, become a secondary education teacher with a content area specialty at the middle or high school level, or work in the higher education field, RIT’s partnership programs with local universities provide a guided pathway to a career in teaching.
4+1 programs enable you to earn your bachelor’s degree at RIT and a master’s degree in education at one of our partner universities. As you progress, you’ll benefit from focused academic advising, career exploration opportunities, and resources for research, learning, and skill development.
RIT’s psychology BS degree is eligible for RIT’s Teaching Partnership Programs.
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Apply for Fall 2025
First-year students can apply for Early Decision II by Jan. 1 to get an admissions and financial aid assessment by mid-January.
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Careers and Cooperative Education
Typical Job Titles
| Crisis Counselor | Client Services | Disability Services Assistant |
| Teacher | Research Assistant | Marketing Production Coordinator |
| Outpatient Access Specialist | Teaching Assistant | Special Education Teacher |
Industries
Cooperative Education
What’s different about an RIT education? It’s the career experience you gain by completing cooperative education and internships with top companies in every single industry. You’ll earn more than a degree. You’ll gain real-world career experience that sets you apart. It’s exposure–early and often–to a variety of professional work environments, career paths, and industries.
Co-ops and internships take your knowledge and turn it into know-how. A liberal arts co-op provides hands-on experience that enables you to apply your knowledge in professional settings while you make valuable connections between course work and real-world applications.
Students in the psychology degree are required to complete a cooperative education, internship, or research experience (see Research). This is normally completed during the summer after the junior year but can be done in any semester after the second year. The co-op experience is completed in a psychology-related field.
Featured Work and Profiles
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![a photo of john in ih]()
Psychology Professor named a Distinguished Member
John Edlund Psi Chi, the International Honor Society in Psychology, recently named psychology professor John E. Edlund, Ph.D., a Distinguished Member, the highest honor the organization bestows.
Read More about Psychology Professor named a Distinguished Member -
![a photo of finn cohen fulbright summer researcher]()
Student Tackles the Effects of COVID on Child Development
Psychology major Finn Cohen embarks on a transformative Fulbright fellowship in Canada to investigate the effects of digital media on young children's development during COVID.
Read More about Student Tackles the Effects of COVID on Child Development -
![a photo of Mikayla at RIT before she left for the summer fellowship]()
Fulbright Scholar To Conduct Research on Patient Population
A psychology BS major with a minor in health communication and immersion in communication (‘24)
Read More about Fulbright Scholar To Conduct Research on Patient Population
Curriculum for 2024-2025 for Psychology BS
Current Students: See Curriculum Requirements
Psychology, BS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| PSYC-101 | Introduction to Psychology Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective A) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-146 | Introduction to Statistics II (General Education – Mathematical Perspective B) This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). |
4 |
| YOPS-10 | RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – Artistic Perspective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – First-Year Writing (WI) |
3 | |
General Education – Elective |
3 | |
Open Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Course |
3 | |
| Second Year | ||
| BIOG-101 | Explorations in Cellular Biology and Evolution (General Education – Natural Science Inquiry Perspective) This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. (Prerequisites: Students may not take BIOG-101 if they have already taken BIOL-101. See the Biology department with any questions.) Lecture 3 (Fall, Summer). |
3 |
| BIOG-102 | Explorations in Animal and Plant Anatomy and Physiology (General Education – Scientific Principles Perspective) This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth’s terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. (Prerequisites: Students may not take BIOG-102 if they have already taken BIOL-102. See the Biology department with any questions.) Lecture 3 (Spring, Summer). |
3 |
| BIOG-103 | Explorations in Cell Biology & Evolution Lab (General Education – Natural Science Inquiry Perspective) Virtual laboratory work to complement the online course Explorations in Cell Biology & Evolution (BIOG101). The experiments are designed to illustrate concepts of basic cellular and molecular biology, microscopy, microevolution, and to develop basic scientific techniques, all in a virtual setting. Co-requisite: BIOG101: Explorations in Cell Biology & Evolution Lecture. (Co-requisites: BIOG-101 or equivalent course.) Lab 3 (Fall, Summer). |
1 |
| BIOG-104 | Explorations in Animal & Plant Anatomy & Physiology Lab (General Education – Scientific Principles Perspective) Laboratory work to complement the online Explorations in Animal & Plant Anatomy & Physiology (BIOG102). The virtual experiments are designed to illustrate concepts of animal and plant anatomy and physiology, increase understanding of ecosystem interactive components, and improve ability to make, record and interpret observations. Co-requisite: BIOG102: Explorations in Animal & Plant Anatomy & Physiology. (Co-requisites: BIOG-102 or equivalent course.) Lab 3 (Spring, Summer). |
1 |
| PSYC-250 | Research Methods I (WI-PR) This course will serve as an introduction to research methods in psychology, with the goal of understanding research design, analysis and writing. Topics include examining the variety of methods used in psychology research, understanding research ethics, developing empirical hypotheses, designing experiments, understanding statistical concepts, interpreting results, and writing research and review papers in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-101 or PSYC-101H and STAT-145 or STAT-145H equivalent course and student standing in PSYC-BS or HCC-BS programs.) Lecture 3 (Fall, Spring). |
3 |
| PSYC-251 | Research Methods II (WI-PR) This course will serve as an advanced research methods course in psychology, and will build on the foundational knowledge presented in Research Methods I. Topics and tasks for this course include designing single and multi-factor experiments, interpreting correlational research, completing statistical analyses appropriate to design, completing and analyzing an IRB application, understanding observational and survey research, and presenting results in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-250 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Courses |
6 | |
| Third Year | ||
| PSYC-301 | Junior Seminar in Psychology This professional development course is intended for students in the psychology major to prepare for their careers. Topics include identifying career interests and values, learning how to effectively search for co-ops and jobs, preparing a resume and CV, identifying appropriate graduate programs, preparing graduate school applications, interview skills, and professional communication. Students will use career-planning resources such as the Psychology Career Center on campus and the Psychology Career Center community site on myCourses. This course is required for students majoring in Psychology. (This class is restricted to students with at least 3rd year standing in the PSYC-BS program.) Lecture 1 (Fall, Spring). |
1 |
| Choose one of the following: | 0 |
|
| PSYC-498 | Internship (summer) Internship in Psychology. This is for 350 hours of supervised unpaid work off campus with non-profits, public service groups, the zoo, or similar organizations. Each Internship experience must be approved by the department of psychology prior to starting. (This course is restricted to PSYC-BS Major students.) Internship (Fall, Spring, Summer). |
|
| PSYC-499 | Psychology Co-op (summer) Psychology Co-op (This course is restricted to PSYC-BS Major students.) CO OP (Fall, Spring, Summer). |
|
| PSYC-550 | Undergraduate Research Experience (summer) Practicum open to psychology students. Gives the student first-hand experience in the field of psychology working on research that matches the student's career objectives. Students are closely supervised by a faculty member, developing relevant skills and learning how to do research first-hand. May count for the equivalent of the psychology co-op experience with prior approval and sufficient time commitment. (3rd or 4th year status). Prerequisites PSYC-101, -250, -251.
Credit 0 (F, S, Su) (Prerequisites: PSYC-101, PSYC-250 and PSYC-251 or equivalent courses and minimum of 3rd year standing in PSYC-BS.) Research (Fall, Spring, Summer). |
|
General Education – Electives |
9 | |
General Education – Immersions 1, 2, 3 |
9 | |
Psychology Breadth Course |
3 | |
Psychology Track Courses |
9 | |
| Fourth Year | ||
| Choose one of the following: | 6 |
|
| PSYC-502 | Seminar in Psychology This course is intended for students in the psychology major to integrate material covered in earlier courses and examine broad topics in Psychology. The specific topics covered will vary from semester to semester. This course is an opportunity for faculty and students to examine issues that transcend sub-disciplines in psychology. Students will read original research and examine influential theories relevant to the topic. (Prerequisites: PSYC-251 or (0514-315, 0514-350 and 0514-400) or equivalent course.
