Nature of thinking
An introductory psychology course also gives students a rare chance for interactive lab work.
Photographs By Jaquan Alston; Illustration By Antonio Pinna
With a full roster of 160 registered students nearly every semester, Introduction to Psychological Science is one of the largest classes offered at Lafayette.
And there’s good reason why, at any given time, at least 30 additional students are on the waitlist for this introductory course: Lafayette is one of few higher-ed institutions in the country to offer it with a dedicated laboratory component. Because the College houses the Psychology Department within the natural sciences division rather than social sciences—rare, particularly for liberal arts colleges—the in-lab experience is just as vital to this curriculum as it is for courses like biology, chemistry, and physics.
Although psychology is a popular major at Lafayette, the majority of students taking this course study other disciplines: Only about one in five students enrolled in PSYC 110 over the last decade has gone on to earn a psychology degree—for many, says John Shaw, associate professor of psychology (pictured top, far left), this might be the only psych course they ever take.
Serving two distinct audiences can be complex, says Jennifer Talarico, Marshall R. Metzgar Professor of Psychology and department head. In a single semester, for example, two faculty members each teach a lecture section, while two laboratory instructors—along with several student psychology lab assistants (PLAs)—simultaneously run a total of eight lab sections.
The lecture segment of PSYC 110 takes place in the auditorium of Oechsle Hall, the largest lecture hall on campus, and introduces students to foundational concepts of psychology. For Shaw, who has been teaching PSYC 110 sections for the last 29 years, it’s important that students understand the real-world applications of psychological concepts and theories. “I want students to gain life skills that will help them in college and beyond,” Shaw says. “It’s important to me to empower students to make good choices throughout their lives.”
Madeline Tallman ’24, who took the course with Shaw in her sophomore year at Lafayette and is now a second-year law student at Syracuse University, recalls Shaw’s humorous in-class demonstrations, illustrative examples he drew from his own experiences as a lawyer (before teaching at Lafayette), and the effort he demonstrated to get to know each of his students. “Taking this course is what made me want to be a psychology major,” she says. Shaw, who also was Tallman’s honors thesis adviser, assisted her with her law school applications.
In the laboratory, students put their classroom learning into practice. Each week, students work in groups to conduct small-scale surveys and research projects—like dissecting cow eyeballs to examine the relationship between biological structures and psychological function. The semester culminates in a larger final group project, in which students design their own experiments, collect and interpret data, write about their findings in a lab report, and present their research to peers. “Students gain hands-on experience in the scientific method,” Talarico says.
They’re also learning the importance of thoughtful study design, careful measurement, ethical considerations with human research participants, and communication, adds Jessica Redding, laboratory coordinator (pictured, below), who teaches labs and designs the curriculum. “They get a behind-the-scenes look at what goes into all the research they’re reading about in class.”
To help ensure labs run smoothly, PLAs—who are junior and senior psychology majors—are also available to provide student support (e.g., assisting with projects, holding office hours, and presenting lesson materials). Tallman, who worked as a PLA for four semesters during her time at Lafayette, says the role allowed her to inspire other students to further pursue the study of psychology, just as Shaw did for her.
The experience of teaching a course with such a distinctive structure and diverse student makeup is equally rewarding for its faculty and instructors. “I’ve taught intro to psych at other institutions, and it was nothing like this,” says Redding. “You get to learn about students’ different backgrounds, interests, and experiences. For me, it’s the most unique part about teaching at Lafayette.”
Shaw, who is set to retire after this academic year, is especially grateful for the support the course has received from both the College and alumni—from the state-of-the art instructional and research facilities in Oechsle Hall (built thanks to the generosity of Walter ’57 and Christa Oechsle), to material and instructional resources. “The College and the department’s dedication to teaching PSYC 110 the way we do is something very special,” he says.
Simply walking away with a deeper understanding of self and others after closing the book on the class, Talarico says, is a win for any student—and any major. “Whether you’re an engineer, a doctor, or a government employee, everything you do impacts humans in one way or another,” she says. “And so, if we can think systematically and critically about the world around us, and use that to become engaged citizens and lifelong thinkers, that’s as wonderful an outcome as any from this course.”
