Syllabi

When starting or updating a course on the science of existential psychology, one important step is designing the syllabus. An effective syllabus defines the course’s learning goals and policies, lays out the range of topics and the scope of its coverage, forecasts assignments and assessments, and generally sets the tone for student engagement.

To help provide support for educators, our Task Force for Pedagogical Advancement issued calls for experts to submit their syllabi for courses that either focus on or substantially incorporate the science of existential psychology. Over 40 syllabi were received. Below you’ll find a curated collection of downloadable syllabi to guide your efforts.

We are also actively calling for instructors to share their relevant course syllabi and materials. To share such materials, please send them as an email attachment to info@issep.org with the subject line “Syllabus for [course title].”

Course Areas

The Science of Existential Social Psychology

Kenneth E. Vail III, PhD, Cleveland State University

Dr. Vail’s syllabus begins with a friendly and engaging course overview, followed by an explanation of the goals, format, and expectations. It includes tips for learning and succeeding in the class, and gives detailed descriptions of graded components, grading scheme, and class policies. Ample material has been prepared so you may flexibly select, a-la-carte, the appropriate materials to include for your own course. The topic schedule covers: (1) brief overview of existential social psychology; (2) life and death; (3) freedom, choice, and autonomy; (4) identity formation/development, self-narratives, and authenticity; (5) isolation, uncertainty, and shared reality; (6) meaning systems, purpose, and awe; and (7) religious/spiritual cognition and motivation. This syllabus recommends two relevant handbooks, suggests an engaging selection of 69 relevant readings (research journals, book chapters), and offers prepared language for utilizing reaction papers and student-led discussions (w/ prepared discussion-leader schedule sign-up sheet); quiz/exam assessments; and for assigning a novel research project proposal. Overall, This syllabus is also useful as an a-la-carte resource for instructors seeking to start or update their own course on the science of existential psychology. 

Last updated Fall 2020.

Experimental Existential Psychology

Daniel Sullivan, PhD, University of Arizona

Dr. Sullivan offers the course in two formats: One undergraduate lecture format and one graduate seminar format. Each syllabus provides a brief overview of the topic and objectives, course components (participation, assignments, papers, presentations) and grading scheme, and a weekly reading schedule. The undergraduate topic schedule is based around 34 readings, covering theory and research on following topics: Kierkegaard and Nietzsche; origins in sociology; Sartre; psychoanalysis; terror management theory; self-determination theory; self-verification theory; integrative perspectives; emotions; guilt; uncertainty and anxiety; meaning; boredom; suffering/trauma; cultural-existential psychology; and existential neuroscience. The graduate topic schedule is based around 27 readings, covering: introduction to existentialism; overview of experimental existential psychology; Kierkegaard; Nietzsche; Arendt; Binswanger; Heidegger; Sartre; and diversity and existential psychology. 

Last updated Spring 2021.

Existential Social Psychology

Andrew Abeyta, PhD, Rutgers University

Dr. Abeyta offers the course in two formats: One for a full academic semester and one for an abbreviated summer semester. Each syllabus provides a topical overview, course goals, writing goals, course policies, and details about assessments, including weekly thought papers, discussion leader role, and research proposals. The full semester schedule is based around 38 readings, covering theory and research on the following topics: Introduction to existential social psychology; terror management theory; the meanings of life; the self; belonging, attachment, and ostracism; freedom and free will; motivation and human flourishing; mental time travel; religion and religious-like beliefs; evil, enemyship, and victimhood; sex and relationships; psychological health; and physical health and aging. The summer semester schedule is based on 14 readings, two per each of seven weekly “modules,” covering the following topics: Introduction to existential social psychology; terror management theory; the meanings of life; the self; mental time travel; the need to belong; and faith and religion.  

Last updated Spring 2021.

Existential Psychology

Steven Heine, PhD, University of British Columbia

Dr. Heine’s undergraduate course syllabus offers an informative introduction, explaining that the goal of the class is to address key questions about how people cope with having the freedom to choose and pursue a meaningful life. It gives tips for learning and succeeding in the class, and gives detailed descriptions of graded components, grading scheme, and class policies. The topic schedule covers: death-related motivation; freedom; true self; life narratives; meaning and absurdity; time and nostalgia; trauma and resilience. This syllabus includes readings from Viktor Frankl’s classic Man’s search for meaning, the instructors own forthcoming book Navigating the absurd: The science of existentialism, and a collection of 24 other relevant readings (research journals, book chapters). The syllabus also offers prepared language for utilizing reaction papers and student-led discussions; class participation; mid-term exams; and a novel research project proposal.