Co-requisites: One (1) 300-level psychology (PSYC) class or one (1) 500-level psychology (0514) class.) Lecture 3 (Fall, Spring). |
|
| PSYC-510 | Senior Project in Psychology This course is intended for students in the psychology major to demonstrate experimental research expertise, while being guided by faculty advisors. The topic to be studied is up to the student, who must find a faculty advisor before signing up for the course. Students will be supervised by the advisor as they conduct their literature review, develop the research question or hypothesis, develop the study methodology and materials, construct all necessary IRB materials, run subjects, and analyze the results of their study. This course will culminate in an APA style paper and poster presentation reporting the results of the research. Because Senior Project is the culmination of a student’s scientific research learning experience in the psychology major, it is expected that the project will be somewhat novel, will extend the theoretical understanding of their previous work (or of the previous work of another researcher), and go well beyond any similar projects that they might have done in any of their previous courses. (Prerequisites: PSYC-501 or equivalent course.) Research (Fall, Spring). |
|
General Education – Electives |
9 | |
Open Electives |
12 | |
Psychology Track Course |
3 | |
| Total Semester Credit Hours | 124 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
Pre-Track Courses
| PSYC-221 | Psychological Disorders This course will serve as an introduction to the study of psychopathology and mental illness. The course examines the major categories of mental disorder not only from the descriptive point of view, but also in terms of the major theoretical explanations of the causes of disorder. The major treatment modalities also are covered. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring). |
| PSYC-221H | Honors Psychological Disorders This course will serve as an introduction to the study of psychopathology and mental illness. The course examines the major categories of mental disorder not only from the descriptive point of view, but also in terms of the major theoretical explanations of the causes of disorder. The major treatment modalities are also covered. This honors course will consist of seminar-style discussions of major course topics as well as independent research work to explore topics related to abnormal psychology in greater depth than the standard abnormal psychology course. (Prerequisite: PSYC-101 or PSYC-101H or equivalent course.) Lecture 3 (Annual). |
| PSYC-222 | Biopsychology Introduction to the field of behavioral neuroscience, the study of neurobiological basis of cognition and behavior. Topics include neuroanatomy and physiology, localization of function, brain injury, research methods in behavioral neuroscience, and biological basis of language, memory, emotion, conscious states, and sexual behavior, with an evolutionary perspective. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring). |
| PSYC-223 | Cognitive Psychology This course examines how people perceive, learn, represent, remember and use information. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, memory, knowledge representation, language acquisition and use, reasoning, decision making, problem solving, creativity, and intelligence. Applications in artificial intelligence and human/technology interaction may also be considered. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-224 | Perception This course covers perception in all of the sensory modalities (vision, hearing, taste, smell, touch). We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals may also be covered. This is a required course for psychology majors in the visual perception track. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring). |
| PSYC-224H | Honors Perception This course covers perception in all of the sensory modalities (vision, hearing, taste, smell, touch). We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals will also be covered as relevant. This honors course will consist of seminar-style discussions of different topics each week, informed by primary sources, and will include independent research in which students explore topics related to perception in greater depth than the standard course. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course and Honors status or students with at least a 3.3 cumulative GPA.) Lecture 3 (Biannual). |
| PSYC-225 | Social Psychology This course explores topics related to behaviors and mental processes of individuals in social situations. Topics include: methodology, social perception, social cognition, the self, attitudes, prejudice, attraction, social influence, pro-social behavior, aggression, and behavior in groups. Course activities include lecture, class demonstrations, and assignments. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring). |
| PSYC-226 | Developmental Psychology This course explores the process of human development, from conception through adolescence and continuing through later adulthood. The developmental approach integrates across many areas of psychology, including perception, cognition, social and emotional development, personality, morality, human factors, and neuroscience. Topics will include such things as infant brain plasticity, the development of identity in adolescence, and memory changes in adulthood. In addition, experimental methods of developmental research will be introduced and practiced, including issues specific to studying children and adults. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
Breadth Courses
| PSYC-231 | Death and Dying This course examines the role of loss including death in our lives and the way we give and receive support during difficult times. It also looks at how society enfranchises some grievers and disenfranchises others. Included in this course is an examination of our options as consumers of funeral and burial services, grief counseling and other products and services which can either minimize or abate our grief. Central to the course is an examination of the ethical principles which apply to abortion, euthanasia and suicide and an examination of the ways in which the choices we make may be structured to express our core values. Finally, the course explores how The American way of Death differs from that of other societies and how we might incorporate the wisdom of other cultures into our own practices. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-234 | Industrial and Organizational Psychology Industrial and organizational (I/O) psychology is a branch of applied psychology that is concerned with efficient management of an industrial labor force and especially with problems encountered by workers in a mechanized environment. Specific areas include job analysis, defining and measuring job performance, performance appraisal, tests, employment interviews, employee selection and training, and human factors. This course covers the basic principles of the above areas as well as applications of current research in I/O psychology. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-235 | Learning and Behavior This course covers topics in learning such as non-associative learning, classical conditioning, instrumental conditioning, stimulus control of behavior, reinforcement, generalization and discrimination, and observational learning. Topics on learning and behavior in non-human animals may also be covered. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-236 | Personality This course is intended for students who are interested in learning the history and current status of personality theories. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real life situations will be discussed. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-237 | Psychology of Women The purpose of this course is to examine the psychology and lives of girls and women. In addition to the influence of culture, biological and genetic differences will be highlighted for each of the different topics. The topics covered include gender stereotypes, the development of gender roles, gender comparisons, love relationships, sexuality, motherhood and violence against women. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-238 | Psychology of Religion This course examines (primarily social) psychological approaches to religious and spiritual belief, behavior, and experience. Topics include psychological approaches to religion, religious development in children and adolescents, religious development in adults and old age, religious conversion, religious orientation, religious attitudes and behaviors, religion and well-being, group dynamics in religious communities, religion as a total institution‚ cults and deprogramming, need theories and religion, and religion and politics. (Prerequisite: PSYC-101 or PSYC-101H or equivalent course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-239 | Positive Psychology This course will provide a survey of the emerging field of Positive Psychology. Topics covered will include defining and assessing “the good life”; the relationships between life satisfaction and personal factors such as wealth, education, and longevity; cross-cultural perspectives; virtues and strengths; and biological factors (i.e., genetics and neurological correlates). The focus will be on contemporary empirical psychology literature, though the course will also draw on literature from historical, philosophical, and economic disciplines. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring, Summer). |
| PSYC-240 | Human Sexuality This course provides an overview of human sexuality through the lenses of biology and psychology. What causes sexual behavior and why do some individuals display different sexual behaviors than others? Human sexual physiology, attitudes, beliefs, and behaviors are highly diverse. Coursework will examine the ways in which human sexuality varies among individuals, across groups, and throughout the lifespan. Multiple explanations for sexual behavior will be considered, drawing from evolutionary psychology, learning theory, social psychology, and biology. Atypical and harmful sexual behaviors will be addressed as well. Throughout the course, students will learn how social science research techniques have been used to expand the field of human sexuality and how empirical inquiry can differentiate myths from facts. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Spring). |
| PSYC-241 | Health Psychology A majority of serious diseases today are caused by or exacerbated by behavior and many are preventable. This course provides an introduction to the role of behavior in health. Students will learn about the role of psychology in studying and promoting good health behaviors. Topics include the impact of stress and coping on health, psychological variables related to chronic disease, drug addiction, promoting healthy behavior (e.g. exercise, diet, sleep, sexual health), positive psychology, pain management, critical thinking about health product and alternative medicine claims, and research approaches in health psychology. Students who might elect to take this course include students majoring in related fields who wish to learn more about health behavior (e.g. healthcare technology), students majoring, minoring, or immersing in Psychology, and students looking for a Liberal Arts Elective. (Prerequisites: PSYC-101 or PSYC-101H or completion of one (1) 200 level PSYC course.) Lecture 3 (Fall, Spring). |
| PSYC-242 | Cultural Psychology This course provides an introduction to cultural psychology. Cultural psychology focuses on the ways in which culture influences our mental processes and behavior. According to Wang (2016), “cultural psychology is necessary for the building of a true psychological science” (2016, p. 3). As part of this course, students will learn about the types of research methods and theoretical models required for investigating the impact of culture on our psychology.Cultural psychologists study a number of key research questions including but not limited to how and why cultural groups differ, how cultural groups are similar, the dynamic interaction between culture and individual differences or personality, and the multiple ways in which culture influences cognition and behavior. Critically, cultural psychology emphasizes the value and importance of appreciating diversity and multiculturalism. As one example, cultural psychology incorporates intersectionality by focusing on the combined effect of multiple identities, such as gender and cultural heritage in shaping our psychology. This course will provide an in-depth focus on diversity, multiculturalism, and the value of appreciating the global landscape in which we live. (Prerequisite: PSYC-101 or PSYC-101H or equivalent course.) Lecture 3 (Biannual). |
| PSYC-300 | Topics in Psychology This course focuses on current issues and subfields in the field of psychology that are not distinctly incorporated in the established Psychology course offerings. This course concentrates on student discussion and interaction related to required readings. Examples of possible topics are forensic psychology, school psychology, neuropsychology, pseudoscience, etc. Part of the Psychology Minor and Immersion. Students may repeat the course but may not repeat the topic. (Prerequisites: Must have completed at least one PSYC course - 200 level or higher.) Lecture 3 (Annual). |
| PSYC-302 | Foundational Counseling Skills This course provides students a hands-on opportunity to practice the basic counseling microskills which underlay psychotherapy and other relationships in the helping professions such as reflective listening, nonverbal communication, and asking effective questions. Note that this course is NOT intended to enhance students’ own psychosocial function, nor is it sufficient to prepare students to offer real-life therapeutic interventions. Rather, it is designed to introduce foundational skills for undergraduates who intend to pursue a graduate degree in counseling or a related field. Students will learn a range of nondirective clinical techniques in addition to an introduction to simple behavioral intervention concepts. Ethical principles and the importance of diversity-supportive practice will be emphasized throughout. All students will be expected to learn about these techniques, attempt them in role-plays, and analyze their own and others’ performance. (Prerequisites: PSYC-221 or equivalent course and minimum of 3rd year standing.
