An introduction to teaching biology for undergraduate teaching assistants, with a focus on effective teaching, active engagement of students, and development of innovative classroom activities.

This course offers an introduction to the processes of 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 bring will be also discussed. A multi-dimensional approach to learning (e.g., lectures, readings, films & videos) 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. After taking this course, they will be able to (1) evaluate adult development and aging from a life-span developmental perspective, (2) be mindful of stereotypes and myths associated with older people and the process of aging, and (3) apply the learned knowledge to prepare for a fulfilling century-long life.

Independent research conducted under the guidance of a faculty member.

Introduction to probability and statistics as applied to psychological data. Tests for means, variances, correlation, ANVOA, and regression. Credit not allowed for both PSYC 2020 and PSYC 6022.

PSYC 9000 (Doctoral Thesis) represents the pinnacle of your graduate training in the School of Psychology. This supervised research sequence spans the final years of your doctoral journey, culminating in the independent design, execution, and defense of a major, original empirical contribution to the field of Psychology. Building upon the foundational skills developed during your Master's thesis, the dissertation demands a higher level of theoretical sophistication, methodological rigor, and scientific autonomy.

The Doctoral Thesis is the capstone of graduate training in the School of Psychology. In this highly individualized, multi-year research sequence, doctoral candidates transition from students to independent scientific investigators. Working under the guidance of a faculty chair and a multi-disciplinary committee, students will conceptualize, design, and execute a major empirical study that significantly advances the field of Industrial-Organizational Psychology. This rigorous process culminates in a public oral defense and a publication-quality manuscript, equipping graduates with the high-level methodological expertise, project management skills, and scientific autonomy required for impactful leadership careers in academia, industry, and government.

This course provides academic credit for independent research conducted under the supervision of a Georgia Tech faculty advisor. The course does not involve regular class meetings, assignments, or examinations. The scope and direction of research are determined by the student in consultation with the dissertation thesis advisor, consistent with the requirements of the degree program. Students are expected to demonstrate sustained progress, intellectual independence, and increasing scholarly sophistication appropriate to their level of training.

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This course provides academic credit for independent research conducted under the supervision of a Georgia Tech faculty advisor. The course does not involve regular class meetings, assignments, or examinations. The scope and direction of research are determined by the student in consultation with the thesis advisor, consistent with the requirements of the degree program. Students are expected to demonstrate sustained progress, intellectual independence, and increasing scholarly sophistication appropriate to their level of training.