Social Psychology

Last Updated: Mon, 01/05/2026
Course prefix:
PSYC
Course number:
2210
Semester:
Spring
Academic year:
2026
Course description:

Consideration of the behavior of individuals in social contexts, including interpersonal and group settings.

Course learning outcomes:

Across the entire course, students will…

  1. Demonstrate knowledge of major findings in the field of social psychology.
    1. Assessed by course exams and final
    2. Identify a variety of research techniques used by social psychologists.
      1. Assessed by article reviews
    3. Identify and explain how major principles of social psychology manifest in real-world or fictional examples.
      1. Assessed by portfolio assignments and exams
    4. Illustrate an understanding of the basics of APA-style on a writing assignment.
      1. Assessed by article reviews and portfolio assignments
Required course materials:

There are no required course materials.

Optional Text:

Branscombe, N.R., & Baron, R. (2017). Social psychology (14th ed.). Boston, MA: Pearson Education. ISBN 9780134411255

Please note that if you elect to use an older edition of the textbook, page numbers and content may be inconsistent between editions.

Grading policy:
  • A ≥ 895
  • B = 795-894
  • C = 695-794
  • D = 595-694
  • F ≤ 594
Attendance policy:

Attendance in this class is mandatory. There is no grade for attendance, but you are expected to show up to all planned class periods, and completion of in-class participation assignments is contingent on your attendance on the day they are given.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

This course should direct students toward a broad Orienting Question: 

  • How do I understand human experiences and connections?   

Completion of this course should enable students to meet the following Learning Outcome: 

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
Instructor First Name:
William
Instructor Last Name:
Stern
Section:
A/D
CRN (you may add up to five):
31472
30485
View PDF
Department (you may add up to three):
Psychology

Engineering Psychology

Last Updated: Sun, 01/04/2026
Course prefix:
PSYC
Course number:
2270
Semester:
Spring
Academic year:
2026
Course description:

Engineering psychology uses scientific knowledge about the perceptual, cognitive, and
behavioral capabilities of humans to specify the design and use of human-machine systems
(such as equipment, environments, tasks, jobs, and systems) for productive, safe,
comfortable, and effective human use. In this course, you’ll learn about the capabilities and
limitations of humans and how this knowledge informs engineering design principles of
displays, controls, physical environments, human error, and automation. You’ll also get the
opportunity to use what you’re learning through an applied project.

Course learning outcomes:

By the end of this course, students should be able to:

  1. Describe humans as an information processor in areas including sensation &
    perception, attention, memory, decision-making, and workload.
  2. Describe humans as a physical engine in areas including motor control,
    anthropometry, and biomechanics.
  3. Apply your knowledge of basic human capabilities & limitations to specific applied
    areas including display & control design, workstation design, situation awareness,
    human error, and automation.
  4. Gather and assess end-user requirements using analysis and design methodologies
    such as surveys, task analysis, heuristic evaluation, and usability testing.
  5. Evaluate the design of human-machine systems using performance and safety criteria
    and provide recommendations for improvements based on your professional judgment
    and knowledge of human capabilities & limitations.
  6. Practice effective teamwork and team management, including modeling behaviors of
    inclusion and ethics, and using leadership skills to foster problem solving, team
    communication, conflict management, consensus building, and idea generation.
Required course materials:

None

Grading policy:

Evaluation of course performance is based on weekly bad design scavenger hunt assignments,
key-term drills, and a final individual project. The weighting for each component is listed
below.


Assessment Weights:
In-Class Stuff 20%
Key-Term Drills 10%
Homework Assignment 10%
Midterm Exam 10%
Final Exam 10%
Term Project 40%


Grading Scale
Your final grade will be assigned as a letter grade according to the following scale:
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 0-59%


Description of Graded Components:
Brief descriptions of each graded component are listed below. The full set of requirements
and instructions, for all assessments will be provided on Canvas.
In-Class Stuff (Reflections): These will just be brief reflection questions that we’ll come up
sporadically during class. We’ll submit these through Canvas.
In-Class Stuff (Activities): For some of our class meetings we will have activities/assignments
that require submissions.
Key-Term Drills: I will be releasing Canvas quizzes that focus on key terms from each of our
lessons. These drills will consist of “rapid-fire” quizzes (i.e., you might have 2 minutes to
answer 5 questions). You will have unlimited attempts on these quizzes and your AVERAGE
score will be what goes into the gradebook.
Homework Assignments: I will try to keep these few-and-far between, but I will be
sporadically assigning homework assignments.
Exams: The midterm and the final exam will consist of EXACTLY the same questions as the
ones you will encounter on the key-term drills. The midterm exam will consist of a sampling
of questions from key-term drills that were assigned prior to the midterm. The final exam
will consist of a sampling of the questions from the entire semester’s key-term drills.
Term Project: For the term project, you (and your teammates) will be identifying a real-world
software-design issue that violates some engineering psychology principles. You’ll will
eventually be submitting a prototype “fix” for the issue but prior to that you will be
submitting a series of assignments that incrementally build towards the prototype.