Co-requisites: PSYC-BS) Seminar 3 (Fall or Spring). |
| PSYC-313 | Forensic Psychology An exploration of the theoretical, methodological, and practical issues associated with forensic psychology. Topics will cover the psychological aspects of the full range of the criminal justice system from policing to incarceration. Specific topics include: criminal profiling, eyewitness memory, jury decisions, and special trial cases (e.g, discrimination, sexual harassment). (Prerequisites: Completion of one 200-level Psychology or equivalent course.) Lecture 3 (Annual). |
Tracks
Biopsychology
| PSYC-410 | Psychophysiology This course is intended for students in the biopsychology track. This course provides a comprehensive introduction to psycho-physiology. Students will learn about various psychophysiological measures and their use in the study of areas such as attention, emotion, and language. Topics may include mind-body interaction, somatic and autonomic nervous system function, central and peripheral physiological measures (e.g., EEG, EMG, cardiac reactivity, skin conductance responses), psychophysiological research methods, and applied psychophysiology. Students will be expected to be able to write at an upper level using APA format. Part of the biopsychology track for the psychology degree program. (Prerequisites: (PSYC-222 or 0514-548 or 0514-553) and (PSYC-251 or (0514-315, 0514-350 and 0514-400) or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-411 | Psychopharmacology This course is intended for students in the biopsychology track. A comprehensive introduction to psychoactive drugs. Topics include pharmacokinetics, pharmacodynamics, synaptic transmission, drugs of abuse and drugs used in the treatment of mental disorders, and the behavioral and cognitive effects of these drugs. Students will be expected to be able to write at an upper level using APA format. (Prerequisites: PSYC-222 and PSYC-250 and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-412 | Biological Bases of Mental Disorders This course is intended for students in the biopsychology track. This course covers the biological underpinnings of psychiatric mental disorders such as anxiety disorders, mood disorders, psychotic disorders, and developmental disorders. Topics will include neuroanatomy, neurophysiology, genetics and biologically based treatments of mental disorders. Students will learn about biologically based research methods used to study mental disorders and to think critically about research findings in the field. Students will be expected to be able to write at an upper level using APA format. (Prerequisites: PSYC-222 and PSYC-250 and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
Clinical Psychology
| PSYC-420 | Clinical Psychology This course is intended for students in the clinical track. This course is designed to provide a broad overview of the field of clinical psychology, including the way in which it is similar to and different from other mental health disciplines (psychiatry, social work, school psychology). The course will cover the basic foundations of clinical psychology, training models and graduate programs, clinical assessment, clinical interventions, and subspecialties in clinical psychology (e.g., neuropsychology, child clinical). (Prerequisites: PSYC-221 and (PSYC-250 or 0514-315, 0514-350 and 0514-400) and STAT-145 or equivalent courses and student standing in the PSYC-BS program.) Lecture 3 (Biannual). |
| PSYC-421 | Psychological Testing This course is intended for students in the clinical track. This course is intended for students in the psychology major to develop knowledge of psychological testing theory, methods, and applications. Students will first learn about the history of psychological testing, types of tests, and uses of tests. Students will learn about test development and standardization procedures including item construction, sampling, norms, reliability, validity, administration procedures, and scoring. A brief review of relevant statistical concepts will be provided. Students will learn how to locate and evaluate available psychological tests. Examples of psychological tests from various areas of application will be reviewed and critiqued. (Prerequisites: PSYC-221 and (PSYC-250 or 0514-315, 0514-350 and 0514-400) and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-422 | Psychotherapy This course is intended for students in the clinical track. Students will learn the strengths and weaknesses of the major therapeutic approaches. They will learn the efficacy of these approaches. They will learn the theoretical and research bases for the approaches. As much as possible, application to real life situations will be discussed. Part of the clinical track for the psychology degree program. (Prerequisites: PSYC-221 and (PSYC-250 or 0514-315, 0514-350 and 0514-400) and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
Cognitive Psychology
| PSYC-430 | Memory and Attention This course is intended for students in the cognitive track. This course reviews current research in the areas of memory and attention. This course will consider such memory topics as: classic theories of memory, Baddeley’s model of working memory, in-formation processing, implicit and explicit memory, principles of forgetting, developmental changes in memory, skill memory, autobiographical memory, eyewitness memory, and the neural bases of memory. Attention topics covered in this course will include: Selective and divided attention, search and vigilance, signal detection theory, and neural correlates of attention. (Prerequisites: PSYC-223 and (PSYC-251 or 0514-315, 0514-350 and 0514-400) or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-431 | Language and Thought This course is intended for students in the cognitive track. This course examines the structure of human language and its relationship to thought, and surveys contemporary theory and research on the comprehension and production of spoken and written language. In addition, we will discuss categorization, representation of knowledge, expertise, consciousness, intelligence, and artificial intelligence. Topics on language and thought in non-human animals may also be covered. Part of the cognitive track for the psychology degree program. (Prerequisites: PSYC-223 and (PSYC-251 or 0514-315, 0514-350 and 0514-400) or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-432 | Decision Making, Judgment, and Problem Solving This course is intended for students in the cognitive track. This course explores judgment, decision-making and problem-solving processes and focuses on the social and cognitive aspects of complex information processing. Major topics include normative, descriptive (heuristics and biases), and naturalistic approaches to decision-making, as well as selective perception, memory and hindsight biases, framing effects, social influences, group processes and human error. Models of decision-making considered include the prospect theory, expected utility theory, and Bayes’ Theorem. Problem solving will be examined from perspectives of formal, computational methods as well as intuition and creativity. Experimental methods and applications in design of systems and decision aids will receive special attention. (Prerequisites: PSYC-223 and (PSYC-251 or 0514-315, 0514-350 and 0514-400) or equivalent courses.) Lecture 3 (Biannual). |
Developmental Psychology
| PSYC-460 | Developmental Psychopathology This course examines the ways in which people deviate from typical development throughout the lifespan. The specific course content will vary depending on the expertise of the instructor, but might include topics like developmental disabilities, disorders of aging, disruptive behavior disorders, or the effects of maltreatment on development. This course is part of the developmental track for psychology majors. (Prerequisites: PSYC-232/226 and PSYC-251 and STAT-145 or equivalent course.) Lecture 3 (Fall). |
| PSYC-461 | Social and Emotional Development This course takes an in-depth look at some of the normative processes of human social and emotional development. The specific course content will vary depending on the expertise of the instructor, but might include topics like parenting and family relationships, social development and peer relationships, or adolescent social and emotional development. This course is part of the Developmental Track for psychology majors. (Prerequisites: PSYC-232/226 and PSYC-251 and STAT-145 or equivalent course.) Lecture 3 (Spring). |
| PSYC-462 | Cognitive and Perceptual Development This course takes an in-depth look at the processes of perception and cognition as they develop over the lifespan. Drawing on basic research and theory, we will use a developmental perspective to study changes in perception and cognition. The specific course content will vary depending on the expertise of the instructor, but might include topics like sensory awareness, perceptual learning, object representation, causality, language, theory of mind, memory, or problem solving. This course is part of the Developmental Track for psychology majors. (Prerequisites: PSYC-232/226 and PSYC-251 and STAT-145 or equivalent course.) Lecture 3 (Fall). |
Social Psychology
| PSYC-440 | Interpersonal Relationships This course is intended for students in the social track. This course explores topics related to interpersonal relationships including: methodology, communication in relationships, romantic relationships, friendships, work relationships, as well as individual differences that can influence the development, maintenance, and cessation of relationships. Course activities include lecture, class discussions, and assignments. (Prerequisites: PSYC-225 and PSYC-250 and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-441 | Group Processes This course is intended for students in the social track. This course explores social psychological phenomena at the level of the group. It explores intragroup processes such as cohesion, norms, network structure, social influence, task productivity, group decision making and polarization. It also explores intergroup processes, especially those related to intergroup conflict and cooperation, such as social categorization, social identity, and stereotyping. (Prerequisites: PSYC-225 and PSYC-250 and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-442 | Attitudes and Social Cognition This course is intended for students in the social track. This course explores social psychological phenomena at the level of the individual. This course addresses those domains of social behavior in which cognition plays a major role, including the interface of cognition with overt behavior, affect, and motivation. Among topics covered are the formation, change, and utilization of attitudes, attributions, and stereotypes, person memory, self-regulation, and the origins and consequences of moods and emotions insofar as these interact with cognition. This course also explores the influence of cognition on significant social phenomena such as persuasion, communication, prejudice, social development, and cultural trends. Part of the social track for the psychology degree program. (Prerequisites: PSYC-225 and PSYC-250 and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
Visual Perception
| PSYC-450 | Visual System & Psychophysics This course is intended for students in the visual perception track. The course focuses on visual perception and the methods used for studying sensation and perception. Structures in the human and other visual systems will be examined along with neurophysiology relevant to vision in particular and perception in general. Classical psychophysics, forced choice methods, staircases and other specialized techniques will be examined. Students will collect and analyze psychophysical data to demonstrate their understanding of the methods and their application in vision science. Part of the visual perception track for the psychology degree program. (Prerequisites: PSYC-224 and (PSYC-250 or 0514-315, 0514-350 and 0514-400) and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-451 | Color, Form & Object Perception This course is intended for students in the visual perception track. The course focuses on the perception of the surface properties of objects, including color, form and other attributes. The course will examine how information is encoded by the visual system, with an emphasis on recognizing objects in scenes and surfaces. Receptive field properties, parallel processing in vision, the binding problem and other issues in vision science will be presented and discussed. The course requires students to read primary sources and to gain some experience with the design of experiments. Empirical research in vision will be conducted including data collection and analysis. Students are recommended to take PSYC-350 Visual System and Psychophysics before this course, but it is not required. (Prerequisites: PSYC-224 and (PSYC-250 or 0514-315, 0514-350 and 0514-400) and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
| PSYC-452 | Depth, Motion & Space Perception This course is intended for students in the visual perception track. The course focuses on the perception of the three-dimensional space, including the perception of depth and motion. This course will examine how sensory data are used to produce an accurate representation of the world. This course will include some discussion of multimodal perception given the interactions that occur between audition, touch, and vision to produce a 3D representation. Topics will include receptive field properties in relevant areas of cortex, parallel processing in vision, the uncertainty of extracting accurate 3D properties from 2D input and related material. The course requires students to read primary sources and to gain some experience with the design of experiments. Empirical research in vision will be conducted including data collection and analysis. Students are recommended to take PSYC-350-Visual System and Psychophysics before this course, but it is not required. (Prerequisites: PSYC-224 and (PSYC-250 or 0514-315, 0514-350 and 0514-400) and STAT-145 or equivalent courses.) Lecture 3 (Biannual). |
Combined Accelerated Bachelor's/Master's Degrees
The curriculum below outlines the typical course sequence(s) for combined accelerated degrees available with this bachelor's degree.
