Is Psychology a Brain or a Social Science? (PY101)
By examining significant areas of psychological theory and research, this course will attempt to answer the question: Is psychology a brain or a social science? The course provides, in a seminar setting, an introduction to the discipline and the psychology major, as well as a assessment of the primacy of our biology and our social setting (and its history) as the cause of complex human behaviors.
Andrew Futterman received his BA from Wesleyan University in Middletown CT, and his PhD in Clinical Psychology and Aging and Development from Washington University in St. Louis in 1987. He completed an NIMH/APA Clinical Psychology and Aging internship at Hutching Psychiatric Center in Syracuse, NY in 1981-1982. After receiving his Ph.D., he completed postdoctoral fellowships in Clinical Pharmacology (1987-89) and Geriatrics (1989-90) at Stanford University School of Medicine.
Andrew joins the faculty in the Psychology Department at Loyola this year after spending 25 years at the College of the Holy Cross in Worcester, MA. where he was a full professor. During his time at Holy Cross, he taught courses in his specialty area of psychology and aging, in research methods, and more advanced courses in the diagnosis and treatment of functional impairments and mental illness in later life. At Holy Cross, he was also Chair of the Health Professions Advisory Committee and director of the College’s Health Professions Program from 1996-2015.
Andrew has authored or coauthored more than 30 papers on the assessment and treatment of mental illness in later life, and critical commentaries on research methods in psychiatry and psychology. Many of these articles have appeared in leading journals and many include student coauthors. Outlets for my research have included Journal Consulting and Clinical Psychology, Psychology and Aging, Annals of Internal Medicine, Journals of Gerontology, and Psychological Assessment, among others. He is an ad hoc reviewer for several of these journals as well.
In addition, Andrew also received grants from the National Institute of Health/National Institute on Aging to assess the effects of aging and stress on religious involvement in late middle age and later life, a focus of his research going forward at Loyola.
Perceptions across the Atlantic: Dreams, Realities and Stories (HS 101)
This course will examine how the perspective on human nature changed over time in Europe between the 1550s and the 1950s. The course will start in a Europe ravaged by religious war and end with the cataclysmic wars of the 20th century. What can we learn about human nature, about the structure of governments and the construction of communities across the centuries? What are human rights and whose rights are we talking about when we examine the early discussions of the relationship between society and the individual in Europe, in the United States and in the European empires of the late 19th century? We will consider the ideals put forth by revolutionaries in France in 1789, by abolitionists of the 19th century, by suffragists, and by Communists in Russia in 1917. We will end the course by examining the implications of fascist definitions of human nature in the 1930s and 1940s.
Katherine Stern Brennan PhD researches and writes on the cultural history of seventeenth century France- - focusing on life outside of the court at Versailles. She received her PhD from Johns Hopkins University and has been teaching at Loyola University Maryland for many years. She very much enjoys teaching first year students and helped design the initial format of the Messina program. The challenge of helping students to ask questions of the past in order to better understand the present has always motivated her to connect course work with contemporary issues. She travels to France frequently and when possible returns to a family farm in Vermont.
Megan Henry joined the Loyola community in August 2012 and is the Assistant Director of Disability Support Services. Prior to her career in higher education Megan worked as an educator in the public school system. Megan earned a B.S. in Psychology from Towson University and a M.S. in Special Education from McDaniel College.