Last updated Spring 2023.

Meaning and Existential Psychology

Jessica Tracy, PhD, University of British Columbia

Dr. Tracy’s graduate seminar syllabus begins with an invitation to learn together, followed by a course overview. The course is based on weekly readings, class participation, class facilitation, weekly reading response papers, and a paper. The topic schedule covers: (1) brief overview of existentialism and existential psychology; (2) the human search for meaning; (3) meaning vs. happiness; (4) the self and meaning; (5) making meaning via self-narrative; (6) existential angst and nihilism; (7) free will and anxiety; (8) confronting the absurd; (9) meaning within death; (10) myth making, religion, and cults; (11) psychedelic transcendence; and (12) possible resolution to angst. Each week’s readings includes at least one philosophical work, one piece of psychological science, and one non-scientific depiction of the topic (e.g., films, novels). 

Last updated Spring 2023.

Existential Psychology of Death Awareness

Lindsey Harvell-Bowman, PhD, James Madison University

Dr. Harvell-Bowman’s course is a senior capstone seminar which focuses on terror management theory (TMT) and research to better understand the impact of death awareness in life. The syllabus provides a course overview, describes policies, and spells out the course requirements—including weekly readings and discussion, leadership of guided discussions, thought papers, pop quizzes, and detailed instructions for a research study proposal and presentation. The reading schedule is based around a series of 47 chapters and articles covering the following topics: Experimental existential psychology; introduction to TMT; close relationships and TMT; self-esteem; interdisciplinary nature of TMT; self-determination, growth, and freedom; TMT, sex, and the body; dual process model of TMT; literal immortality (death, religion, and morality); symbolic immortality (family, fame, fortune); TMT and conflict; and TMT and trauma. The syllabus also offers a suggested grading rubric for the final paper.  

Last updated Spring 2021.

Persuasive Message Design Utilizing Death Awareness

Lindsey Harvell-Bowman, PhD, James Madison University

Dr. Harvell-Bowman’s course focuses on terror management theory (TMT) and research to better understand and utilize death awareness as a persuasive message tool. The syllabus provides a topical overview, describes course policies, and gives details about assignments—including participation and contributions to discussion, exams, leadership of guided discussions, a final paper, and a major advocacy project utilizing death awareness as a persuasive tool. The reading schedule draws from two handbooks and a documentary film covering the following topics: Introduction to death awareness; experimental research methods; introduction to TMT; terror management defenses; religion as a defense; terror management health model; marketing and money; crime and law; political attitudes; terrorism; age; affect and emotion; moral amplification of us vs. them; TMT and popular culture; TMT in communication; fear appeals; cognition and persuasion; intercultural TMT; criticisms of TMT; translating theory into action; and building persuasive messages. The syllabus also offers detailed language for instructions on the final paper, and detailed expectations about the major advocacy project (and suggested grading rubric).

Last updated Spring 2021.

Terror Management Theory

Uri Lifshin, PhD, Interdisciplinary Center Herzliya

Dr. Lifshin’s course is focused on terror management theory (TMT) and research to better understand the role of death awareness in life. The syllabus contains an informative course description, clear goals, and grading structure. The reading list includes one classic work in cultural anthropology (Becker, 1973), one handbook on terror management (Routledge & Vess, 2018), and 11 other chapters and research articles. The course schedule is built around a set of five lectures, the recommended readings, workshop sessions and individual meetings with the instructor, active research (conducting a study), a final paper and a presentation symposium.

Last updated Spring 2021.

