Course Descriptions

Research Experience in Cellular Mechanotransduction. The primary goal of an Advanced Research Experience (ARE) is to engage all students in an authentic research opportunity as part of their undergraduate course work. Throughout the ARE course, students will be tasked with designing and implementing experiments to test a novel hypothesis that builds upon an area of knowledge. During the analysis process, collected data will be evaluated using descriptive and inferential statistics in order to develop meaningful conclusions. At the end of the ARE, each group will disseminate their findings to a broader audience through the presentation of their research project at Carroll's Student Undergraduate Research Festival. Furthermore, these projects will be uploaded to Carroll's Institutional Repository where they will be available to the general population. Each 2-credit ARE course will consist of two 3 hour labs per week.

This course will look at the role of measurement and assessment in the instructional process. Classroom tests and standardized tests will be analyzed. Gathering, administering and interpreting assessment data will be examined.

This is a language course for students wishing to learn to read Ancient Greek. The course provides an introduction to Classical Greek morphology and syntax, and will include work on the alphabet/conventions of Classical pronunciation; grammar, vocabulary, and translation from Greek to English.

Prerequisite: GK 201-202.

Fulfills Global Diversity requirement.

Offered at the discretion of the department.

The Elusive Self: On Mind, Brain, and Consciousness.

No concept is more central to our lives than the notion of "I." We could not navigate the world if we lacked a fundamental sense of self-hood. Yet, for philosophers and psychologists alike, this commonplace idea has been the starting point for much speculation, research, and wonder. This course explores various dimensions of what we call the self from both psychological and philosophical perspectives. We begin with questions on the nature of consciousness, with special emphasis on the relationship between the mind and the brain. We then explore issues related to personal identity, self-awareness, and memory. We next consider the prospects for consciousness and self-hood in non-human animals and machines. Finally, we reckon with the self's ultimate limitation, death.

A Discerning Eye: Depression, Trauma and Madness in Literature.

How do we diagnose a mental illness? How are symptoms of mental illness portrayed in literature? Depression, Trauma and Madness will examine the ways in which psychology and literature both overlap and diverge on the subject of mental illness. The course will consist of a conversation between literary texts that portray mental illnesses and psychologists' current understanding of those illnesses. The course will focus on comparing and contrasting current diagnostics for many common psychological disorders and how certain disorders are reflected in the literature. The course will have distinct units with specific texts used to highlight important aspects of depression, trauma and madness.

This course introduces students to basic concepts of professional communication and artistic creation in the context of the French fashion industry. Over the semester, students will learn to sketch clothing for both fashion and theatrical contexts, to render the costumes using appropriate scale, to add color using watercolors, and to communicate with a director or editor, and with clients, vendors, and co-workers about their work both in English and in French.

The destruction of European Jewry is among the most heinous crimes of Nazi Germany. The Holocaust seems almost inconceivable; yet, close study shows it as a set of comprehensible human interactions. This course integrates psychological perspectives into the study of the historical event. Misconstrued psychological concepts (e.g., personality and racial differences) informed German policies under Hitler. Psychological scholars immigrated to the United States as the Nazi party gained power, and fields of psychological inquiry developed after World War II to better understand what had occurred (e.g., obedience to authority, racism). This ILC will explore the motivations and actions of those involved while familiarizing the students with the origins and operation of this genocide. Disciplines: History and Psychology. An Integrative Learning course where students receive CORE credit in two distributions. Distribution 1 Arts and Letters-History. Distribution 2 Social Science.

A study of mathematical techniques and numerical computing methods used to solve problems of interest in physics. Topics include numerical solution of selected ordinary and partial differential equations (e.g., the wave equation, Laplace's equation, Schrödinger's equation), Monte Carlo simulations, and chaotic dynamics. Three hours lecture per week.

An introduction to the use of wave functions, and their probabilistic interpretation, to characterize particles. Solutions of Schrödinger's wave equation are studied in one dimension (particle in a box, harmonic oscillator) and three dimensions (hydrogen atom). Operator methods and perturbation techniques are also introduced. Additional topics may include multi-electron atoms and/or an introduction to solid-state physics. Three hours lecture per week.

An overview of the principles, methods, and practice of research in the social sciences. The course will assist students in research design, case studies, conducting field research, analyzing and evaluating their research data, conducting needs assessment, program evaluation, and practice effectiveness.

Fulfills Global or National Diversity requirement depending on topic.

Taught Fall, Even.

Prerequisites: SP 303, SP 305 and SP 306 or permission of the instructor.

This course will provide a strong foundation for building sound critical-thinking skills based on classic and current empirical-based research by providing an overview of the best practices for working with persons who have low incidence disabilities. Students will be encouraged to develop their own appreciation for individuals who are the most vulnerable because of their disabilities and demonstrates how to effectively collaborate with educators, families, and professionals in a variety of settings. Students will develop their philosophy for working with persons with low incidence disabilities and the complex issues affecting these individuals' lives. The course provides an overview of low incidence disabilities and appropriate practices for working with persons with low-incidence disabilities, including ethical guidelines for professionals who partner with these diverse individuals Students will complete 15 hours of observation in a classroom with students who have low incidence disabilities.