Frequently Asked Questions about the Psychology Department
Information for both Majors and Non-Majors
The Department of Psychology offers the following lecture and laboratory courses:
- PSYC BC1010 Introductory Laboratory in Experimental Psychology
- PSYC BC2107 Psychology of Learning (BC2106 Psychology of Learning Lab)
- PSYC BC2115 Cognitive Psychology (BC2114 Cognitive Psychology Lab)
- PSYC BC2110 Perception (BC2109 Perception Lab)
- PSYC BC2119 Systems and Behavioral Neuroscience [no longer offered]
- PSYC BC2125 Psychology of Personality (BC2124 Psychology of Personality Lab)
- PSYC BC2129 Developmental Psychology (BC2128 Developmental Psychology Lab)
- PSYC BC2138 Social Psychology (BC2137 Social Psychology Lab)
- PSYC BC2156 Clinical Psychology (BC2155 Clinical Psychology Lab)
Students have several options to fulfill the College Science Requirement if using PSYC courses. Examples are:
- PSYC BC1001 Introduction to Psychology lecture + one Group 1 or 2 PSYC lecture + the associated Group 1 or 2 PSYC lab course
- PSYC BC1001 Introduction to Psychology lecture + PSYC BC1010 Intro Laboratory in Experimental Psychology + one Group 1 or 2 PSYC lecture
- PSYC BC1001 Introduction to Psychology lecture + PSYC BC1020 Behavioral Research Methods and Analysis + PSYC BC1010 Intro Laboratory in Experimental Psychology
- One Group 1 or 2 PSYC lecture + the associated Group 1 or 2 PSYC lab + another Group 1 or 2 PSYC lecture
Group 1 and Group 2 PSYC labs must be taken with their associated lectures at the same time in the same semester unless otherwise stated by the instructor or the Department.
PSYC BC1010 is not a requirement, but if taken, it must be completed prior to Group 1 and 2 labs; and a student must have completed, or be concurrently enrolled in PSYC BC1001, or its accepted equivalent.
For students who entered Barnard in Fall 2021 and after, PSYC BC1001, PSYC BC1020, and PSYC BC1101 are prerequisites for all psychology 2000-level lab courses.
You can take a course to satisfy a GED requirement (in this case, a Psychology lecture or laboratory) for a P/D/F grade, assuming you receive a "pass." This is a College rule, and not a Departmental one.
Please also refer to the College Catalogue for information on Requirements for a Liberal Arts Degree.
The Psychology Club, now Psyched: The Barnard Psychological Society, is open to all students interested in psychology (not just majors and minors). In the past they've hosted such events as a graduate school panel, a meet and great with members of the faculty, and a movie night. For information about the next event or to sign-up, please visit the Society's page. You can join the mailing list here.
Although lecture and laboratories are listed as individual courses with their own call numbers and credits, the courses are linked, conceptually and formally. This means that the only way to get credit for lab is to receive a passing grade in the corresponding lecture course. Practically, this means that you must enroll in corresponding lecture and lab courses concurrently (in the same semester). The only exception to this rule is BC1010 Introductory Laboratory to Experimental Psychology since there is no "attached" lecture to this lab course. However, BC1001 Intro lecture must be completed before or in the same semester as BC1010 lab.
In order to enroll in a lab or statistics course in the Department of Psychology at Barnard College, students must have taken BC1001 Introduction to Psychology, or its approved equivalent. For BC1010, students may concurrently be enrolled in BC1001.
As of Fall 2021, in addition to PSYC BC1001, PSYC BC1101 Stats and PSYC BC1020 Research Methods are prerequisites for all PSYC BC 2000-level lab courses.
Yes. Getting involved in psychology outside of the classroom gives students the opportunity for hands-on experience in a lab, and/or with data collection, and ultimately helps a student to learn what type of work they like and don't like. This is also an opportunity for a student to explore a unique question or go further in depth into an idea from a course. Lastly, working with a mentor in a research/lab setting gives students a resource for stronger letters of recommendation if applying to graduate school.