Death, Dying, & Bereavement

Diana Beck, PhD, & Tim Kasser, PhD, Knox College

Drs. Beck and Kasser’s engaging course is an advanced seminar focused on death, dying, and bereavement with the goal of personal development and responsible social participation. The syllabus begins with an interesting introduction and informative course overview. The course schedule is built around five required texts (classic works by Tolstoy and Plato, modern works by novelists and ghost-hunters, and a near-death-experience researcher), and other planned activities such as videos, guest speakers, field trips, and book discussions. Course components emphasize participation both in and out of class; students write several “deathographies” about personal loss, a “death genealogy” about losses in their families, reports on the representation of death in popular culture, and conduct interviews about unfamiliar death-related cultural attitudes and practices; students also lead discussion sessions, produce a final project paper, and give a presentation to the class in a “Thanatological Conference.” Topics include: Death case studies; stories the dead tell; biology and death; terminal illness; death and the individual, the family, and the culture; beliefs about ghosts; and near death experiences.

Last updated Spring 2021.

Moral Psychology

Kurt Gray, PhD, University of North Carolina

Dr. Gray’s graduate seminar covers the social psychology of morality, from behavior to judgment, and with an emphasis on contemporary research addressing moral conflict. The syllabus offers a taste of some of the big research questions, and provides details about the graded course components—including every student’s 2-minute opening statements about the readings each class session, class participation, leadership of discussion sessions, and a research project proposal and presentation (with bonus points for employing open science practices) including detailed instructions and grading scheme. The reading schedule is built around a research handbook and an additional set of 73 chapters and articles, covering the following topics: Introduction the modern philosophy of morality; Turiel to Haidt to Royzman; moral emotions; moral dilemmas; ideology; dyadic moral debate; identity; evolution and cooperation; culture; religion and god; behavior; and morality and technology.

Last updated Spring 2021.

Morality

Jesse Graham, PhD, University of Utah

Dr. Graham’s graduate management seminar covers empirical approaches to morality, based on research from a multitude of fields, with an emphasis on contemporary research methods and findings. The syllabus offers an overview of course objectives, policies, and requirements—including class participation, a research project proposal and presentation, and a peer-review of others’ proposals and presentations. The reading schedule is built around 36 required (and 25 optional) chapters and articles of primary relevance to the business world, covering the following topics: Overview of morality; pluralism; ethics and character; hypocrisy and ambivalence; workplace morality; management; groups; money; and technology.

Last updated Spring 2021.

Ideology and Morality

Jesse Graham, PhD, University of Utah

Dr. Graham’s graduate social psychology seminar covers contemporary empirical research addressing both ideology and morality. The syllabus offers an overview of course topics and assignments—including brief reaction papers, leadership of discussion sessions, and a research project proposal and presentation. The reading schedule is built around a variety of major research programs in the area, often featuring specific researchers/labs, and involving a series of 42 readings organized into four main segments: (1) Ideology, including a brief history, motivated social cognition, political expertise, and self-regulation; (2) Morality, including moral neuroscience, development, embodiment, and experimental moral philosophy; (3) Ideology and morality together, including moral foundations theory, ideological and moral conviction, and character, emotion, and moral reasoning; and (4) a section on future directions of the field.

Last updated Spring 2021.

Cultural Psychology

Steven J. Heine, PhD, University of British Columbia

Dr. Heine’s course on cultural psychology explores the question of human nature, the role of culture in the development of the self (and vice versa), intercultural interactions and development, and numerous other topics. The syllabus teases big research questions and is based around a high-quality textbook authored by the instructor. Graded components include participation, exams, and a short paper. The progression of topics includes: Overview; culture and human nature; cultural evolution; research methods; development and socialization; self and personality; living in multicultural worlds; motivation; cognition and perception; emotions; attraction and relationships; morality and religion; physical and mental health; and organizations, leadership, and justice.

Last updated Spring 2021.

Cultural Psychology

Bastiaan Rutjens, PhD, & Judit Kende, PhD, University of Amsterdam

Drs. Rutjens and Kende’s course on cultural psychology explores the role that culture plays in shaping human thinking, feeling, and behavior. The syllabus offers a broad overview of the course, forecasts learning outcomes, and spells out policies about the format, assessment, attendance, and other policies. Graded components include a research proposal paper, a presentation of the proposed project, and a final exam. Course topics are built around 13 textbook chapters and 13 peer-reviewed articles and handbook chapters, covering topics such as: Introduction; research methodology; socialization and development; cultural evolution; cognitive and social perception; relations and interpersonal processes; self and personality; evolution and culture; emotions; physical and mental health; morality, ideology, and religion; acculturation and intercultural competence.

Last updated Spring 2021.