Late Submission Policy: For the in-class activity assignments you will be able to submit two
“freebie” late-submissions without penalty up to 5 business days from the time of the original
due date. The idea here is basically that you can miss up to two days of class without
worrying that you’ve missed any graded assignments. You don’t need to tell communicate
with the course instructor or course TA about missing/making up these two "freebie"
assignments. You can just submit them, no questions asked. For that reason, we won’t accept
any other late submissions beyond these two freebies (unless you have an institute-approved
absence letter). Please note that the notes from the Dean of Students/Office of Student Life
are not the same thing as institute-approved absences. Institute-approved absences are
specifically related to those situations when a student must miss a class because of official GT
business (e.g., competing in a varsity sporting event).

Attendance policy:

Attendance is expected and encouraged for all class meetings (i.e., all lectures) but will not directly be graded. Attendance will, however, be indirectly graded through assignments and/or graded activities that may be missed due to absences. The course late submission policy is as follows:

 For the in-class activity assignments you will be able to submit two
“freebie” late-submissions without penalty up to 5 business days from the time of the original
due date. The idea here is basically that you can miss up to two days of class without
worrying that you’ve missed any graded assignments. You don’t need to tell communicate
with the course instructor or course TA about missing/making up these two "freebie"
assignments. You can just submit them, no questions asked. For that reason, we won’t accept
any other late submissions beyond these two freebies (unless you have an institute-approved
absence letter). Please note that the notes from the Dean of Students/Office of Student Life
are not the same thing as institute-approved absences. Institute-approved absences are
specifically related to those situations when a student must miss a class because of official GT
business (e.g., competing in a varsity sporting event).

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core Impacts Statement
This is a Core IMPACTS course that is part of the Social Sciences area.
Core IMPACTS refers to the core curriculum, which provides students with essential
knowledge in foundational academic areas. This course will help master course content, and
support students’ broad academic and career goals.
This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?
    Completion of this course should enable students to meet the following Learning Outcome:
  • Students will effectively analyze the complexity of human behavior, and how
    historical, economic, political, social or geographic relationships develop, persist or
    change.

Course content, activities and exercises in this course should help students develop the
following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
     
Instructor First Name:
Zachary
Instructor Last Name:
Tidler
Section:
B
CRN (you may add up to five):
31035
View PDF
Department (you may add up to three):
Psychology

Industrial/Organizational Psychology

Last Updated: Sun, 01/04/2026
Course prefix:
PSYC
Course number:
2220
Semester:
Spring
Academic year:
2026
Course description:

Course Description: Work is a central part of human existence. The average person spends around 90,000 hours of their life at work. This doesn’t necessarily include the time that people spend commuting to work, working at home, nor the time they spend thinking about work outside of the workplace. I-O psychology examines the human experience at work and the impact that work has on the human experience. This course introduces the scientific study of behavior and application of psychological principles in the workplace. Throughout the semester, we will explore key topics such as job analysis, recruitment, selection, performance appraisal, training, motivation, leadership, job attitudes, and stress and health. Students will develop foundational knowledge for examining the workplace through a psychological lens. The course is intended for students seeking a broad overview of I-O psychology and it’s relevance to careers in business, management, human resources, consulting, and related fields.

Course learning outcomes:

Course Goals and Learning Outcomes

  • Define and explain core concepts, theories, and terminology in I-O psychology.
  • Describe major domains of I-O psychology including, job analysis, employee selection, training, performance management, motivation, leadership, and work attitudes.
  • Apply basic I-O psychology concepts to real jobs, organizations, and workplace problems.
  • Analyze job roles using principles of job analysis to collect, evaluate, and report information about jobs.
Required course materials:

Recommended Textbook:

Levy, P. E., O’Malley, A., & Riordan, B. (2025). Industrial/Organizational Psychology: Understanding the Workplace (7th ed.). Worth Publishers, New York.

  • The course content and lectures will primarily derive from this textbook. E-book versions can be purchased or rented directly from the Macmillan Learning website.
  • We will not be using the Achieve course materials addon, so you do not need to purchase this.
  • Should you purchase the textbook? I generally attempt to build the course such that you do not need to purchase the textbook to succeed. Most of the lecture material will be pulled directly from the text. If you do not plan to engage with this material further in your career development, then you might consider renting the e-book. However, if you plan to major or specialize in relevant fields such as Business Management/Administration/Consulting, Human Resources, People Analytics, Organizational Development, Executive Coaching, I/O Psychology, etc. I would recommend purchasing a reference copy for yourself.
Grading policy:

Exams

Three exams will be offered, including a comprehensive final. 350 points (35%)

Attendance

Attendance is important to your success in this class. Roll call or another form of attendance will be taken every class session. You are allowed two free days to account for undocumented absences or emergencies. 100 points (10%)

In-Class Activities

An in-class activity will occur during nearly every class session (~25–30 total). Activities may include short written responses, small group work, quizzes, or problem-solving tasks. Your lowest two activity scores will be dropped to account for undocumented absences or emergencies. 100 points (10%)