To begin, you should contact your advisor, the department chair, the Department Vice Chair for Student Advising or the psychology faculty member with whom you know you want to work as soon as you have an idea for a project or to discuss research options. If you do not have a mentor in mind, take a look at our Faculty Specialization page. If you decide to work with someone outside of Barnard or Columbia, you will need a Barnard faculty member as an on-campus supervisor/liaison. Once you have identified a Barnard faculty member, you can enroll in PSYC BC3606.
While the research might differ slightly across laboratories and with different mentors, each student will be expected to read a set of original scientific readings of articles relevant to the research field; participate in weekly meetings with the supervisor; as well complete additional hours of research, and data analysis; and complete a culminating final project or paper.
Yes, with permission ahead of time from the Department Vice Chair for Student Advising or Chair. Note that only two semesters of Independent Study can be applied to the major requirements, but more can go towards total graduation credits.
Surprise, no! As of FA20, most forms should be completed and submitted through Slate. If you have a paper form or have questions, please contact the Department Vice Chair for Student Advising. He can help you with transfer credit approvals, major declarations, changes of advisor, and pre-approval of summer classes.
For any student entering Barnard in Fall 2016 and thereafter: A score of 4 or 5 on the Psychology Advanced Placement (AP) exam or a score of 5 or 6 on the International Baccalaureate (IB) exam does allow you to be exempt from BC1001 Introduction to Psychology, however another PSYC course must be taken in its place. This includes students who elect a Major or Minor in Psychology, as well as non-major students who choose to fulfill the College's General Education Requirements with Psychology. If you choose to take BC1001, the College will also count your acceptable AP and IB scores as 3 credits toward your degree. Further information may be found on the Registrar's website.
For students who entered Barnard College before fall 2016, the major distinction is that the College will not give a student credit for AP/IB as well as credit for BC1001. That is, if you enter Barnard with a score of 4 or 5 on the AP/IB and choose to take BC1001, you would not also get three points toward graduation.
All majors are encouraged to enroll in PSYC BC1101, and to do so early on in their academic careers. However, a course in statistics from a department other than Psychology, and/or an institution other than Barnard may be used to satisfy the requirement if this course is approved by the Department Vice Chair for Student Advising. Note: a student who takes Columbia's PSYC W1610 Statistics for the Behavioral Scientists may not also receive credit for PSYC BC1101 (they are considered "overlapping courses"). See our Overlapping Course list for more information.
Note that there are two steps here - the first is getting college credit for a course (getting it listed on your transcript).; and the second is getting it to count toward your major.
The first part falls under the domain of the Registrar's office. If psychology courses, they will need to be approved by the Department Vice Chair for Student Advising. For a course to be approvable, it must be offered at an institution that grants a Bachelor's degree, and the course needs to be creditable towards that degree. Be careful - many community colleges, junior colleges, and night school classes won't be acceptable.
As for the second part, courses from other institutions can also count towards the major. This process falls under the domain of the Psychology Department, and the form can be accessed through Slate. Note that while some courses are readily approvable (most Introductory Psychology courses and intermediate-level electives are), others are not. For example, it is extremely difficult to find an outside course that fulfills our laboratory requirement, and courses fulfilling the Group s 1 and 2 distributions must closely match the equivalent Barnard course in content. Be prepared to provide a course description and syllabus for any courses you want to apply toward the major.
We strongly advise that you have courses at other institutions approved before you take them - especially summer courses and courses for a semester abroad. You don't want to discover after the fact that you cannot get expected credit for a course or that it won't apply toward your major requirements.
Please contact Beyond Barnard or Prof. Kathleen Taylor who is the Department's clinical advisor. If a student would like to work with someone in the Department, she should contact that faculty member directly. Some information about available job and internship opportunities is available on the bulletin board outside the Department. Some students also find the Psychological Services and Counseling Placement List helpful.
The Overall GPA (which does not appear on the Barnard transcript) includes letter grades from all courses, including, transfer, summer school, study abroad courses.