Psychology, BS degree/Experimental Psychology (Thesis Track), MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| PSYC-101 | Introduction to Psychology Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective A) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-146 | Introduction to Statistics II (General Education – Mathematical Perspective B) This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). |
4 |
| YOPS-10 | RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – Artistic Perspective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – First-Year Writing (WI) |
3 | |
General Education – Elective |
3 | |
Open Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Course |
3 | |
| Second Year | ||
| BIOG-101 | Explorations in Cellular Biology and Evolution (General Education – Natural Science Inquiry Perspective) This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. (Prerequisites: Students may not take BIOG-101 if they have already taken BIOL-101. See the Biology department with any questions.) Lecture 3 (Fall, Summer). |
3 |
| BIOG-103 | Explorations in Cell Biology & Evolution Lab General Education – Natural Science Inquiry Perspective Virtual laboratory work to complement the online course Explorations in Cell Biology & Evolution (BIOG101). The experiments are designed to illustrate concepts of basic cellular and molecular biology, microscopy, microevolution, and to develop basic scientific techniques, all in a virtual setting. Co-requisite: BIOG101: Explorations in Cell Biology & Evolution Lecture. (Co-requisites: BIOG-101 or equivalent course.) Lab 3 (Fall, Summer). |
1 |
| BIOG-102 | Explorations in Animal and Plant Anatomy and Physiology (General Education – Scientific Principles Perspective) This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth’s terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. (Prerequisites: Students may not take BIOG-102 if they have already taken BIOL-102. See the Biology department with any questions.) Lecture 3 (Spring, Summer). |
3 |
| BIOG-104 | Explorations in Animal & Plant Anatomy & Physiology Lab General Education – Scientific Principles Perspective Laboratory work to complement the online Explorations in Animal & Plant Anatomy & Physiology (BIOG102). The virtual experiments are designed to illustrate concepts of animal and plant anatomy and physiology, increase understanding of ecosystem interactive components, and improve ability to make, record and interpret observations. Co-requisite: BIOG102: Explorations in Animal & Plant Anatomy & Physiology. (Co-requisites: BIOG-102 or equivalent course.) Lab 3 (Spring, Summer). |
1 |
| PSYC-250 | Research Methods I (WI-PR) This course will serve as an introduction to research methods in psychology, with the goal of understanding research design, analysis and writing. Topics include examining the variety of methods used in psychology research, understanding research ethics, developing empirical hypotheses, designing experiments, understanding statistical concepts, interpreting results, and writing research and review papers in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-101 or PSYC-101H and STAT-145 or STAT-145H equivalent course and student standing in PSYC-BS or HCC-BS programs.) Lecture 3 (Fall, Spring). |
3 |
| PSYC-251 | Research Methods II (WI-PR) This course will serve as an advanced research methods course in psychology, and will build on the foundational knowledge presented in Research Methods I. Topics and tasks for this course include designing single and multi-factor experiments, interpreting correlational research, completing statistical analyses appropriate to design, completing and analyzing an IRB application, understanding observational and survey research, and presenting results in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-250 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Courses |
6 | |
| Third Year | ||
| PSYC-301 | Junior Seminar in Psychology This professional development course is intended for students in the psychology major to prepare for their careers. Topics include identifying career interests and values, learning how to effectively search for co-ops and jobs, preparing a resume and CV, identifying appropriate graduate programs, preparing graduate school applications, interview skills, and professional communication. Students will use career-planning resources such as the Psychology Career Center on campus and the Psychology Career Center community site on myCourses. This course is required for students majoring in Psychology. (This class is restricted to students with at least 3rd year standing in the PSYC-BS program.) Lecture 1 (Fall, Spring). |
1 |
| PSYC-501 | Senior Capstone Proposal This course is intended for students in the psychology major to develop experimental research expertise and put into practice some of what is learned in Research Methods I and II. Students will explore topics of interest for further research in psychology. They will develop one research idea that could either form the basis for a senior project in psychology or is a valid test of a research idea. Students will be supervised by the course instructor as they develop a research question, conduct a literature review, write the introduction, and examine questions about control, validity and reliability. This course will culminate in a research proposal. Students going on to Senior Project in Psychology can use this as a proposal course and must find their faculty adviser for senior project before they finish this course. Students who are not planning for Senior Project will practice writing a proposal and the related skills required to critically examine an advanced topic in Psychology. (Prerequisites: PSYC-251 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
| Choose one of the following: | 0 |
|
| PSYC-498 | Internship (summer) Internship in Psychology. This is for 350 hours of supervised unpaid work off campus with non-profits, public service groups, the zoo, or similar organizations. Each Internship experience must be approved by the department of psychology prior to starting. (This course is restricted to PSYC-BS Major students.) Internship (Fall, Spring, Summer). |
|
| PSYC-499 | Psychology Co-op (summer) Psychology Co-op (This course is restricted to PSYC-BS Major students.) CO OP (Fall, Spring, Summer). |
|
| PSYC-550 | Undergraduate Research Experience (summer) Practicum open to psychology students. Gives the student first-hand experience in the field of psychology working on research that matches the student's career objectives. Students are closely supervised by a faculty member, developing relevant skills and learning how to do research first-hand. May count for the equivalent of the psychology co-op experience with prior approval and sufficient time commitment. (3rd or 4th year status). Prerequisites PSYC-101, -250, -251.
Credit 0 (F, S, Su) (Prerequisites: PSYC-101, PSYC-250 and PSYC-251 or equivalent courses and minimum of 3rd year standing in PSYC-BS.) Research (Fall, Spring, Summer). |
|
General Education – Electives |
9 | |
General Education – Immersions 1, 2, 3 |
9 | |
Psychology Breadth Course |
3 | |
Psychology Track Courses |
6 | |
| Fourth Year | ||
| PSYC-640 | Graduate Statistics This course reviews descriptive and inferential statistics. Basic and advanced conceptual material will be presented to assist students in their understanding of diverse data analytic methods, their appropriate application, and how to interpret statistical analyses. Topics include one- and two-sample inferential procedures, interval estimation, correlation, nonparametric tests, linear regression, and analysis of variance. Students will learn to integrate concepts with computer applications. Course content will be taught through lectures, discussion, and applied data analysis exercises. Student mastery of the material will be evaluated through small group discussion of data set analyses, written results of the analyses following APA style, and two exams. Lecture 3 (Fall, Spring, Summer). |
3 |
| PSYC-751 | Graduate Research Seminar The guiding principle of Graduate Research Seminar is that it provides students the opportunity to begin examining potential thesis topics during the student's first semester in the program. The course will involve faculty presentations of their research offered weekly through the semester. (This course is restricted to EXPSYC-MS Major students.) Seminar (Fall). |
0 |
| PSYC-752 | Thesis Proposal The Thesis courses will vary widely but will fulfill the work plan agreed by the student and the adviser. The guiding principles of the Thesis Proposal course are to initiate thesis research including selecting a thesis advisor, choosing and defining a topic, surveying relevant research literature, and planning the research. To complete the course, the student will successfully submit and defend a thesis proposal, which is a detailed and complete plan of the thesis research. The thesis proposal should include exhaustive review of relevant literature, statement of the student's thesis, formulation of hypotheses, operational definitions of independent and dependent variables, and a detailed procedure for carrying out the research. The proposal may also include a section on anticipated results with a detailed plan for analysis of data. (This course is restricted to EXPSYC-MS Major students.) Thesis (Spring). |
3 |
General Education – Electives |
9 | |
Open Electives |
12 | |
PSYC Graduate Program Elective |
3 | |
| Fifth Year | ||
| PSYC-753 | Thesis The Thesis courses will vary widely but will fulfill the work plan agreed by the student and the thesis adviser. The guiding principle of the Thesis course is to complete the thesis research proposed in Thesis Proposal. The Thesis course consists of carrying out the thesis research, including collection and analysis of data, and completion and public defense of the thesis document for partial fulfillment of the requirements of the degree. (This course is restricted to EXPSYC-MS Major students.) Thesis (Fall). |