Weekly Discussion Board Posts

(12 total, ~1/week). For each post, choose five concepts from the current chapter/topic, define them in your own words, and provide an example of how each connects to real life, is applied, and/or connects with your personal experiences. Posts are due the day after we finish lecture on a topic at 11:59 PM each week (with some exceptions). 200 points (20%)

Job Analysis Paper

Students will conduct a structured job analysis by interviewing an individual currently employed in a chosen occupation. Using information from the interview, course concepts, and external sources, students will analyze core job tasks, required knowledge, skills, abilities, and other characteristics (KSAOs), and discuss how this information is applied in industrial–organizational psychology. Details below. 200 points (20%)

Research Participation

4 hours of participation in approved psychology research studies through SONA or completion of alternative assignments. Details below. 50 points (5%)

Total 1000 points (100%)

Grading Scale

Your final grade will be assigned as a letter grade according to the following scale:

A         90-100%          900-1000 points

B         80-89%            800-899.99 points

C         70-79%            700-799.99 points

D         60-69%            600-699.99 points

F          Below 60%     599.99 points or fewer

Attendance policy:

Attendance

Attendance is important to your success in this class. Students are expected to arrive on time and stay for the full session to earn full credit. Missing class results in a zero for that day’s attendance grade unless an excused absence is documented. If you arrive late or leave early without prior notice, your attendance score for that day will be reduced. Roll call or another form of attendance will be taken every class session. You are allowed two free days to account for undocumented absences or emergencies.

Academic honesty/integrity statement:

Academic Integrity

All students are expected to uphold the Georgia Tech Academic Honor Code. This means your work must be your own, you must credit others’ ideas when used, and you must not give or receive unauthorized assistance on assignments or exams.


Honor Code: https://osi.gatech.edu/content/honor-code 

Violations of the Honor Code will be reported to the Office of Student Integrity and may result in penalties up to and including a failing grade for the course.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
Instructor First Name:
Lucas
Instructor Last Name:
Provine
Section:
B
CRN (you may add up to five):
31592
View PDF
Department (you may add up to three):
Psychology

Social Psychology

Last Updated: Sat, 01/03/2026
Course prefix:
PSYC
Course number:
2210
Semester:
Spring
Academic year:
2026
Course description:

Consideration of the behavior of individuals in social contexts, including interpersonal and group settings.

Course learning outcomes:

At the end of this course, you should be able to:

  • Describe and explain the major theories of social psychology
  • Apply social psychological theories, concepts, and research findings to personal experiences and current events
  • Identify and explain the variety of research methods used by social psychologists
  • Use critical thinking to evaluate popular media and scholarly literature
  • Demonstrate effective writing skills
Required course materials:

RECOMMENDED TEXTBOOK – PREVIOUS EDITIONS AVAILABLE

Gilovich, T., Keltner, D., Chen, S., & Nisbett, R. (2024). Social psychology (6th ed.). New York: Norton. ISBN: 978-1-324-04564-9

Grading policy:

ASSESSMENT OF LEARNING:

  • 3 Exams = 300 points (100 points each)
  • 10 Chapter Quizzes = 50 points (5 points each)
  • 5 Critique Assignments = 50 points (10 points each)
  • 2 Mini Assignments = 10 points (5 points each)
  • In-Class Activities = 40 points

Total Points = 450 Points Possible

GRADING SCALE:

  • A: 403 – 450 points
  • B: 358 – 402.999 points
  • C: 313 – 357.999 points
  • D: 268 – 312.999 points
  • F: 267.999 points or fewer

This grading scale already incorporates rounding. NO exceptions will be made for further rounding.

PASS/FAIL GRADING OPTION: Students taking this course pass/fail must earn a minimum of 313.00 points (letter grade minimum of “C”) or better to pass and earn a satisfactory grade (“S”). Students earning less than 313.00 points will receive an unsatisfactory grade (“U”) for the course.

Attendance policy:

Attendance is expected for our course. To further encourage active learning and ensure your understanding of the material, a series of unannounced in-class activities will be administered throughout the semester. Some activities will be completed individually, whereas others will be completed in a group via Zoom breakout rooms. Activities will be given at different points during class time (beginning, middle, or end), so it is important that you arrive to class on time and stay for the entire duration of the class. This should encourage you to attend class on time, keep up with your readings and assignments, and engage in class discussion.

  • Credit for In-Class Activities: Credit for in-class activities will be based on your individual contribution to the in-class activity and the accuracy of your responses. Although I cannot predict how many activities will be given over the course of the semester, you may miss 2 activities (only 2 activities!) without any penalty to your grade.
  • Missed In-Class Activities can only be made up with an Institute Approved Absence or an official letter from the Dean of Students and must be completed within 7 days of the original in-class activity day. No exceptions will be made to this policy. It is your responsibility to contact the instructor to make up missed activities.
Academic honesty/integrity statement:

All course assignments must be your own writing and must not be assignments that you have submitted in previous assignments in other courses (i.e., do not self-plagiarize). Using someone else’s words or ideas without giving credit is plagiarism. Any student suspected of cheating or plagiarizing on a quiz, exam, or assignment will be reported to the Office of Student Integrity, who will investigate the incident and identify the appropriate penalty for violations. See http://www.catalog.gatech.edu/policies/honor-code/ or http://www.catalog.gatech.edu/rules/18/ for information on Georgia Tech’s Academic Honor Code and Code of Conduct. 