The Barnard GPA (which does appear on the transcript) includes only letter grades of those courses the student took during the fall and spring semesters while enrolled at Barnard, be it at Barnard or Columbia. Note that for AY20-21, the summer semester will be included.
The Major GPA includes passing letter grades (C- and above) from all of the required PSYC courses. If a student has completed more than the required courses and wishes for these grades to be included in her Major GPA, they must contact the Department Administrator. The non-PSYC courses required for the major are not included (note, these can be taken as "pass-fail" assuming the student receives a "pass").
The College considers a letter grade of "D" an unsatisfactory grade, but a passing one in courses being used for college credit. However, for courses being used to fulfill major or minor requirements, a student must earn at least a C-.
From the Barnard Registrar:
Courses graded D that are retaken for a higher grade will not receive degree credit when repeated, but can be used to satisfy a major or minor requirement. Both enrollments and grades appear on the transcript, but the grade received the second time does not count in the GPA.
Students who retake failed courses will see the course twice on their transcript and both grades will factor into the gpa.
Information for Psychology Majors and Minors
Students typically declare their major at the end of their sophomore year, before program filing. Keep your eyes open for the program planning meeting where you can learn about the major and meet the faculty. You can also declare your major earlier, or change your major at other times. If you are a junior planning to change to a psychology major from another department, you should meet with the Department Vice Chair for Student Advising (or your future advisor) to discuss your program and see if it is possible to finish the requirements in time to graduate.
Welcome to the Department! Your first step is to find an advisor. You can start by checking the list of advising faculty and their interests on the next section. You may want to speak with a few potential advisors before selecting one. Go to their office hours, send them an email, or speak with them after class and find out if they are taking on advisees. If you contact several faculty members and are unable to secure an advisor, please contact the Department Administrator or the Department Chair. Once you have found someone you like who agrees to advise you, have this faculty member send you an email affirming his/her agreement to serve as an advisor. This email should be uploaded along with the completion of the major declaration form on Slate. Note that the form cannot be approved by the Department or sent to the Registrar for processing without a faculty member's agreement to do so.
Choosing an Advisor
A student chooses a major advisor when she declares her major at the end of the sophomore year. The major advisor will approve her programs and monitor her progress in the major during the junior and senior years. Psychology majors may select an advisor on their own, or in consultation with the Department Vice Chair for Student Advising.
The advisor must be a full-time faculty member but beyond this, it could be a professor the student likes or has taken a course with; or it could be a professor whose specialty or area of research is of interest to the student. All Barnard Psychology faculty members are familiar with the broad range of sub-disciplines within psychology and will often be able to provide guidance in areas other than their own. Please note that the student is permitted to change advisors. Students whose advisor goes on leave should choose another advisor as soon as possible, in consultation with the Department Vice Chair for Student Advising.
Listed below are the areas of research and academic interests of the full-time faculty in the Barnard College Department of Psychology. This information is provided to help students choose an advisor upon declaring a psychology major.
Professor Robert Brotherton studies the psychology of conspiracy theories, including political attitudes, distrust, belief formation, and magical thinking more generally. His approach spans social, cognitive, and personality psychology.
Office: 415M Milbank; email: firstname.lastname@example.org
Professor Tovah Klein's general research area is the development of children's social relationships. Specifically, her work focuses on how parents' understanding of relationships may be related to how they socialize their children. Current research examines toddlers' early peer interactions and parental factors, which contribute to these early peer relationships.
Office: 415M Milbank; email: email@example.com
Professor Colin Wayne Leach is a social and personality psychologist who studies status and morality in identity, emotion, and motivation. He is also interested in protest & resistance; Prejudice, stereotypes, ...isms; Meta-theory, methods, and statistics; and transdisciplinary approaches (especially Africana Studies and Data Science). His latest research examines sentiment regarding violence and protest, using micro (physiology, neuroscience, self-report) and macro (Twitter, news media, iconography) methods.