3 |
| Choose one of the following: | 3 |
|
| PSYC-641 | Applied Psychology Methods This course explores various types of applied research methods as well as important methodological issues and concepts in areas of applied psychology. Methodologies studied include experimentation, quasi-experimentation, content analysis, surveys, and interviews. Methodological issues cover research ethics, reliability, threats to internal and external validity, demand characteristics, volunteer participant problems, and issues in sampling. Lecture 3 (Fall). |
|
| PSYC-642 | Graduate Research Methods This course provides students with sufficient background in the skills and knowledge necessary to be able to conduct psychological research on a wide variety of problems. In addition to introducing students to numerous research methods used in the discipline, the course will also assist students in planning their thesis research proposal. In parallel with covering core topics in research methodology (such as varieties of data, the role of theory and models in science, psychophysiological methods, subjective methods, and experimental design) the course is designed to guide students through the process of creating a feasible research proposal. Students will also use data to test their designs and practice their analyses. (This course is restricted to EXPSYC-MS Major students.) Lecture 3 (Fall, Spring, Summer). |
|
| Choose one of the following: | 3 |
|
| PSYC-714 | Graduate Engineering Psychology (Engineering Psychology track) In this course the students will learn to recognize the integrated (systems) nature of Engineering Psychology, the centrality of human beings in systems design, and to use the topics covered and the available knowledge base to adapt the environment to people. This course will cover several fundamental models of human information processing in the context of human-system interactions. The models may include but are not limited to Signal Detection Theory, Information Theory, theories of attention, both normative and naturalistic decision-making models, Control Theory, and the Lens Model of Brunswick, as well as models of the human as a physical engine, that is, anthropometry, biomechanics, and work physiology. Most topics include readings in addition to the course text as well as a lab exercise with a detailed lab report. Seminar (Biannual). |
|
PSYC Graduate Program Elective (Experimental track) |
||
PSYC Graduate Program Elective |
3 | |
Institute Electives |
6 | |
PSYC Graduate Program Elective or Institute Elective |
3 | |
| Total Semester Credit Hours | 145 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
Psychology, BS degree/Experimental Psychology (Non-Thesis Track), MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| PSYC-101 | Introduction to Psychology Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective A) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-146 | Introduction to Statistics II (General Education – Mathematical Perspective B) This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). |
4 |
| YOPS-10 | RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – Artistic Perspective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – First-Year Writing (WI) |
3 | |
General Education – Elective |
3 | |
Open Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Course |
3 | |
| Second Year | ||
| BIOG-101 | Explorations in Cellular Biology and Evolution (General Education – Natural Science Inquiry Perspective) This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. (Prerequisites: Students may not take BIOG-101 if they have already taken BIOL-101. See the Biology department with any questions.) Lecture 3 (Fall, Summer). |
3 |
| BIOG-103 | Explorations in Cell Biology & Evolution Lab General Education – Natural Science Inquiry Perspective Virtual laboratory work to complement the online course Explorations in Cell Biology & Evolution (BIOG101). The experiments are designed to illustrate concepts of basic cellular and molecular biology, microscopy, microevolution, and to develop basic scientific techniques, all in a virtual setting. Co-requisite: BIOG101: Explorations in Cell Biology & Evolution Lecture. (Co-requisites: BIOG-101 or equivalent course.) Lab 3 (Fall, Summer). |
1 |
| BIOG-102 | Explorations in Animal and Plant Anatomy and Physiology (General Education – Scientific Principles Perspective) This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth’s terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. (Prerequisites: Students may not take BIOG-102 if they have already taken BIOL-102. See the Biology department with any questions.) Lecture 3 (Spring, Summer). |
3 |
| BIOG-104 | Explorations in Animal & Plant Anatomy & Physiology Lab (General Education – Scientific Principles Perspective) Laboratory work to complement the online Explorations in Animal & Plant Anatomy & Physiology (BIOG102). The virtual experiments are designed to illustrate concepts of animal and plant anatomy and physiology, increase understanding of ecosystem interactive components, and improve ability to make, record and interpret observations. Co-requisite: BIOG102: Explorations in Animal & Plant Anatomy & Physiology. (Co-requisites: BIOG-102 or equivalent course.) Lab 3 (Spring, Summer). |
1 |
| PSYC-250 | Research Methods I (WI-PR) This course will serve as an introduction to research methods in psychology, with the goal of understanding research design, analysis and writing. Topics include examining the variety of methods used in psychology research, understanding research ethics, developing empirical hypotheses, designing experiments, understanding statistical concepts, interpreting results, and writing research and review papers in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-101 or PSYC-101H and STAT-145 or STAT-145H equivalent course and student standing in PSYC-BS or HCC-BS programs.) Lecture 3 (Fall, Spring). |
3 |
| PSYC-251 | Research Methods II (WI-PR) This course will serve as an advanced research methods course in psychology, and will build on the foundational knowledge presented in Research Methods I. Topics and tasks for this course include designing single and multi-factor experiments, interpreting correlational research, completing statistical analyses appropriate to design, completing and analyzing an IRB application, understanding observational and survey research, and presenting results in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-250 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Courses |
6 | |
| Third Year | ||
| PSYC-301 | Junior Seminar in Psychology This professional development course is intended for students in the psychology major to prepare for their careers. Topics include identifying career interests and values, learning how to effectively search for co-ops and jobs, preparing a resume and CV, identifying appropriate graduate programs, preparing graduate school applications, interview skills, and professional communication. Students will use career-planning resources such as the Psychology Career Center on campus and the Psychology Career Center community site on myCourses. This course is required for students majoring in Psychology. (This class is restricted to students with at least 3rd year standing in the PSYC-BS program.) Lecture 1 (Fall, Spring). |
1 |
| PSYC-501 | Senior Capstone Proposal This course is intended for students in the psychology major to develop experimental research expertise and put into practice some of what is learned in Research Methods I and II. Students will explore topics of interest for further research in psychology. They will develop one research idea that could either form the basis for a senior project in psychology or is a valid test of a research idea. Students will be supervised by the course instructor as they develop a research question, conduct a literature review, write the introduction, and examine questions about control, validity and reliability. This course will culminate in a research proposal. Students going on to Senior Project in Psychology can use this as a proposal course and must find their faculty adviser for senior project before they finish this course. Students who are not planning for Senior Project will practice writing a proposal and the related skills required to critically examine an advanced topic in Psychology. (Prerequisites: PSYC-251 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
| Choose one of the following: | 0 |
|
| PSYC-498 | Internship (summer) Internship in Psychology. This is for 350 hours of supervised unpaid work off campus with non-profits, public service groups, the zoo, or similar organizations. Each Internship experience must be approved by the department of psychology prior to starting. (This course is restricted to PSYC-BS Major students.) Internship (Fall, Spring, Summer). |
|
| PSYC-499 | Psychology Co-op (summer) Psychology Co-op (This course is restricted to PSYC-BS Major students.) CO OP (Fall, Spring, Summer). |
|
| PSYC-550 | Undergraduate Research Experience (summer) Practicum open to psychology students. Gives the student first-hand experience in the field of psychology working on research that matches the student's career objectives. Students are closely supervised by a faculty member, developing relevant skills and learning how to do research first-hand. May count for the equivalent of the psychology co-op experience with prior approval and sufficient time commitment. (3rd or 4th year status). Prerequisites PSYC-101, -250, -251.