TURN IT IN REPORTS: All assignments will be submitted to Turnitin via Canvas and the Turnitin Similarity Reports and AI Writing Detection Reports will be reviewed. 

  • Regarding Similarity Reports: All assignments in this course will be compared against each other, previous submissions (your OWN previous submissions as well), and the internet for plagiarism or self-plagiarism. All course assignments must be your own writing and must not be assignments that you have submitted in previous assignments in other courses (i.e., do not self-plagiarize). Using someone else’s words or ideas without giving credit is plagiarism.
  • Regarding AI Writing Detection Reports: All assignments must be in your own writing (i.e., not AI generated writing, AI summarizations or paraphrasing of your own writing or of others’ writing, or be written with assistance from writing platforms). This means that the use of AI platforms or writing platforms (e.g., Chat GPT and others) for our course assignments is notpermitted. The use of these tools for writing assignments in this course is not permitted.
  • If you are unsure if a particular situation involves plagiarism or other fraud, please contact Dr. Babcock.
Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections? 

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion

 

Instructor First Name:
Meghan
Instructor Last Name:
Babcock
Section:
F
CRN (you may add up to five):
31848
View PDF
Department (you may add up to three):
Psychology

Social Psychology

Last Updated: Sat, 01/03/2026
Course prefix:
PSYC
Course number:
2210
Semester:
Spring
Academic year:
2026
Course description:

Consideration of the behavior of individuals in social contexts, including interpersonal and group settings.

Course learning outcomes:

At the end of this course, you should be able to:

  • Describe and explain the major theories of social psychology
  • Apply social psychological theories, concepts, and research findings to personal experiences and current events
  • Identify and explain the variety of research methods used by social psychologists
  • Use critical thinking to evaluate popular media and scholarly literature
  • Demonstrate effective writing skills
Required course materials:

RECOMMENDED TEXTBOOK – PREVIOUS EDITIONS AVAILABLE

Gilovich, T., Keltner, D., Chen, S., & Nisbett, R. (2024). Social psychology (6th ed.). New York: Norton. ISBN: 978-1-324-04564-9

Grading policy:

ASSESSMENT OF LEARNING:

  • 3 Exams = 300 points (100 points each)
  • 10 Chapter Quizzes = 50 points (5 points each)
  • 5 Critique Assignments = 50 points (10 points each)
  • 2 Mini Assignments = 10 points (5 points each)
  • In-Class Activities = 40 points

Total Points = 450 Points Possible

GRADING SCALE:

  • A: 403 – 450 points
  • B: 358 – 402.999 points
  • C: 313 – 357.999 points
  • D: 268 – 312.999 points
  • F: 267.999 points or fewer

This grading scale already incorporates rounding. NO exceptions will be made for further rounding.

PASS/FAIL GRADING OPTION: Students taking this course pass/fail must earn a minimum of 313.00 points (letter grade minimum of “C”) or better to pass and earn a satisfactory grade (“S”). Students earning less than 313.00 points will receive an unsatisfactory grade (“U”) for the course.

Attendance policy:

Attendance is expected for our course. To further encourage active learning and ensure your understanding of the material, a series of unannounced in-class activities will be administered throughout the semester. Some activities will be completed individually, whereas others will be completed in a group via Zoom breakout rooms. Activities will be given at different points during class time (beginning, middle, or end), so it is important that you arrive to class on time and stay for the entire duration of the class. This should encourage you to attend class on time, keep up with your readings and assignments, and engage in class discussion.

  • Credit for In-Class Activities: Credit for in-class activities will be based on your individual contribution to the in-class activity and the accuracy of your responses. Although I cannot predict how many activities will be given over the course of the semester, you may miss 2 activities (only 2 activities!) without any penalty to your grade.
  • Missed In-Class Activities can only be made up with an Institute Approved Absence or an official letter from the Dean of Students and must be completed within 7 days of the original in-class activity day. No exceptions will be made to this policy. It is your responsibility to contact the instructor to make up missed activities.
Academic honesty/integrity statement:

All course assignments must be your own writing and must not be assignments that you have submitted in previous assignments in other courses (i.e., do not self-plagiarize). Using someone else’s words or ideas without giving credit is plagiarism. Any student suspected of cheating or plagiarizing on a quiz, exam, or assignment will be reported to the Office of Student Integrity, who will investigate the incident and identify the appropriate penalty for violations. See http://www.catalog.gatech.edu/policies/honor-code/ or http://www.catalog.gatech.edu/rules/18/ for information on Georgia Tech’s Academic Honor Code and Code of Conduct. 

TURN IT IN REPORTS: All assignments will be submitted to Turnitin via Canvas and the Turnitin Similarity Reports and AI Writing Detection Reports will be reviewed. 