Theories of Personality

Tim Kasser, PhD, Knox College

Dr. Kasser’s course covers classic and contemporary theoretical and empirical approaches to personality, from seven different schools of thought. The syllabus provides a brief overview of the course, goals, and assignments, including class participation, exams, and research article reaction papers. Course topics are built around 6 textbook chapters and 5 peer-reviewed articles and handbook chapters, covering perspectives on personality such as traits, self-concepts, psychodynamic, attachment, identity, humanism, and existentialism.  

Last updated Spring 2021.

Personality Psychology

Joseph Hayes, PhD, Acadia University

Dr. Hayes’ course introduces students to personality theory and research, with a focus on personality processes, individual differences, and psychological dysfunction. The syllabus provides a brief course description and detailed instructions about graded components, including quizzes and an exam, a personality in pictures presentation, a paper about “Why I am who I am.” The course is based entirely on lectures covering the following personality approaches: psychodynamic; neo-Freudian; learning; humanistic; existential; trait; biological; cognitive; and social/social-cognitive.  

Last updated Spring 2021.

Self & Identity

Jinhyung Kim, PhD, Sogang University

Dr. Kim’s course explores the major concepts, principles, and themes in theory and research on the self. The syllabus offers an informative description of the course topic, spells out the course objectives (competent description, application, and communication of the material), explains the course format, and provides a detailed description of the requirements and grading criteria. Graded components include at least one office visit, regular in-class participation, quizzes nearly every class period, integration and reflection papers, group presentations, and a final exam. The syllabus provides supportive explanations about how to succeed in learning the material, and how to succeed in terms of the graded materials. The course is “open access,” such that there is no additional textbook required; instead, the course is designed around reading a series of 34 peer-reviewed research review articles (made freely available to students), often from the journals Current Directions in Psychological Science and Perspectives on Psychological Science. Students read 1 or 2 such articles prior to each class lecture and discussion session, with topics including: Introduction to the self; culture and development of self-knowledge; internal and external influences on self-knowledge; self-concept structure; self-regulation; self-awareness; regulatory focus; resource model of self-control; goals; The Will; self-esteem; self-consistency; self-enhancement; self-presentation; growth; self in groups; the “true” self; physical health; emotion; and self-transcendence.

Last updated Spring 2021.

Ostracism

Kipling D. Williams, PhD, Purdue University

Dr. Williams’ graduate seminar explores the ostracism, social exclusion, and rejection, and acceptance, inclusion, and acknowledgement, with an emphasis on empirical research employing qualitative, correlational, and experimental methods. The syllabus provides a description of the course topics, format, and graded components. The instructor requires three readings and leads the beginning of the semester with a series of lectures. During the remainder of the semester, students are tasked with identifying other relevant (instructor approved) articles, reading them, and presenting them in class through a series of both individual and group presentations. The syllabus includes instructions about the graded components: participation, individual presentations, and group presentations.

Last updated Spring 2021.

Moral, Political, & Religious Conviction

Jesse Graham, PhD, University of Utah

Dr. Graham’s graduate seminar covers empirical approaches to moral, political, and religious convictions, with an emphasis on the similarities, differences, and origins of those convictions. The syllabus offers an overview of course topics and assignments—including brief reaction papers, leadership of discussion sessions, and a research project proposal and presentation. The reading schedule is built around a variety of major theory and research programs in the area, often featuring specific researchers/labs, and involving a series of 47 readings on the following topics: Introduction; moral behavior vs. moral conviction; social and political consequences of moral convictions; neuroscience of intention and moral judgment; the structure of morality; political conviction, ideology, and automaticity; biological bases of political conviction; religious conviction and theory of mind; religious disbelief; the origins of conviction.

Last updated Spring 2021.