Office: 276 Lefrak; email: firstname.lastname@example.org
Professor Ken Light’s general area of research is in behavioral neuroscience, with an emphasis on individual differences in intelligence in mice. He has also conducted studies on visual illusions in humans and the genetic and molecular bases of learned fear in mice.
Office: 415M Milbank; email: email@example.com
Professor Koleen McCrink’s research focuses on the development of numerical cognition from infancy through adulthood. Specifically, she is interested in how we are able to not only represent different amounts, but also perform operations over these representations. By studying why and how infants, children, and adults perform mathematical operations, we can learn about the cognitive architecture of the mind – and how this changes as a function of experience, maturation, and culture.
Office: 415K Milbank; email: firstname.lastname@example.org
Professor Robert Remez studies healthy human adults, in particular, the way individuals of this exotic species communicate with one another. His experiments usually examine a psychological aspect of speaking and listening to speech, and sometimes incorporate sounds produced by computers, musicians, twins, and Brooklynites.
Office: 415C Milbank; email: email@example.com
Professor Mariel Roberts is an experimental psychologist who studies visual perception in humans. She uses the power of behavioral psychophysics to investigate how spatial attention affects the earliest stages of our vision, including our eye movements, and to explore the limits of adult neuroplasticity. She has conducted studies with neurotypical children and adults, as well as adults with ADHD and amblyopia, a neurodevelopmental visual disorder characterized by weaker vision in one eye.
Office: 415N Milbank; email: firstname.lastname@example.org
Professor Russell Romeo's research interests are primarily in developmental behavioral neuroscience. Using animal models, his work focuses on how gonadal sex hormones and adrenal stress hormones influence the pubertal maturation of the nervous system and behavior. He is also interested in how adverse experiences early in development may lead to negative behavioral, emotional and physiological outcomes in adulthood.
Office: 415B; email: email@example.com *Department Chair
Professor Ann Senghas’ area of specialty is language development. Her research investigates the manner in which young children learn to understand and to produce language. Her current research follows a developing language that is taking its form from the innovations of young learners, a sign language produced by a community of deaf children in Nicaragua.
Office: 415G Milbank; email: firstname.lastname@example.org
Professor Lisa Son investigates human learning and memory, with a special interest in metacognition. She has recently focused on the type of study strategies that can enhance long-term retention, such as spacing strategies, or the distribution of study across relatively long periods of time. In addition, she has examined metacognitive illusions such as over- and under-confidence, and thus, has begun to test how it is that people know that they do not know. Her investigations have been conducted on various populations, including those of adults, young children, and monkeys.
Office: 415F Milbank; email: email@example.com
Professor Danielle Sussan investigates cognitive studies applied to education, with a special interest in metacognition. She has recently focused on the type of metacognitive strategies that can influence study strategies. She is especially interested in improving learning and study strategies in the high school setting.
Office: 415L Milbank; email: firstname.lastname@example.org
Professor Kathleen Taylor is now a clinical psychologist after a 20+ year career in neuroscience research. In addition to teaching she is part of a cognitive-behavioral therapy practice in New York City where she specializes in the treatment of trauma, and often works with individuals with borderline personality disorder. Professor Taylor is the Preclinical Adviser in the Psychology Department.
Office: 415O Milbank; email: email@example.com
Professor Katherine Thorson's research area is social psychology, and, broadly, her research investigates how people communicate with and influence each other. Some of her current research examines how people become synchronized in their physiological responses when interacting with one another, how people from different social groups work together, and how peers interact with each other in learning environments. Her research utilizes psychophysiological and advanced quantitative methods to understand how people's psychological and physiological experiences are affected by others.
Office: 415D Milbank; email: firstname.lastname@example.org
Professor Kate Turetsky studies social psychological processes within and between social groups. Her research broadly examines the role of the social environment -- including friends, teachers, classrooms, and the media -- in intergroup relations, inequality, stress, and education. Recent projects examine how friendships affect persistence and performance, how disparities in social connection advantage some groups over others, and how teachers contribute to educational inequality. She uses methods such as social network analysis, randomized field experiments, and analysis of naturalistic data sources, with the ultimate goal of identifying novel avenues for social psychological interventions that promote greater equity, wellbeing, and success.