  • Regarding Similarity Reports: All assignments in this course will be compared against each other, previous submissions (your OWN previous submissions as well), and the internet for plagiarism or self-plagiarism. All course assignments must be your own writing and must not be assignments that you have submitted in previous assignments in other courses (i.e., do not self-plagiarize). Using someone else’s words or ideas without giving credit is plagiarism.
  • Regarding AI Writing Detection Reports: All assignments must be in your own writing (i.e., not AI generated writing, AI summarizations or paraphrasing of your own writing or of others’ writing, or be written with assistance from writing platforms). This means that the use of AI platforms or writing platforms (e.g., Chat GPT and others) for our course assignments is notpermitted. The use of these tools for writing assignments in this course is not permitted.
  • If you are unsure if a particular situation involves plagiarism or other fraud, please contact Dr. Babcock.
Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections? 

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion

 

Instructor First Name:
Meghan
Instructor Last Name:
Babcock
Section:
E
CRN (you may add up to five):
30548
View PDF
Department (you may add up to three):
Psychology

Psychology of Aging

Last Updated: Mon, 01/05/2026
Course prefix:
PSYC
Course number:
4260
Semester:
Spring
Academic year:
2026
Course description:

This course offers an introduction to the processes of adult development and aging, including changes in physical, cognitive, and socioemotional functioning and psychological impacts and behavioral adaptation associated with age-related changes. Challenges and opportunities that longevity and aging may bring will be also discussed. A multi-dimensional approach to learning (e.g., lectures, readings, films & videos, guest lecture series) is adopted to convey information. Varied methods are also used to evaluate learning progress and facilitate knowledge acquisition (e.g., individual/group exercises, quizzes, exams, essay assignments). Students’ critical thinking will be broadened in three ways. Specifically, they will be able to (1) evaluate adult development and aging with a life-span developmental perspective, (2) be mindful of stereotypes associated with older people and aging processes, and (3) apply the learned knowledge to prepare for a century-long life. 

Course learning outcomes:

By the end of this course, students will be able to:

  • Use life-span principles to evaluate issues related to adult development and aging
  • Acquire a basic understanding of major theories of aging and ways to study aging
  • Be aware of individual differences in the process of aging
  • Identify factors that may hinder or enhance the chance of successful aging

 

Required course materials:

Cavanaugh J. C. (2024). Adult Development and Aging, (9th ed.). Publisher: Cengage Learning. ISBN-10: ‎0357796276; ISBN-13: 978-0357796276

  • Note that this course is open to both graduate (PYSC 6060) and undergraduate students (PSYC 4260). Additional materials (e.g., assigned readings) that facilitate an in-depth understanding of aging research will also be discussed during lectures.
Grading policy:

Final grade is a composite of the following course requirements 

  1. Quizzes 60 points (12%)
  2. Exams 210 points (42%)
  3. Exercises 110 points (22%)
  4. Written Assignments 120 points (24%) 

Point values will be used to calculate final grades. If the S/U grading is elected, D is the passing grade for this course.   

  • 450-500 = A (90% and above)
  • 400-449 = B (80 - 89%)
  • 350-399 = C (70-79%)
  • 300-349 = D (60-69%)
  • 299 and lower = F (< 60%)
Attendance policy:

Attendance is expected. The instructor reserves the right to add pop exercises/activities for students who attend classes to earn extra points throughout the semester. If you miss a predetermined in-class exercise and quizzes due to unexcused absence, you should accept the consequence and utilize other opportunities to makeup the points missed (e.g., SONA research participation). No makeup exams are allowed unless official documentation is provided and the communication is complete one month in advance. Please see https://registrar.gatech.edu/info/institute-approved-absence-form-for-students for more information about approved absences. 

Any letter for Institute approved absences (e.g., conference presentations, athletic events or competitions, religious absences, and/or health emergencies) should be given to the instructor as soon as possible. If you are requesting an absence due to religious observations, those could be made informally with the instructor or via the request form submitted to the registrar. These religious absences should be requested within the first two weeks of the semester. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Georgia Tech aims to cultivate a community based on trust, academic integrity, and honor. Students are expected to act according to the highest ethical standards. Any student suspected of cheating or plagiarizing on a quiz, exam, or assignment will be reported to the Office of Student Integrity, which manages the due process, including collecting relevant information from all parties, and if responsibility for a violation is found, identifying the appropriate penalty. All students are assumed to have read the GT Academic Honor Code and the student Code of Conduct and have consented to be bound by it.

For this class, specific examples of academic misconduct and dishonesty include:

  • Plagiarism: the unattributed use of words and/or ideas of another person or generative AI. Examples include, but are not limited to: words written by another person (including yourself for a previous class) or generative AI or lifted from the internet with and without proper citation; ideas taken from another person without proper citation.
  • To avoid plagiarism, a simple solution is to always describe answers in your own words when writing essay assignments and answering open-ended questions.
  • Unauthorized collaboration: working with someone else on graded work (e.g., assignments, exams) without explicit permission from the instructor
  • Use of unauthorized aids (including, but not limited to, online ‘homework’ help sites, generative AI) for written assignments.
  • Submission of an engagement assignment by a student not in the class session.
Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals. 