Credit 0 (F, S, Su) (Prerequisites: PSYC-101, PSYC-250 and PSYC-251 or equivalent courses and minimum of 3rd year standing in PSYC-BS.) Research (Fall, Spring, Summer). |
|
General Education – Electives |
9 | |
General Education – Immersions 1, 2, 3 |
9 | |
Psychology Breadth Course |
3 | |
Psychology Track Courses |
6 | |
| Fourth Year | ||
| PSYC-640 | Graduate Statistics This course reviews descriptive and inferential statistics. Basic and advanced conceptual material will be presented to assist students in their understanding of diverse data analytic methods, their appropriate application, and how to interpret statistical analyses. Topics include one- and two-sample inferential procedures, interval estimation, correlation, nonparametric tests, linear regression, and analysis of variance. Students will learn to integrate concepts with computer applications. Course content will be taught through lectures, discussion, and applied data analysis exercises. Student mastery of the material will be evaluated through small group discussion of data set analyses, written results of the analyses following APA style, and two exams. Lecture 3 (Fall, Spring, Summer). |
3 |
| PSYC-751 | Graduate Research Seminar The guiding principle of Graduate Research Seminar is that it provides students the opportunity to begin examining potential thesis topics during the student's first semester in the program. The course will involve faculty presentations of their research offered weekly through the semester. (This course is restricted to EXPSYC-MS Major students.) Seminar (Fall). |
0 |
General Education – Electives |
9 | |
Open Electives |
12 | |
PSYC Graduate Program Elective |
6 | |
| Fifth Year | ||
| PSYC-754 | Graduate Psychology Capstone This is a project-based course for students enrolled in the MSc Experimental Psychology non-Thesis track focusing on discipline-specific scientific communication skills in the area of Psychology. The capstone course will provide students the opportunity to combine and incorporate knowledge and skills learned in prior coursework and experiences and demonstrate their ability to apply this knowledge in various assignments. A variety of written projects (white paper, focused literature review, and a resume) and an oral presentation will be required and should allow students to demonstrate proficiency in the Program. Project 3 (Fall, Spring). |
3 |
| Choose one of the following: | 3 |
|
| PSYC-641 | Applied Psychology Methods This course explores various types of applied research methods as well as important methodological issues and concepts in areas of applied psychology. Methodologies studied include experimentation, quasi-experimentation, content analysis, surveys, and interviews. Methodological issues cover research ethics, reliability, threats to internal and external validity, demand characteristics, volunteer participant problems, and issues in sampling. Lecture 3 (Fall). |
|
| PSYC-642 | Graduate Research Methods This course provides students with sufficient background in the skills and knowledge necessary to be able to conduct psychological research on a wide variety of problems. In addition to introducing students to numerous research methods used in the discipline, the course will also assist students in planning their thesis research proposal. In parallel with covering core topics in research methodology (such as varieties of data, the role of theory and models in science, psychophysiological methods, subjective methods, and experimental design) the course is designed to guide students through the process of creating a feasible research proposal. Students will also use data to test their designs and practice their analyses. (This course is restricted to EXPSYC-MS Major students.) Lecture 3 (Fall, Spring, Summer). |
|
| Choose one of the following: | 3 |
|
| PSYC-714 | Graduate Engineering Psychology (Engineering Psychology track) In this course the students will learn to recognize the integrated (systems) nature of Engineering Psychology, the centrality of human beings in systems design, and to use the topics covered and the available knowledge base to adapt the environment to people. This course will cover several fundamental models of human information processing in the context of human-system interactions. The models may include but are not limited to Signal Detection Theory, Information Theory, theories of attention, both normative and naturalistic decision-making models, Control Theory, and the Lens Model of Brunswick, as well as models of the human as a physical engine, that is, anthropometry, biomechanics, and work physiology. Most topics include readings in addition to the course text as well as a lab exercise with a detailed lab report. Seminar (Biannual). |
|
PSYC Graduate Program Elective (Experimental track) |
||
PSYC Graduate Program Elective |
3 | |
Graduate Institute Elective |
3 | |
PSYC Graduate Program or Institute Elective |
6 | |
| Total Semester Credit Hours | 145 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
Psychology, BS degree/Artificial Intelligence, MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| PSYC-101 | Introduction to Psychology Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective A) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-146 | Introduction to Statistics II (General Education – Mathematical Perspective B) This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). |
4 |
| YOPS-10 | RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – Artistic Perspective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – First-Year Writing (WI) |
3 | |
General Education – Elective |
6 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Course |
3 | |
| Second Year | ||
| BIOG-101 | Explorations in Cellular Biology and Evolution (General Education – Natural Science Inquiry Perspective) This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. (Prerequisites: Students may not take BIOG-101 if they have already taken BIOL-101. See the Biology department with any questions.) Lecture 3 (Fall, Summer). |
3 |
| BIOG-103 | Explorations in Cell Biology & Evolution Lab (General Education – Natural Science Inquiry Perspective) Virtual laboratory work to complement the online course Explorations in Cell Biology & Evolution (BIOG101). The experiments are designed to illustrate concepts of basic cellular and molecular biology, microscopy, microevolution, and to develop basic scientific techniques, all in a virtual setting. Co-requisite: BIOG101: Explorations in Cell Biology & Evolution Lecture. (Co-requisites: BIOG-101 or equivalent course.) Lab 3 (Fall, Summer). |
1 |
| BIOG-102 | Explorations in Animal and Plant Anatomy and Physiology (General Education – Scientific Principles Perspective) This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth’s terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. (Prerequisites: Students may not take BIOG-102 if they have already taken BIOL-102. See the Biology department with any questions.) Lecture 3 (Spring, Summer). |
3 |
| BIOG-104 | Explorations in Animal & Plant Anatomy & Physiology Lab (General Education – Scientific Principles Perspective) Laboratory work to complement the online Explorations in Animal & Plant Anatomy & Physiology (BIOG102). The virtual experiments are designed to illustrate concepts of animal and plant anatomy and physiology, increase understanding of ecosystem interactive components, and improve ability to make, record and interpret observations. Co-requisite: BIOG102: Explorations in Animal & Plant Anatomy & Physiology. (Co-requisites: BIOG-102 or equivalent course.) Lab 3 (Spring, Summer). |
1 |
| PSYC-250 | Research Methods I (WI-PR) This course will serve as an introduction to research methods in psychology, with the goal of understanding research design, analysis and writing. Topics include examining the variety of methods used in psychology research, understanding research ethics, developing empirical hypotheses, designing experiments, understanding statistical concepts, interpreting results, and writing research and review papers in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-101 or PSYC-101H and STAT-145 or STAT-145H equivalent course and student standing in PSYC-BS or HCC-BS programs.) Lecture 3 (Fall, Spring). |
3 |
| PSYC-251 | Research Methods II (WI-PR) This course will serve as an advanced research methods course in psychology, and will build on the foundational knowledge presented in Research Methods I. Topics and tasks for this course include designing single and multi-factor experiments, interpreting correlational research, completing statistical analyses appropriate to design, completing and analyzing an IRB application, understanding observational and survey research, and presenting results in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-250 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Elective† |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Courses |
6 | |
| Third Year | ||
| PSYC-301 | Junior Seminar in Psychology This professional development course is intended for students in the psychology major to prepare for their careers. Topics include identifying career interests and values, learning how to effectively search for co-ops and jobs, preparing a resume and CV, identifying appropriate graduate programs, preparing graduate school applications, interview skills, and professional communication. Students will use career-planning resources such as the Psychology Career Center on campus and the Psychology Career Center community site on myCourses. This course is required for students majoring in Psychology. (This class is restricted to students with at least 3rd year standing in the PSYC-BS program.) Lecture 1 (Fall, Spring). |
1 |
| Choose one of the following: | 0 |
|
| PSYC-498 | Internship (summer) Internship in Psychology. This is for 350 hours of supervised unpaid work off campus with non-profits, public service groups, the zoo, or similar organizations. Each Internship experience must be approved by the department of psychology prior to starting. (This course is restricted to PSYC-BS Major students.) Internship (Fall, Spring, Summer). |
|
| PSYC-499 | Psychology Co-op (summer) Psychology Co-op (This course is restricted to PSYC-BS Major students.) CO OP (Fall, Spring, Summer). |
|
| PSYC-550 | Undergraduate Research Experience (summer) Practicum open to psychology students. Gives the student first-hand experience in the field of psychology working on research that matches the student's career objectives. Students are closely supervised by a faculty member, developing relevant skills and learning how to do research first-hand. May count for the equivalent of the psychology co-op experience with prior approval and sufficient time commitment. (3rd or 4th year status). Prerequisites PSYC-101, -250, -251.
Credit 0 (F, S, Su) (Prerequisites: PSYC-101, PSYC-250 and PSYC-251 or equivalent courses and minimum of 3rd year standing in PSYC-BS.) Research (Fall, Spring, Summer). |
|
General Education – Electives† |
9 | |
General Education – Immersions 1, 2 |
6 | |
Open Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Track Courses |
9 | |
| Fourth Year | ||
| IDAI-610 | Fundamentals of Artificial Intelligence This course covers the underlying theories and algorithms used in the field of artificial intelligence. Topics include the history of AI, search algorithms (such as A*, game search and constraint satisfaction), logic and logic programming, planning, and an overview of machine learning. Programming assignments, including implementation of AI algorithms, and oral/written summaries of research papers are required. Lecture 3 (Fall). |
3 |
| IDAI-620 | Mathematical Methods for Artificial Intelligence This course introduces the mathematical background necessary to understand, design, and effectively deploy AI systems. It focuses on four key areas of mathematics: (1) linear algebra, which enables describing, storing, analyzing and manipulating large-scale data; (2) optimization theory, which provides a framework for training AI systems; (3) probability and statistics, which underpin many machine learning algorithms and systems; and (4) numerical analysis, which illuminates the behavior of mathematical and statistical algorithms when implemented on computers. Lecture 3 (Fall). |
3 |
| IDAI-700 | Ethics of Artificial Intelligence This course will familiarize students with foundational concepts and emerging ideas in the ethics of artificial intelligence and their implications for public policy. It will be broken down into three sections: (1) the ethics of machine learning; (2) the moral status of AI; and (3) AI and the distant future. The first section will consider such topics as the ethical implications of unconscious bias in machine learning (e.g., in predictive text, facial recognition, speech dialogue systems); what constraints should govern the behavior of autonomous and semi-autonomous machines such as drones and smart cars; whether AI can undermine valuable social institutions and perhaps to democracy itself and what might be done to mitigate such risk; and how automation might transform the labor economy and whether this morally desirable. The second section turns to the question of our moral obligations toward (some) artificial intelligences. Here, we will ask what grounds moral status in general and how this might apply to artificial intelligences in particular, including how should we should balance moral obligations toward (some) AIs with competing obligations toward human beings and other creatures with morally protectable interests. The final section will look to the far distant future and consider how (if at all) we might identify and estimate future threats from AI and what might be done today to protect all those who matter morally. Lecture 3 (Fall). |
3 |
| PSYC-501 | Senior Capstone Proposal This course is intended for students in the psychology major to develop experimental research expertise and put into practice some of what is learned in Research Methods I and II. Students will explore topics of interest for further research in psychology. They will develop one research idea that could either form the basis for a senior project in psychology or is a valid test of a research idea. Students will be supervised by the course instructor as they develop a research question, conduct a literature review, write the introduction, and examine questions about control, validity and reliability. This course will culminate in a research proposal. Students going on to Senior Project in Psychology can use this as a proposal course and must find their faculty adviser for senior project before they finish this course. Students who are not planning for Senior Project will practice writing a proposal and the related skills required to critically examine an advanced topic in Psychology. (Prerequisites: PSYC-251 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
| Choose one of the following: | 3 |
|
| PSYC-502 | Seminar in Psychology This course is intended for students in the psychology major to integrate material covered in earlier courses and examine broad topics in Psychology. The specific topics covered will vary from semester to semester. This course is an opportunity for faculty and students to examine issues that transcend sub-disciplines in psychology. Students will read original research and examine influential theories relevant to the topic. (Prerequisites: PSYC-251 or (0514-315, 0514-350 and 0514-400) or equivalent course.