The Psychology of Meaning

Daryl Van Tongeren, PhD, Hope College

Dr. Van Tongeren’s course is an advanced undergraduate seminar covering the psychological study of meaning through books, scholarly chapters, and primary research articles. In addition to an in-depth engagement with the science of existential psychology, the course encourages the cultivation of meaning through reflection on definitions of meaning, sources of meaning, and how to find meaning in adversity. The syllabus provides an informative overview of the course, itemized learning objectives, detailed policies, suggested class etiquette, and includes a direct call for students to meet high expectations for this reading-intensive and discussion-based seminar. Graded components include participation and discussion, a series of 13 critical reaction papers in response to research articles, and two book analyses (Frankl’s Man’s Search for Meaning; Kalanithi’s When Breath Becomes Air), and a final paper on “The Meaning in Life.” The course reading schedule is designed around 4 books and 30 research articles and scholarly chapters, covering topics such as: The science of meaning; defining meaning; lay theories of meaning; narratives and identity; motivation; death; religion; self-esteem; relationships; control; morality; making sense of adversity; coping; prevalence of meaning; meaning vs. happiness; security vs. growth; authentic living; and resolving meaning.

Last updated Spring 2021.

What Makes for a Meaningful Life?

Daryl Van Tongeren, PhD, Hope College

Dr. Van Tongeren’s course is an undergraduate capstone seminar exploring the experience and scientific study of meaning in life, and is designed around “10 Big Ideas” to prompt students to think deeply about what makes life meaningful and how to experience purpose in life. The syllabus provides an informative overview of the course, itemized learning objectives, detailed policies, suggested class etiquette, and a direct call for students to meet high expectations for this reading-intensive and discussion-based seminar. Graded components include participation and discussion, a series of critical reaction papers in response to readings, leadership of a class discussion, a capstone essay, and three book analyses (Becker’s The Denial of Death; Frankl’s Man’s Search for Meaning; Kalanithi’s When Breath Becomes Air), and a final paper on “The Meaning in Life.” The course reading schedule is designed around 4 books and 10 research articles and scholarly chapters, covering such topics as: An overview of meaning; and “10 Big Ideas” such as (1) how to be free, (2) how to be alone, (3) how to be authentically yourself, (4) how to die, (5) how to find the divine, (6), how to have great relationships, (7) how to make a difference, (8) how to suffer, (9) how to grow, and (10) how to find meaning.

Last updated Spring 2021.

Meaning and Existential Psychology

Travis Proulx, PhD, Cardiff University

Dr. Proulx’s graduate course is a 7-week seminar focused on theory generated by classic existential philosophy and corresponding empirical investigations of contemporary psychological science. The course touches on human morality, motivation, and meaning and experimental research findings generated in social psychology, cognitive psychology, and neuroscience and psychophysiology. The syllabus describes course topics, learning goals, critical thinking exercises, and evaluations. Each week, students first (e.g., for Tuesday session) read classic essays in existential philosophy and generate “critical thinking/questions” papers, and then (e.g., for Thursday session) read corresponding peer-reviewed reports of important experimental studies investigating those topics and generate “making connections” papers. In addition to the “critical thinking” and “making connections” papers, students also prepare substantive presentations of experiments on a novel hypothesis generated during the course. Readings include classic works by Nietzsche, Freud, Frankl, and Camus, accompanied by a series of 26 research reports on topics such as: Control and power; guilt and morality; approach and avoidance; self-control; worldviews and trauma; needs for structure and closure; and neuro-affective and behavioral responses to meaning violations.

Last updated Spring 2021.

The Meaning of Life

Jesse Graham, PhD, University of Utah

Dr. Graham’s graduate seminar covers empirical approaches to the meaning(s) of life, with an emphasis on the sources of meaning, correlates of meaning, and consequences of meaning. The syllabus offers an overview of course topics and assignments—including brief reaction papers, leadership of discussion sessions, and a research project proposal and presentation. The reading schedule is built around a series of 41 readings on the following topics: Defining and measuring meaning in life; meaning vs. happiness; the feeling of meaning; meaning as coherence; meaning as compensation; the meaning of death; holy meaning; meaning and time; collective meaning; and meaning and the self.

Last updated Spring 2021.

System Justification Theory

John Jost, PhD, & Yaacov Trope, PhD, New York University

Drs. Jost and Trope’s graduate course immerses students in classic and contemporary theory and research in experimental social psychology, while promoting the development of sophisticated abilities to critically evaluate and constructively generate theories. The syllabus describes the course aims, expectations, and grading requirements. Students are responsible for completing readings prior to each class session, participating in discussions, giving presentations to class, and completing a final paper either advancing or criticizing various theoretical perspectives in detail. The reading schedule includes 46 research articles and scholarly chapters, typically about four per session, on such topics as: Social psychology; the role of theory in social psychology; history of social psychology; the role of social context in experimental social psychology; cognitive consistency and the self-concept; social comparison, social identification, and shared reality; social interdependence and culture; emotion, motivation, and self-regulation; motivated social cognition; dual process theories of the mind; theories of society and ideology; and perspectivist approaches to creative hypothesis generation.