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections? 

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion

 

Instructor First Name:
HSIAOWEN
Instructor Last Name:
LIAO
Section:
A
CRN (you may add up to five):
35397
View PDF
Department (you may add up to three):
Psychology

Introduction to Human Development

Last Updated: Mon, 01/05/2026
Course prefix:
PSYC
Course number:
2103
Semester:
Spring
Academic year:
2026
Course description:

This course introduces key concepts, fundamental issues, and empirical research on the development and changes in physical, cognitive, and socioemotional functioning over the human life span with joint consideration of contextual factors that shape development and adaptation. We take a multi-dimensional approach to learning in which various methods are used to convey information (e.g., lectures, readings, videos) and assess knowledge acquisition (e.g., exercises, quizzes, exams, written assignments). The introductory course is aimed to enhance students’ critical thinking in two broad ways: to advance their ability to (1) apply the learned knowledge to everyday life, putting their own development and life circumstances into perspective, and (2) articulate factors that contribute to individual differences in developmental trajectories from multiple perspectives. Course contents are personally relevant and highly applicable to all college students from across disciplines. 

Course learning outcomes:

By the end of this course, students will be able to (a) articulate the essential life-span developmental principles that govern human development, (b) acquire a general understanding of major developmental issues and theories, and (b) analyze individual and contextual factors that shape human development and adaptation.

Required course materials:

Santrock, J. W. (2024). Life-Span Development, 19th Edition. New York: McGraw-Hill.

Grading policy:

The final grade is a composite of the following course requirements: 

  1. Exams 210 points (42%)
  2. Quizzes 50 points (10%)
  3. Exercises 120 points (24%)
  4. Written Assignments 120 points (24%)
  5. Extra credit 5 points (+1%) 

Point values will be used to calculate final grades:

  • 450-500 = A (90% and higher)
  • 400-449 = B (80 - 89%)
  • 350-399 = C (70 - 79%)
  • 300-349 = D (60 - 69%)
  • 299 and below = F (59% and lower)
  • The passing grade for this course a D for 60-69% if the S/U grading is elected.
Attendance policy:

Attendance is required and expected. The instructor reserves the right to add pop exercises/activities for students who attend classes to earn extra points throughout the semester. If you miss a predetermined in-class exercise due to unexcused absence, you should accept the consequence and utilize other opportunities to makeup the points missed (e.g., research participation). No makeup exams are allowed without approved documentation. Please see https://registrar.gatech.edu/info/institute-approved-absence-form-for-students for more information about approved absences. Any letter for Institute approved absences (e.g., conference presentations, athletic events or competitions, religious absences, and/or health emergencies) should be emailed to the instructor as soon as possible. If you are requesting an absence due to religious observations, those could be made informally with the instructor or via the request form submitted to the registrar. These religious absences should be requested within the first two weeks of the semester. 

Academic honesty/integrity statement:

Georgia Tech aims to cultivate a community based on trust, academic integrity, and honor. Students are expected to act according to the highest ethical standards. Any student suspected of cheating or plagiarizing on a quiz, exam, or assignment will be reported to the Office of Student Integrity, which manages the due process, including collecting relevant information from all parties, and if responsibility for a violation is found, identifying the appropriate penalty. All students are assumed to have read the GT Academic Honor Code and the student Code of Conduct and have consented to be bound by it.

For this class, specific examples of academic misconduct and dishonesty include:

  • Plagiarism: the unattributed use of words and/or ideas of another person or generative AI. Examples include, but are not limited to: words written by another person (including yourself for a previous class) or generative AI or lifted from the internet with and without proper citation; ideas taken from another person without proper citation.
  • To avoid plagiarism, a simple solution is to always describe answers in your own words when writing essay assignments and responding to open-ended questions
  • Unauthorized collaboration: working with someone else on graded work (e.g., assignments, exams, or presentations) without explicit permission from the instructor
  • Use of unauthorized aids (including, but not limited to, online ‘homework’ help sites, generative AI) for written assignments.
  • Submission of an engagement assignment by a student not in the class session 
Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals. 

This course should direct students toward a broad Orienting Question: 

  • How do I understand human experiences and connections? 

Completion of this course should enable students to meet the following Learning Outcome: 

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
Instructor First Name:
HSIAOWEN
Instructor Last Name:
LIAO
Section:
B&D
CRN (you may add up to five):
31756
31771
View PDF
Department (you may add up to three):
Psychology

Introduction to General Psychology

Last Updated: Fri, 01/02/2026
Course prefix:
PSYC
Course number:
1101
Semester:
Spring
Academic year:
2026
Course description:

A broad survey of the major topics in psychology including, but not limited to, research methodology, biological and social factors influencing behavior, development, learning, memory, personality, and abnormal.