Office: 415A Milbank; email: email@example.com
Professor Tara Well is currently writing a book called “The Power of Self-Reflection” which presents a technique that demonstrates the power of gazing at one’s own reflection in the mirror. As a motivational psychologist, she has been using the technique with individuals and in research studies at Barnard College and Columbia University. Her research finds that gazing at one’s reflection in the mirror without an agenda actually reduces stress, anxiety and depression and increases self-compassion. Professor Well is a motivational psychologist with expertise in the areas of nonverbal communication, meditation, and emotional regulation.
Office: 415E Milbank; email: firstname.lastname@example.org
Professor Michael Wheaton's research focuses on the nature and treatment of obsessive-compulsive disorder (OCD) and related conditions. As a clinical psychologist, Dr. Wheaton is most interested in improving psychotherapy for these conditions, particularly cognitive-behavioral interventions. He is also interested in the cognitive mechanisms that underlie these disorders.
Office 415J Milbank; email: email@example.com; *Department Vice Chair for Student Advising
You can change your advisor at any time. The process is the same as declaring a major. Check the list of advising faculty on the Choosing an Advisor page. Once you have identified a professor who agrees to advise you, pick up a Change of Advisor form from the Registrar's office, fill it out, and bring it to the Department Vice Chair for Student Advising to sign. Then take the signed form back to the Registrar.
You should declare your minor after you have finished all of the requirements, or partway through the second semester of your senior year if you are finishing up the minor then. Check out the requirements for the minor.
Once you've fulfilled all the requirements, the Minor Declaration Form can be found on Slate.
Note: if you have taken a course Pass/D/Fail which you would like to use for the Psych Minor, once the minor declaration form has been signed and submitted to the Registrar's office, the Registrar will uncover the letter grade that the professor of the course assigned to you (faculty do not know necessarily that you are taking a course pass/fail). Assuming you received a C- or better, this course can be applied to the minor requirements.
Some titles and abstracts of past presentations, as well as copies of past senior theses and senior requirement papers are available by contacting the Department Administrator.
There are different ways in which the Department and Barnard can recognize distinguished performance and participation as a psychology major.
The following awards, administered according to the provisions of their respective donors, were established to honor students who have shown exceptional distinction in their studies. Students do not apply for these awards; rather, recipients are selected and nominated by Faculty, and confirmed by the Committee on Honors.
- The Alpha Zeta Club Graduate Scholarship: For graduating seniors who show promise of distinction or to outstanding recent Barnard graduates who are candidates for higher degrees.
- The George Wellwood Murray Graduate Fellowship: For graduating seniors who show promise of distinction in the humanities and/or the social sciences and who will pursue graduate study at a university or college of approved standing.
- The Grace Potter Rice Fellowship: For graduating seniors who show promise of distinction in the natural sciences or mathematics and who will pursue graduate study at a university or college of approved standing.
These awards are bestowed upon psychology students at the department level. Faculty nominate individual students, and allow for multiple recipients for each award.
- The Hollingworth Prize for an outstanding research project in psychology
- The Millennial Psychology Prize for a student who plans to continue her scientific or professional training in psychology, or a related discipline
- The Ida Markewich Lawrence Prize for the best paper in psychology, preferably child psychology, by a major
- The Faculty Recognition Prize for Distinguished Achievement in Psychology
- The Faculty Recognition Prize for Continued Dedication to Psychology
- The Intellectual Frontiers Award for Distinguished Accomplishment in Psychology
- The Spirit of Inquiry Prize for Distinguished Accomplishment in Psychology
- The Young Scholar Prize for an Outstanding Research Project in Psychology
Barnard Psychology Department
415 Milbank Hall
New York, NY 10027
Department Chair: Prof. Russell Romeo
Department Vice Chair for Student Advising: Prof. Michael Wheaton
Department Administrator: Danielle Feinberg
Click here for contact information for other faculty and staff.