Last updated Spring 2021.

System Justification Theory

John Jost, PhD, New York University

Dr. Jost’s graduate seminar covers empirical research on “system justification”—the preservation and defense of prevailing systems (i.e., the sociocultural status quo). The syllabus offers an overview of course topics, assignments, and assessments. Students are responsible for co-leading discussion sessions on multiple occasions, participating in discussions on all other occasions, and completing a final exam. Aside from the initial orienting session, a series of 12 sessions are designed around two required textbooks and an extensive list of 183 readings (yes, one hundred eighty-three). Each session’s reading list typically involves about 15 readings, organized into a “high priority” list, a “medium priority” list, and a “low priority” list of usually about 5 readings each; students are required to read all the high-priority readings and as many of the others as possible. Topics include: (1) voluntary servitude, dominant ideology, and false consciousness; (2) stereotypes, prejudice, and essentialism; (3) group “self-hatred”, outgroup favoritism, and internalization of inferiority; (4) why people most often tolerate injustice and don’t rebel; (5) social, cognitive, and motivational processes of legitimation; (6) authoritarianism, social dominance, and political conservatism; (7) epistemic, existential, and relational motives underlying system justification; (8) gender systems keeping women and men in “their places”; (9) economic systems and complementary stereotypes; (10) meritocratic beliefs and “fair market” ideology; (11) religion and the palliative function of system justification; and (12) critiques of system justification theory and responses.  

Last updated Spring 2021.

Political Psychology

John Jost, PhD, New York University

Dr. Jost’s graduate seminar covers psychological science research on thoughts, feelings, and behaviors in the context of political systems. The syllabus offers an overview of course topics, assignments, and assessments. Students are responsible for writing five critical reaction papers in response to the readings and for writing an overall final paper. Aside from the initial orienting session, a series of 13 sessions are designed around one required textbook and a list of 65 readings (5 readings each session). Topics include: History and discipline of political psychology; authoritarianism and mass politics; personality and political leadership; mass media, candidate perceptions, and the spread of “fake news;” ideology and polarization; political ideology as motivated social cognition; challenges of individual and group decision-making; problems of motivated reasoning; theories of social identification, social dominance, and system justification; racial prejudice and opposition to immigration; protest, populism, and social movements; evil, extremism, terrorism, and political violence; and political neuroscience.

Last updated Spring 2021.

Psychology of Happiness & Virtue

Sonja Lyubomirsky, PhD, University of California Riverside

Dr. Lyubomirksy’s course covers psychological science research on happiness, strength, and virtues, among other focal concepts in the domain of positive psychology. The course involves primary lecture components, as well as discussion sessions and workshops. The syllabus offers an overview of course topics, requirements, and descriptions of graded materials. Students are responsible for keeping up with a heavy reading load, completing four take-home assignments, and two mid-terms and one final exam. This syllabus pack also includes full copies of Dr. Lyubomirsky’s four take-home assignments: Daily mood, behavior, and situation form and instructions (9pgs); the “four happiness strategies” exercise (7pgs); the “signature strengths” exercises and activities (9pgs); and detailed instructions for completing the VIA character strengths assessment. The course is designed around two textbooks (Lyubomirsky’s The How of Happiness, and The Myths of Happiness) and a series of 21 additional research articles and scholarly chapters, covering such topics as: Introduction to positive psychology; strengths; definitions and measurements of happiness; individual differences in happiness; benefits of happiness; potential to increase happiness and how; emotions and their measurement; positive emotions; flow; strengths and virtues; optimism; love; altruism; forgiveness; gratitude.

Last updated Spring 2021.