Course learning outcomes:
  1. Foundational Knowledge: Understand and describe the major concepts, theoretical perspectives, historical trends, and empirical findings in psychology.
  2. Research Methods: Identify and explain the basic methodologies used in psychological research, including experimental, observational, and survey methods.
  3. Critical Thinking: Analyze and critically evaluate information to solve problems and make informed decisions related to psychological principles and research.
  4. Application of Concepts: Apply psychological concepts, theories, and research findings to real-world situations and personal experiences.
  5. Ethical Awareness: Recognize ethical standards in psychological research and practice, and understand the importance of ethical behavior in diverse settings.
Required course materials:

Myers, D. G., DeWall, C. N., & Gruber, J. (2025). Exploring Psychology (13th ed.) [eText]. Worth Publishers. ISBN 978‑1‑319‑56148‑2

 

You will need access to the Achieve online learning platform. Access this through the Canvas module and this will include an electronic copy of the current edition of this book. I’ll provide any other readings for you. You’ll find a link and instructions in the Canvas course, sign up using this link, or you won’t automatically be connected to the course. There will be homework for you to do that uses the online material, so you must have access to Achieve to take part in the course.

Grading policy:

The proportion of the points you need for each letter grade is: A: 90% B: 80% C: 70% D: 60% The above grading scheme represents the toughest I will grade, however, the cutoffs for grades might be relaxed depending on the proportion of students achieving each grade- having said that, lobbying will not turn an individual score of 78% into 80%!

Attendance policy:

In-Class Participation

This class is in-person. Active engagement and participation is critical for your learning. Therefore, you will earn participation points for in-class engagement in labs and other activities. Participation will be graded based on student presence and preparedness. 

 

Absences:

Please show up to the lectures! There will be unannounced class-participation assignments throughout the semester. Of course, I understand if there are genuine reasons such as illness for an absence, and I will take this into account as long as you provide suitable documentation. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals. This course should direct students toward a broad Orienting Question: · How do I understand human experiences and connections? Completion of this course should enable students to meet the following Learning Outcome: · Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: · Intercultural Competence · Perspective-Taking · Persuasion

Instructor First Name:
Maugan
Instructor Last Name:
Lloyd
Section:
G
CRN (you may add up to five):
21621
View PDF
Department (you may add up to three):
Psychology

Psychology of Creativity and Art

Last Updated: Fri, 01/02/2026
Course prefix:
PSYC
Course number:
2280
Semester:
Spring
Academic year:
2026
Course description:

This course is meant to provide an overview of what ‘scientific’ psychology can tell us about the creative person, the creative process, and the creative product. this includes psychological theories of art production and consumption; the psychology of aesthetics; psychological correlates of creative and artistic behavior.

Course learning outcomes:

The main goal is to get students thinking, critically, about the creative process in general and their own creativity in particular, as well as provide them with main theories and findings concerning the psychology of aesthetics and creativity. 

Required course materials:

None.

Grading policy:

Evaluation of course performance is based on (a) three examinations (75% of grade), and (b) a set of class diaries (25% of grade). 

The traditional dividing line of 90/80/70/60 for the A/B/C/D range of grades will be used. The instructor reserves the right to alter criteria if necessary (popularly known as ‘grading on the curve’), with the restriction that alterations will always be to the advantage of the students.

Attendance policy:

There is no attendance policy.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

This course should direct students toward a broad Orienting Question: 

  • How do I understand human experiences and connections?  

Completion of this course should enable students to meet the following Learning Outcome: 

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Intercultural Competence 
  • Perspective-Taking 
  • Persuasion  
Instructor First Name:
Paul
Instructor Last Name:
Verhaeghen
Section:
A
CRN (you may add up to five):
35575
View PDF
Department (you may add up to three):
Psychology

Introduction to General Psychology

Last Updated: Tue, 12/30/2025
Course prefix:
PSYC
Course number:
1101
Semester:
Spring
Academic year:
2026
Course description:

In this course we will survey the methods, findings, and theories of psychological science. Psychology is a broad topic and as the name implies (General Psychology) we’ll be covering the general themes and information of broad research areas. We begin the course covering fundamentals of psychological science and progress through fundamental aspects of human thinking and behavior. Along the way we’ll discuss neuroscience, perception, learning, memory, language, and thought.

Pre-&/or Co-Requisites: None.

Course Structure: This class will be taught in person.

Lecture Structure: Class times will consist of both lecture and in-class activities. During class I will pose questions to the class and encourage participation. At times you will work with those around you to complete activities and share with the class. These activities are intended to facilitate learning and are not meant to be high-stakes grades; however, engagement and critical thinking are expected.

Homework: Assignments will be posted through Canvas and an online utility called Achieve. Homework is due prior to the start of class on the day it is due.

Exam Administration: Exams will be administered in person during scheduled class or the final exam time in the same room as lecture. Exams will be completed using paper and pencil without any other resources.

Course learning outcomes:

Orienting Question
How do I understand human experiences and connections?

Core IMPACTS Learning Outcome
Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.

