Friday, November 17, 2017

UCI Graduate Psychology Program

For More Information About the Program:  Click Here


Anthropology Courses With Available Seats

ANTH-A 122 INTERPERSONAL COMMUNICATION (3) Introduction to the study of communication, culture, identity and power. Each student does original primary research. Topics range from groups in North Africa to high school and college students in the United States, and issues such as gendered language, slang, verbal play, and institutional language. (GenEd/CASE S&H, CASE Diversity in the US/DUS credit)

Introduction to the study of humans and how they organize themselves: to get along, survive, thrive, and have meaningful lives. Emphasizes social and cultural theories and problems to understand people in diverse contexts across the globe, with focus on such topics as gender, language, family, migration, politics and power, race and racism, ethnicity, and nationalism. Students will practice ethnographic skills to help understand contemporary life. (GenEd/CASE S&H)

ANTH-A 208: ANTHROPOLOGY OF PARENTS AND CHILDREN (3) What does it mean to be a parent and/or a child in families around the world? This course is an ethnographic exploration of both dominant and alternative ideas about parents and children in societies both far away and close to home. What are the cultural, social and political dimensions of our notions of "proper" and "normal" childrearing? Of children's behavior at different stages of development? How do ideas about childhood and parenthood intersect with other areas of cultural life? This course focuses both on ethnography and on how people around the world express experiences of the child/parent relationship through various art forms. Students will employ both creative and critical methods to examine family structures in their own lives. Our exploration is organized by the life stages of children, from infancy through adolescence, in both their variety and universality around the globe. This will be a co-taught course in which both professors will be present at each meeting. We believe that our joint discussion of the course readings and materials will provide a scholarly dialogue into which students can enter with their own curiosity. In this way, it will also be a course that explicitly examines how we learn in a social environment. How do we foster reflexivity in each other, so that we may critically examine our own experiences historically, socially, politically and culturally? The dialogic form of our co-taught class will also serve as an analytic model of the "ideal" or normative American two-parent family, headed by two adults who may not always agree with each other. In addition to learning how to think anthropologically about texts ranging from academic articles to the popular press, and from novels to films, you will also use your own experiences as ethnographic data in group exercises throughout the semester. (GenEd/CASE A&H)

ANTH-A 208: SEX, DRUGS, AND ROCK N ROLL (3) Do you feel like a punk? Are hallucinogens illegal because they open the mind and somebody prefers to leave it closed? In short: Are you interested in the subversive culture that surrounds Sex, Drugs, and Rock-n-Roll? If so, you should take this course. In it we try to answer these and other provocative questions by proposing to take them on as legitimate academic inquiry. First, we introduce ourselves to various theoretical perspectives that shed light on the reasons for and inherent contradictions within forms of cultural expression and social practice that claim to be subversive but often run the risk of "selling out." Second, we divide the remainder of the course into three broad sections - (1) Sex (2) Drugs and (3) Rock-n-Roll in order to examine in detail particular kinds of subversive subcultures in their cultural and historical context. This includes various edgy rock subcultures like punk, extreme metal, rave, and goth. It also includes expressive subcultures that grow up around illicit substances (i.e. club cultures/hallucinogenic subcultures) and anti-normative sexual practices like modern polygamy/polyamory, homosexuality, alternatives to mainstream pornography, and BDSM. (GenEd/CASE A&H)

ANTH-B 400: EVOLUTION OF HUMAN COGNITION (3) This seminar will explore questions surrounding the origin and evolution of important aspects of human cognition and behavior. Theoretical perspectives that apply an evolutionary perspective to understanding human behavior will be discussed and critically evaluated. These have historically been controversial, as have the research programs that they inspire. This class will explore how evolutionary perspectives have informed an understanding of where our behavior comes from, why we behave the way we do, and to what extent our behavior is or has been modifiable. We will also discuss what this research might mean, if anything, for society. Topics to be addressed will include: the history of attempts to apply an evolutionary perspective to human behavior, the concept of inclusive fitness, evolutionary models of altruism, human sexual behavior and mating strategies from an evolutionary perspective, modularity in cognition, mental disease from an evolutionary perspective, human brain evolution and evolutionary models used to explain it (e.g. language, sociality, dietary shifts, and other behavioral adaptations), archaeological evidence of human behavioral evolution, the importance of cultural evolution, and the complex interplay between evolved predispositions and learned behavior over evolutionary time. We will also explore the ideas of emergence and "complex adaptive systems" as applied to human behavior. Participants will have the opportunity to take an active role in influencing the direction of the seminar towards areas of their particular interest. The goal of the seminar will be to integrate research from many fields of inquiry. There are no prerequisites, other than an interest in understanding evolutionary perspectives on human behavior. This course is limited to graduate students and upper-level graduates.