Co-requisites: One (1) 300-level psychology (PSYC) class or one (1) 500-level psychology (0514) class.) Lecture 3 (Fall, Spring). |
|
| PSYC-510 | Senior Project in Psychology This course is intended for students in the psychology major to demonstrate experimental research expertise, while being guided by faculty advisors. The topic to be studied is up to the student, who must find a faculty advisor before signing up for the course. Students will be supervised by the advisor as they conduct their literature review, develop the research question or hypothesis, develop the study methodology and materials, construct all necessary IRB materials, run subjects, and analyze the results of their study. This course will culminate in an APA style paper and poster presentation reporting the results of the research. Because Senior Project is the culmination of a student’s scientific research learning experience in the psychology major, it is expected that the project will be somewhat novel, will extend the theoretical understanding of their previous work (or of the previous work of another researcher), and go well beyond any similar projects that they might have done in any of their previous courses. (Prerequisites: PSYC-501 or equivalent course.) Research (Fall, Spring). |
|
General Education – Electives† |
6 | |
Open Elective‡ |
3 | |
Psychology Track Course |
3 | |
General Education – Immersion |
3 | |
| Fifth Year | ||
| IDAI-710 | Fundamentals of Machine Learning This course is an introduction to machine learning theories and algorithms. Topics include an overview of data collection, sampling and visualization techniques, supervised and unsupervised learning and graphical models. Specific techniques that may be covered include classification (e.g., support vector machines, tree-based models, neural networks), regression, model selection and some deep learning techniques. Programming assignments and oral/written summaries of research papers are required. (Prerequisites: IDAI-610 and IDAI-620 or equivalent courses.) Lecture 3 (Spring). |
3 |
| IDAI-720 | Research Methods for Artificial Intelligence Hallmarks of AI are systems that perform human-like behaviors, and AI systems rely on continuous preparation and deployment of data resources as new tasks emerge. In this course, students develop their conceptual, applied, and critical understanding about (1) experimental principles and methods guiding the collection, validation, and deployment of human data resources for AI systems; (2) human-centered AI concepts and techniques including dataset bias, debiasing, AI fairness, humans-in-the loop methods, explainable AI, trust), and (3) best practices for technical writing and presentation about AI. As a milestone, based on research review, students will write and present an experimental design proposal for dataset elicitation followed by computational experimentation, with description and visualization of the intended experiment setup, as well as critical reflection of benefits, limitations, and implications in the context of AI system development and deployment. (Prerequisites: IDAI-610 and IDAI-700 or equivalent courses.) Lecture 3 (Spring). |
3 |
| Choose one of the following: | 6 |
|
| IDAI-780 | Capstone Project, plus one (1) additional Graduate Program Elective Graduate capstone project by the candidate on an appropriate topic as arranged
between the candidate and the research advisor. Lecture 3 (Fall, Spring, Summer). |
|
| IDAI-790 | Research & Thesis Masters-level research by the candidate on an appropriate topic as arranged between
the candidate and the research advisor. Thesis (Fall, Spring, Summer). |
|
AI Graduate Program Electives |
9 | |
| Total Semester Credit Hours | 145 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
† It is recommended that students take MATH-181 (Calculus I), MATH-182 (Calculus II), MATH-200 (Discrete Mathematics and Introduction to Proofs), and MATH-241 (Linear Algebra) as General Education Electives.
‡ It is recommended that students take LING-351 Language Technology.
Psychology, BS degree/Sustainable Systems, MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| PSYC-101 | Introduction to Psychology Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective A) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
| STAT-146 | Introduction to Statistics II (General Education – Mathematical Perspective B) This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). |
4 |
| YOPS-10 | RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – Artistic Perspective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – First-Year Writing (WI) |
3 | |
General Education – Elective |
3 | |
Open Elective |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Course |
3 | |
| Second Year | ||
| BIOG-101 | Explorations in Cellular Biology and Evolution (General Education – Natural Science Inquiry Perspective) This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. (Prerequisites: Students may not take BIOG-101 if they have already taken BIOL-101. See the Biology department with any questions.) Lecture 3 (Fall, Summer). |
3 |
| BIOG-103 | Explorations in Cell Biology & Evolution Lab (General Education – Natural Science Inquiry Perspective) Virtual laboratory work to complement the online course Explorations in Cell Biology & Evolution (BIOG101). The experiments are designed to illustrate concepts of basic cellular and molecular biology, microscopy, microevolution, and to develop basic scientific techniques, all in a virtual setting. Co-requisite: BIOG101: Explorations in Cell Biology & Evolution Lecture. (Co-requisites: BIOG-101 or equivalent course.) Lab 3 (Fall, Summer). |
1 |
| BIOG-102 | Explorations in Animal and Plant Anatomy and Physiology (General Education – Scientific Principles Perspective) This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth’s terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. (Prerequisites: Students may not take BIOG-102 if they have already taken BIOL-102. See the Biology department with any questions.) Lecture 3 (Spring, Summer). |
3 |
| BIOG-104 | Explorations in Animal & Plant Anatomy & Physiology Lab (General Education – Scientific Principles Perspective) Laboratory work to complement the online Explorations in Animal & Plant Anatomy & Physiology (BIOG102). The virtual experiments are designed to illustrate concepts of animal and plant anatomy and physiology, increase understanding of ecosystem interactive components, and improve ability to make, record and interpret observations. Co-requisite: BIOG102: Explorations in Animal & Plant Anatomy & Physiology. (Co-requisites: BIOG-102 or equivalent course.) Lab 3 (Spring, Summer). |
1 |
| PSYC-250 | Research Methods I (WI-PR) This course will serve as an introduction to research methods in psychology, with the goal of understanding research design, analysis and writing. Topics include examining the variety of methods used in psychology research, understanding research ethics, developing empirical hypotheses, designing experiments, understanding statistical concepts, interpreting results, and writing research and review papers in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-101 or PSYC-101H and STAT-145 or STAT-145H equivalent course and student standing in PSYC-BS or HCC-BS programs.) Lecture 3 (Fall, Spring). |
3 |
| PSYC-251 | Research Methods II (WI-PR) This course will serve as an advanced research methods course in psychology, and will build on the foundational knowledge presented in Research Methods I. Topics and tasks for this course include designing single and multi-factor experiments, interpreting correlational research, completing statistical analyses appropriate to design, completing and analyzing an IRB application, understanding observational and survey research, and presenting results in APA style. This is a required course for all psychology majors, and is restricted to students in the psychology program. (Prerequisites: PSYC-250 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
3 |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Elective† |
3 | |
Psychology Breadth Course |
3 | |
Psychology Pre-track Courses |
6 | |
| Third Year | ||
| PSYC-301 | Junior Seminar in Psychology This professional development course is intended for students in the psychology major to prepare for their careers. Topics include identifying career interests and values, learning how to effectively search for co-ops and jobs, preparing a resume and CV, identifying appropriate graduate programs, preparing graduate school applications, interview skills, and professional communication. Students will use career-planning resources such as the Psychology Career Center on campus and the Psychology Career Center community site on myCourses. This course is required for students majoring in Psychology. (This class is restricted to students with at least 3rd year standing in the PSYC-BS program.) Lecture 1 (Fall, Spring). |
1 |
| Choose one of the following: | 0 |
|
| PSYC-498 | Internship (summer) Internship in Psychology. This is for 350 hours of supervised unpaid work off campus with non-profits, public service groups, the zoo, or similar organizations. Each Internship experience must be approved by the department of psychology prior to starting. (This course is restricted to PSYC-BS Major students.) Internship (Fall, Spring, Summer). |
|
| PSYC-499 | Psychology Co-op (summer) Psychology Co-op (This course is restricted to PSYC-BS Major students.) CO OP (Fall, Spring, Summer). |
|
| PSYC-550 | Undergraduate Research Experience (summer) Practicum open to psychology students. Gives the student first-hand experience in the field of psychology working on research that matches the student's career objectives. Students are closely supervised by a faculty member, developing relevant skills and learning how to do research first-hand. May count for the equivalent of the psychology co-op experience with prior approval and sufficient time commitment. (3rd or 4th year status). Prerequisites PSYC-101, -250, -251.