Career-Ready Competencies

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion

Course Goals and Learning Outcomes
By the end of this course, students should be able to:

  • Demonstrate familiarity with major psychological concepts, theoretical perspectives, empirical findings, and historical trends
  • Describe the basic processes underlying a variety of psychological phenomena, including development, emotion, motivation, learning, memory, and consciousness
  • Discuss the ways that environmental and biological processes contribute to psychological phenomena
  • Identify and differentiate among the basic methods of scientific psychology
  • Explain the fundamental changes in behavior and mental processes that occur during the lifespan
  • Discuss how groups and individuals influence behavior and attitudes
  • Identify factors that contribute to an individual's personality and attitudes
  • Recognize psychological disorders and describe treatment options
  • Apply psychological concepts to general descriptions of human behavior as well as one’s own experiences and attitudes; effectively communicate in writing
  • Describe key psychological concepts; relate psychological science to a variety of behaviors
  • Identify how data can be used to understand human thinking and behavior, and appraise human behaviors and actions from a simple psychological perspective
Required course materials:

Course Text
Nolan, S., & Hockenbury, S. (10th ed.). Discovering Psychology (10th ed.). Worth Publishers.
Available through the bookstore either in loose leaf or as an ebook when packaged with Achieve.

Required Online Access
Textbook-specific Achieve access through Macmillan Learning is required.

Select ONE of the two packages available through the Library / Bookstore

  • 6-month Achieve access card (includes a digital version of the text), OR
  • Physical textbook + 6-month Achieve access card

For either package, you will need the Achieve access card to complete homework and in-class activities。

Grading policy:

Graded Components and Weights

  • In Class Activities: 10%
  • Research Participation: 4% (1% per SONA credit; total 4 credits)
  • Homework: 36%
  • Exams: 50% total
    • Exam 1: 15%
    • Exam 2: 15%
    • Exam 3 (Final): 20%

Description of Graded Components
In Class Activities: Graded based on participation and proper effort. To receive full credit, you must be in class and submit the activity during class time. Late submissions are not accepted. Activities may use Canvas, Achieve, or free online utilities.

Research Participation: You must complete a total of four credit hours of research participation. You may earn credits by:

  1. Participating in studies through the Georgia Tech School of Psychology SONA system, OR
  2. Participating in research projects conducted by PSYC 2015 students (ask for participation IDs).
    Note: Completing more than 4 credit hours will not result in extra credit.

Homework: Weekly assignments will be provided with instructions, due dates, and submission details. In most cases deadlines are prior to the start of class on the day due.

Exams: Exams may include multiple-choice, matching, fill-in-the-blank, and short essay questions. All exams are in-person, closed-book, and closed-note. Bring a #2 pencil and your GTID. During exams, only permitted items may be on your desk (e.g., pencil, GTID, blank water bottle, eraser). Late students may not start once the exam is underway.

Late Work / Extensions

  • Late homework: 20% penalty for the first 24 hours late, additional 20% after the next 24 hours. After 48 hours, submissions are not accepted.
  • Exam conflicts: Contact the instructor at least 1 week in advance to arrange a reschedule.
  • Extensions may be granted depending on circumstances; contact us as soon as you are aware of a problem.

Extra Credit
Currently, there are no planned extra credit opportunities. If any extra credit becomes available, details will be provided to the whole class.

Grading Scale
A: 90–100%
B: 80–89% (89.50–89.99% rounds up to 90%)
C: 70–79% (79.50–79.99% rounds up to 80%)
D: 60–69% (69.50–69.99% rounds up to 70%)
F: 0–59% (59.50–59.99% rounds up to 60%)

Pass/Fail Students
70% or higher = Satisfactory; below 70% = Unsatisfactory.

Disputing Grades
If you wish to dispute a grade, you must contact us within two days after the grade is posted, and provide your explanation in writing (with references to course materials when appropriate). After this window, grades are final.

Attendance policy:

Based on evidence from learning-centered teaching, active participation during lectures is an important aspect of learning. This course includes a participation component as part of the grade (see “In Class Activities” under graded components).

If you have an institute-approved activity, a religious observance, or an emergency and are unable to attend class, please inform the instructor as soon as possible. For institute-approved absences, you must submit the Institute Approved Absence form at least 5 days prior to the absence and provide documentation as soon as possible. Documentation from the Registrar or the Dean’s Office will be accepted.

Make-up Work
Missed work must be made up within 5 business days of the date on the approved documentation.

Note on illness
Illness is generally not considered an institute-approved absence. If you are sick, please take care of yourself and follow proper protocols. I prefer that you do not come to class when sick; if you do attend, please take precautions (e.g., wearing a mask, avoiding close contact).

Personal emergencies
Students may need to miss classes due to documented emergencies (e.g., hospitalization, car accident). The Office of the Vice President and Dean of Students can assist students with documented emergencies by contacting professors on behalf of the student.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

Orienting Question: How do I understand human experiences and connections?

Learning Outcome: Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.

Career-Ready Competencies: Intercultural Competence; Perspective-Taking; Persuasion.

Instructor First Name:
Na
Instructor Last Name:
Liu
Section:
A
CRN (you may add up to five):
31474
View PDF
Department (you may add up to three):
Psychology
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