Wednesday, November 15, 2017

Monday, November 13, 2017

NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale

NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale
Dates: June 4- August 10, 2018

The Canine Cognition Center and Social Cognitive Development Lab are seeking applicants for a summer 2018 NSF-REU program. The REU program is supported by an award from the U.S. National Science Foundation (Award #1659085) to Yale University as part of the Research Experiences for Undergraduates Program.  The broad goal of the Comparative and Developmental Origins of Social Cognition REU Site is to provide students from under-represented backgrounds with joint training in developmental and comparative psychology research. Students will gain experience investigating the origins of human social cognition from two different but related perspectives: developmental studies testing human children’s social understanding and comparative studies examining social cognition in domesticated dogs. The REU is coordinated by Psychology professors Dr. Laurie Santos and Dr. Yarrow Dunham.

REU students will have a rare opportunity to participate in all aspects of the research process: research design, subject recruitment, stimulus generation, data collection, data entry, coding, and statistical analysis. In addition, students will have the opportunity to interact as colleagues: participating in weekly lab meetings, reading current literature, contributing to theoretical discussions regarding the comparative and developmental origins of social cognition, and attending a professional development series focusing on topics such as applying to graduate school, getting the most out of your undergraduate career, etc. Students will meet weekly with a graduate student mentor, and the PI and co-PI will attend bi-monthly social events. The REU Fellowship includes a $500/week stipend and can cover limited travel costs.

To be eligible for the Yale REU program, applicants must:

·  be a U.S. citizen or permanent resident
·  be a full-time undergraduate student and return to their institution after the internship
·  have experience or be comfortable working around dogs
·  commit to the 40 hr/ week 9-week internship, which will include at least some weekends

Women and members of underrepresented groups are especially encouraged to apply. NSF defines underrepresented groups as Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians, and other Pacific Islanders, and Persons with Disabilities. Applicants who are first generation college-going (neither of their parents graduated from college) and/or geographically isolated (separated by geographic barriers or distance) are also of special interest.

For more detailed information and for our application, visit For any specific questions, feel free to email


Wednesday, November 8, 2017

InfoSession for MA/PhD support program

Are you interested in pursuing a Master's or PhD?
Are you in the humanities, social sciences, education, math, or computer science?
Do you identify as an underrepresented student?
The Institute for Recruitment of Teachers (IRT) addresses the lack of diversity in the nation’s teaching faculties by recruiting outstanding students of color and other underrepresented scholars committed to diversity, providing financial support and counseling them through graduate school applications, and advocating for sufficient funding for advanced study. IRT graduates have enjoyed remarkable success securing jobs in K-12 schools (teachers, counselors, and principals) and higher education (professors, university administrators, and leaders).
Attend an information session at IU:
Wednesday, November 15, 2017, 12:00-1:00pm,
EDUC 2140
RSVP to attend (recommended but not required).

Resume Tips ‘n Tricks for the STEM Career Path – Walter Center for Career Achievement

Discover: Resume Tips 'n Tricks for the STEM Career Path
Thursday, November 9, 2017 6pm - 7pm Wells Quad-Memorial East

Join us for a fun discussion and workshop on how to tailor your resume for the STEM job or internship search. This workshop is offered in collaboration with the Wells Quad STEM LLC. All students are welcome and encouraged to attend!

This program is part of our DISCOVER event series, which aims to provide casual, fun opportunities to engage with IU alumni and professionals to learn about various career fields.

For more information, contact:
Suzanne Fodor
Career Coach
The Walter Center for Career Achievement

Tuesday, November 7, 2017

Master of Science degree in Counseling Psychology - Tennessee State University

Applications are now being accepted for a Master of Science degree in Counseling Psychology offered in the metropolitan of Nashville, Tennessee. Tennessee State University’s MS program offers a concentration in Counseling Psychology that will lead to license eligibility and the opportunity to practice the delivery of mental health services in the state of Tennessee and other states. TSU’s program also offers additional training as a researcher for those who may be interested in pursuing a doctoral degree in Counseling Psychology in the future.

Nashville is a city known for its contributions to music, has several professional sports teams, and offers a myriad of diverse cultural experiences. As a Historically Black College and University, Tennessee State has a diverse student body and a commitment to social justice, and respect for individual and cultural differences. If you are interested in learning more, a program brochure is available at this address Alternatively, you can contact the program coordinator at or browse the program webpage at

We hope to see your application before the February 1, 2018 deadline.

Dr. James Brooks
Assistant Professor
M.S Counseling Psychology Program Coordinator
Department of Psychology
Tennessee State University