Credit 0 (F, S, Su) (Prerequisites: PSYC-101, PSYC-250 and PSYC-251 or equivalent courses and minimum of 3rd year standing in PSYC-BS.) Research (Fall, Spring, Summer). |
|
General Education – Electives |
9 | |
General Education – Immersions 1, 2, 3 |
9 | |
Psychology Breadth Course |
3 | |
Psychology Track Courses |
9 | |
| Fourth Year | ||
| Choose two of the following: | 6 |
|
| PSYC-501 | Senior Capstone Proposal This course is intended for students in the psychology major to develop experimental research expertise and put into practice some of what is learned in Research Methods I and II. Students will explore topics of interest for further research in psychology. They will develop one research idea that could either form the basis for a senior project in psychology or is a valid test of a research idea. Students will be supervised by the course instructor as they develop a research question, conduct a literature review, write the introduction, and examine questions about control, validity and reliability. This course will culminate in a research proposal. Students going on to Senior Project in Psychology can use this as a proposal course and must find their faculty adviser for senior project before they finish this course. Students who are not planning for Senior Project will practice writing a proposal and the related skills required to critically examine an advanced topic in Psychology. (Prerequisites: PSYC-251 and STAT-146 or equivalent course.) Lecture 3 (Fall, Spring). |
|
| PSYC-502 | Seminar in Psychology This course is intended for students in the psychology major to integrate material covered in earlier courses and examine broad topics in Psychology. The specific topics covered will vary from semester to semester. This course is an opportunity for faculty and students to examine issues that transcend sub-disciplines in psychology. Students will read original research and examine influential theories relevant to the topic. (Prerequisites: PSYC-251 or (0514-315, 0514-350 and 0514-400) or equivalent course.
Co-requisites: One (1) 300-level psychology (PSYC) class or one (1) 500-level psychology (0514) class.) Lecture 3 (Fall, Spring). |
|
| PSYC-510 | Senior Project in Psychology This course is intended for students in the psychology major to demonstrate experimental research expertise, while being guided by faculty advisors. The topic to be studied is up to the student, who must find a faculty advisor before signing up for the course. Students will be supervised by the advisor as they conduct their literature review, develop the research question or hypothesis, develop the study methodology and materials, construct all necessary IRB materials, run subjects, and analyze the results of their study. This course will culminate in an APA style paper and poster presentation reporting the results of the research. Because Senior Project is the culmination of a student’s scientific research learning experience in the psychology major, it is expected that the project will be somewhat novel, will extend the theoretical understanding of their previous work (or of the previous work of another researcher), and go well beyond any similar projects that they might have done in any of their previous courses. (Prerequisites: PSYC-501 or equivalent course.) Research (Fall, Spring). |
|
| Choose one of the following MS core courses: | 3 |
|
| ISUS-702 | Fundamentals of Sustainability Science This course prepares students to understand grand challenges in sustainability, conduct original research related to sustainable production and consumption systems, and apply the scientific method in an integrative, team-based approach to graduate research. This course introduces fundamental concepts that are essential to understanding the interaction of economic, environmental, and social systems. Successful students will understand multiple perspectives on sustainability, the importance of sustainability as an ethical concept, behavioral impacts to sustainable solutions, and a life-cycle approach to organizing research related to sustainability. It is a core course within the Sustainability program. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| ISUS-706 | Economics of Sustainable Systems The goal of this course is to introduce students to economic concepts and analysis pertaining to sustainable systems. This course offers a nontechnical but rigorous introduction to microeconomic theory, engineering economics, and benefit-cost analysis. A thorough treatment of models relevant to each topic is provided. The over-arching goal is for students to gain an understanding of the logic of economic reasoning and analysis as it pertains to the study of sustainable systems. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| ISUS-806 | Risk Analysis This course examines risk identification, quantification, and management from the standpoint of the three key components of sustainability science (economics, environment, and society). Subjects include cost-benefit analysis, value of information, time value of money, basic decision analysis, value functions, monetizing challenges for ecosystem services, sustainability risk management, toxicological perspectives such as fate and transport and dose-response relationships, risk perception, ethical issues in risk quantification, and impact statements. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| Choose one of the following MS core courses: | 3 |
|
| ISUS-704 | Industrial Ecology Industrial ecology is the study of the interaction between industrial and ecological systems. Students in this course learn to assess the impact and interrelations of production systems on the natural environment by mastering fundamental concepts of ecology as a metaphor for industrial systems and the resultant tools from industrial ecology, including life cycle assessment, material flow analysis, and energy and greenhouse gas accounting. This is a core course within the Sustainability Ph.D. program. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| ISUS-808 | Multicriteria Sustainable Systems This class will explore how decisions are made when confronted with multiple, often conflicting, criteria or constraints. The focus will be on the following analytical methods: linear and stochastic programming, optimization, and Monte Carlo simulation. Case studies will focus on sustainability multi-criteria problems such as energy planning, sustainable development, resource management, and recycling. Students will apply methods learned to a project involving their graduate research. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Spring). |
|
| PUBL-810 | Technology, Policy, and Sustainability (or approved substitute) This course introduces students to public policy and its role in building a sustainable society. The course places particular emphasis on the policy process; the relationship among technology, policy, and the environment; and policy mechanisms for addressing market and government failures that threaten sustainability. Lecture 3 (Fall, Spring). |
|
Psychology Track Course |
3 | |
General Education – Electives |
9 | |
Open Electives |
6 | |
| Fifth Year | ||
| Choose two of the following MS core courses: | 6 |
|
| ISUS-702 | Fundamentals of Sustainability Science This course prepares students to understand grand challenges in sustainability, conduct original research related to sustainable production and consumption systems, and apply the scientific method in an integrative, team-based approach to graduate research. This course introduces fundamental concepts that are essential to understanding the interaction of economic, environmental, and social systems. Successful students will understand multiple perspectives on sustainability, the importance of sustainability as an ethical concept, behavioral impacts to sustainable solutions, and a life-cycle approach to organizing research related to sustainability. It is a core course within the Sustainability program. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| ISUS-706 | Economics of Sustainable Systems The goal of this course is to introduce students to economic concepts and analysis pertaining to sustainable systems. This course offers a nontechnical but rigorous introduction to microeconomic theory, engineering economics, and benefit-cost analysis. A thorough treatment of models relevant to each topic is provided. The over-arching goal is for students to gain an understanding of the logic of economic reasoning and analysis as it pertains to the study of sustainable systems. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| ISUS-806 | Risk Analysis This course examines risk identification, quantification, and management from the standpoint of the three key components of sustainability science (economics, environment, and society). Subjects include cost-benefit analysis, value of information, time value of money, basic decision analysis, value functions, monetizing challenges for ecosystem services, sustainability risk management, toxicological perspectives such as fate and transport and dose-response relationships, risk perception, ethical issues in risk quantification, and impact statements. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| Choose two of the following MS core courses: | 6 |
|
| ISUS-704 | Industrial Ecology Industrial ecology is the study of the interaction between industrial and ecological systems. Students in this course learn to assess the impact and interrelations of production systems on the natural environment by mastering fundamental concepts of ecology as a metaphor for industrial systems and the resultant tools from industrial ecology, including life cycle assessment, material flow analysis, and energy and greenhouse gas accounting. This is a core course within the Sustainability Ph.D. program. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| ISUS-806 | Multicriteria Sustainable Systems This course examines risk identification, quantification, and management from the standpoint of the three key components of sustainability science (economics, environment, and society). Subjects include cost-benefit analysis, value of information, time value of money, basic decision analysis, value functions, monetizing challenges for ecosystem services, sustainability risk management, toxicological perspectives such as fate and transport and dose-response relationships, risk perception, ethical issues in risk quantification, and impact statements. (This class is restricted to students in the SUSTSY-MS and SUST-PHD programs.) Lecture 3 (Fall). |
|
| PUBL-810 | Technology, Policy, and Sustainability (or approved substitute) This course introduces students to public policy and its role in building a sustainable society. The course places particular emphasis on the policy process; the relationship among technology, policy, and the environment; and policy mechanisms for addressing market and government failures that threaten sustainability. Lecture 3 (Fall, Spring). |
|
| Choose one of the following: | 6 |
|
| ISUS-780 | Capstone An independent project in sustainability serving as a capstone experience for students completing the non-thesis option. This course requires a formal proposal and a faculty sponsor. Lecture (Fall, Spring, Summer). |
|
| ISUS-790 | Thesis Independent research in sustainability leading to the completion of the MS thesis. This course requires a formal proposal and a faculty sponsor. Thesis (Fall, Spring, Summer). |
|
Approved MS Sustainability Electives |
6 | |
| Total Semester Credit Hours | 148 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
† In preparation for graduate success, students are strongly encouraged to fulfill this requirement with one of the following courses: MATH-161 Applied Calculus, MATH-171 Calculus A, or MATH-181 Project Based Calculus I.
Admissions and Financial Aid
First-Year Admission
First-year applicants are expected to demonstrate a strong academic background that includes:
- 4 years of English with a strong performance is expected.
- 3 years of social studies and/or history with a strong performance is expected.
- 3 years of math is required and must include algebra, geometry, and algebra 2/trigonometry.
- 2-3 years of science.
Transfer Admission
Transfer applicants should meet these minimum degree-specific requirements:
- A minimum of college algebra is required.
Financial Aid and Scholarships
100% of all incoming first-year and transfer students receive aid.
RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
Learn more about financial aid and scholarships
Research
Faculty in the department of psychology focus their research on a wide variety of topics across the discipline. They work closely with students to pursue their research and advise on thesis work. Learn more by exploring our psychology research areas.
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Contact
Program Contact
- Heather Roth
- Assistant Director of Recruitment and Retention Outreach
- Dean’s Office
- College of Liberal Arts
- 585‑475‑5456
- hmrgla@rit.edu
Offered within
the
Department of Psychology
Department of Psychology