Positively Happy: Routes to Sustainable Happiness

Sonja Lyubomirsky, PhD & Jaime Kurtz, PhD, University of California Riverside & James Madison University

Drs. Lyubomirksy and Kurtz’s offer a 6-week workbook-based course guiding students through research-informed routes to sustainable happiness. The course is designed around Lyubomirsky’s book The How of Happiness: A Scientific Approach to Getting the Life You Want (2008) and is presented via a self-contained 135pg workbook. Each week section provides a series of lessons intermixed with a series of reflections, exercises, activities, and assessments; the end of each weekly section includes a review of the main points from the week, points students to read specific chapters from the book, and provides a list of additional (optional) readings from peer-reviewed research articles and research-informed books. Week 1 provides a crash course in happiness; Week 2 covers person-intervention fit, gratitude, and optimism; Week 3 explores how comparisons to others can be bad for happiness, whereas helping them can be good; Week 4 offers material on coping, flow, and savoring; Week 5 explains how to take care of your body, mind, and motivation; Week 6 delivers more information on how to make these activities work for you; and the appendix contains a variety of additional exercises.

Last updated Spring 2021.

Human Fragility & Cultural Transcendence

Spee Kosloff, PhD, California State University Fresno

Dr. Kosloff’s course explores interdisciplinary theory and research about the existential fragilities of human nature, drawing upon social sciences (e.g., social psychology, anthropology, sociology), natural sciences (e.g., evolutionary biology), and humanities (e.g., history, poetry, philosophy). The syllabus offers a detailed overview of the course description, itemized course goals and target learning outcomes, and details about graded materials (components, grading scales, and schedule). The course involves pre-recorded lectures, readings prior to class, and live discussions during class sessions. Graded components include 3 “Firestarters” (prepared statements and questions to inspire and lead discussions), a mid-term and final exam, and a final “Case study in fragility and transcendence” paper (including extensively detailed writing instructions, and a grading rubric). The course schedule is built around a set of lectures and readings on topics such as: Introduction to fragility and transcendence; human fragility; cultural transcendence; psychodynamics; experimental existential psychology; terror management theory; and the quest for authenticity.  

Last updated Spring 2021.

The Redemptive Self

Eranda Jayawickreme, PhD, Wake Forest University

Dr. Jayawickreme’s course covers theory and research investigating the potential for personal growth and other positive life changes in the aftermath of highly stressful events, such as assault, bereavement, and natural disaster. The syllabus provides a detailed course overview, teases big research questions in the field, itemizes course learning objectives and skill development goals, and gives a detailed breakdown of course assignments and grade scheme. Students are responsible for class participation (including weekly blog posts and peer-reviews), an initial reflection and a final reflection essay, a set of four thematic essays, a scholarly essay, and a podcast project. The reading schedule is built around 3 books and a set of 10 research articles and scholarly chapters, covering topics such as: the science of posttraumatic growth and resilience; research methods; cultural narratives of redemption and the belief that adversity stimulates personal growth; the potential for growth after adversity; the potential to stimulate growth in your own life and other people’s lives.

Last updated Spring 2021.

Posttraumatic Growth & Resilience

Eranda Jayawickreme, PhD, Wake Forest University

Dr. Jayawickreme’s course explores theory and research on posttraumatic growth and resilience in the face of adversity. The syllabus begins with a series of provocative research questions such as whether there might be an upside to suffering, whether suffering is required for achieving a good life, and whether posttraumatic growth is rooted in an objective improvement or simply a post-hoc attempt to justify suffering? The syllabus provides an engaging description of the course objectives, a lengthy topical background, itemized course learning objectives and skill development goals, and gives a detailed breakdown of course assignments and grade scheme. Students are responsible for class participation and discussion, a weekly diary (reflecting on well-being, stressful challenges, and perceived silver-linings), a set of three short essays, an evidence-based class presentation, a final paper, and a final exam. The reading schedule is designed around a set of 14 research articles and scholarly chapters, covering the following topics: Conceptual foundations and empirical evidence for posttraumatic growth; the impact of relevant contemporary cultural mantras (e.g., “what doesn’t kill you makes you stronger”); philosophical discussions of the value of adversity; narratives of suffering and redemption; genuine positive change vs. justification of suffering; the “real benefits” of adversity; potential interventions to promote growth in the wake of adversity.

Last updated Spring 2021.

