415 Milbank Hall
Department Administrator: Danielle Feinberg
Professors: Peter Balsam (Samuel R. Milbank Professor), Larry B. Heuer, Robert E. Remez (Chair), Rae Silver (Helene L. and Mark N. Kaplan Professor), Steven Stroessner (Ann Whitney Olin Professor)
Professor Emerita and Senior Scholar: Lila Ghent Braine
Associate Professors: Ann Senghas, Lisa Son, Barbara Woike
Assistant Professors: Koleen McCrink, Joshua New, Russell Romeo (Department Representative)
Lecturers: Ken Light, Kara Pham
Term Assistant Professor: Chana Etengoff, Sumati Gupta, Michelle Levine
Adjunct Professors: William Fifer, Susan Riemer Sacks, Marjorie Silverman, Patricia Stokes
Adjunct Associate Professors: Joshua Feinberg, Alexandra Horowitz, Tovah P. Klein (Director of the Toddler Center), E’mett McCaskill, Wendy McKenna, Joseph Reynoso, Carolyn Ristau
Adjunct Assistant Professors: Joshua Davis, Bridgid Finn, Noah Glassman, Karen Hebert, Hannah Hoch, Elena Krumova, Karen Seeley, Julia Sheehy, Danielle Sussan, Doris Zahner
Adjunct Associate: Mateo Cruz, Jessalynn James
The Department of Psychology
Psychology is the scientific study of the mind and behavior. The concerns of the discipline range widely, from fundamental questions about human nature to applications of psychology in daily life. Research conducted by faculty members in the Department examine growth and development, learning and memory, perception, language, social knowledge and behavior, the self, the effects of stress, conflict and cooperation, and the neural functions that underlie behavior. Students who choose the major concentration in Psychology study the literature and empirical practices across the discipline, and can gain direct experience by participating in laboratory settings on campus and in the wider community, and in health centers nearby. Many Psychology majors continue for graduate training in psychology, neuroscience, or education, while others enter professional schools for training in medicine, law, or business.
In courses, advising and laboratories, the Department of Psychology educates students about the intellectual perspectives and empirical methods of the contemporary discipline of Psychology. Introductory courses provide an overview of the field and its major components, emphasizing the practices by which hypotheses are formed and new evidence is created. Middle-level courses consider significant topics in sharp focus, whileupper-level seminars use classic and recent technical literature as a springboard for discussion in groups of advanced students. The Department also encourages students to participate in research and in the many different Departmental and College-wide forums for discussion and refinement of scientific work.
Student Learning Goals
A student graduating with a major concentration in Psychology will know how to:
• Describe the historical foundations and contemporary problems in psychology;
• Portray the sub-disciplines in psychology;
• Explain the application of psychological knowledge to questions of behavior and mental processes;
• Identify and assemble current research literature about a topic within psychology;
• Critique a psychological theory and the evidence offered to secure its premises;
• Design a study to test a psychological hypothesis;
• Weigh the strengths and weaknesses of a research design and method;
• Perform basic descriptive and inferential statistical tests to summarize measures and to identify reliable results;
• Communicate theories, hypotheses, empirical methods, and research findings in written and spoken form.
There are many opportunities for a student to participate in research in laboratories and in the field. Each member of the faculty supervises research by students, and many nearby laboratories, health centers and research institutions welcome the participation of our students in their projects. Independent Study, the Senior Research Seminar and the Toddler Center Seminar are courses for student researchers.
The Field Work Seminar in Psychological Services and Counseling combines a placement in a clinical, educational, medical, and other institutional settings with a weekly discussion of applied aspects of psychology. Drawing on a student’s experience in the field, the discussions examine theoretical approaches to clinical problems and cases.
Introductory and Laboratory courses provide opportunities for student teaching under the supervision of a member of the faculty. Teaching assistants are typically recruited for this role.
A student who wishes to fulfill the science requirement in Psychology is encouraged to take her lab courses early in her career at Barnard. Senior students do not receive priority for placement in a lab course.