Adult Development & Aging

Jack Bauer, PhD, University of Dayton

Dr. Bauer’s course addresses developmental theory and research on the questions of how people change (and stay the same), why they do so, and what it says about how humans make sense of their lives and strive to create a “good life.” The syllabus provides an engaging overview of the topic, highlights the big research questions guiding the course, specifies learning objectives, and gives a detailed breakdown of course assignments and grade scheme. Students are responsible for the readings (including an Idea Journal, based on readings), a series of exams, and an optional paper about an illustrative film (56 up). The reading schedule is built around an excellent textbook and optional recommended readings, covering topics such as: introduction to adult development; the idea and cultural ideal of “growth;” the good life; growth narratives and a good life story; pleasure and happiness; meaning and growth; wisdom, love, and cultural mastery; transformative traits, motives, and experiences; meditation and the quiet ego; growth in the hard and soft margins of society; nature, nurture, and ‘ndividuality; identity development; optimal aging; dealing with death; stages of the self; the dark side of growth; self-actualization, authenticity, and self-authorship.

Last updated Summer 2021.

Psychology and Religion

Adam Cohen, PhD, Arizona State University

Dr. Cohen’s graduate seminar explores theory and research on the psychology of religion. The syllabus provides a general overview, describes course requirements, a grading scheme, and course policies. Students are responsible for a substantial set of readings prior to each session, writing reaction papers in response to readings, attending and participating in each session discussion, delivering a presentation to class, and completing a final research proposal paper. The reading schedule includes a series of 61 research articles and scholarly chapters, covering the following topics: Definitions and operationalization; fundamentalism and prejudice; conflict; personhood; culture; evolution, genes, culture, and co-evolution; gender and sexuality; food; health and happiness; politics, values, and morality; personality; death and meaning in life.

Last updated Spring 2021.

Psychology of Religion

Kristin Laurin, PhD, University of British Columbia

Dr. Laurin’s advanced seminar explores theory and research on the psychology of religion. The syllabus provides a general overview of course objectives, description of the seminar format, encouragement about the reading load, course policies, and grading/evaluation information. Students are responsible for readings prior to each session, writing reaction papers in response to readings, attending and participating in each session discussion, delivering an oral presentation to class, and a final exam. The reading schedule includes a series of 24 research articles and scholarly chapters, covering the following topics divided into three parts: (1) Why religion exists and persists, including magical thinking and other cognitive byproduct theories, cultural evolution, prosocial behavior, intrapsychic needs, and religious diversity; (2) Religion and society, including conflict/violence/prejudice, solidarity and moral psychology, and atheism and secularization; and (3) Religion in everyday life, including self-regulation and relationships.

Last updated Spring 2021.

The Social Psychology of Religion

Kimberly Rios, PhD, Ohio University

Dr. Rios’s graduate seminar is focused on the social psychological functions of religion; the conceptions of religion and gods across situations and cultural contexts; and the effects of religion on cognition, prosocial behavior, stereotyping/prejudice, and well-being of religious believers and non-believers. The syllabus includes a course description, course policies, and grading/evaluation information. Students are responsible for readings prior to each session, and graded material includes reaction papers in response to readings, attendance and participation in each session discussion, and a final paper. The reading schedule includes a series of 35 research articles, covering the following topics: Conceptualizing religion; social identity functions of religion; compensatory functions of religion; conceptualizing “god;” religion and science; religion and cognition; stereotypes of religious believers and non-believers; religion and prosocial behavior; religion and prejudice; religious fundamentalism; religion and well-being.

Last updated Spring 2021.

Science of Religion & Belief

Adam Fetterman, PhD, University of Houston

Dr. Fetterman’s graduate seminar explores theory and research on the psychological science of religion and spiritual belief. The syllabus provides a general course description and gives an overview of course objectives, expectations, and requirements. Students are responsible for completing substantive readings before each session, preparing thought papers in reaction to the readings (due prior to class), attending class and participating in session discussions, leading several class sessions; and completing a final research or review paper. Detailed guidance is provided for each component, including guidelines for preparing research/review papers. The reading schedule includes a series of 54 research articles and scholarly chapters, covering the following topics: Introduction to the science of religion; research methods in the field; theoretical foundations; functions of religious belief; culture and morality; self, identity, and self-regulation; god concepts; coping, well-being, and emotion; social behavior; atheism and non-believers; sects, cults, fundamentalism, and extremism.

Last updated Spring 2021.

Psychological Science and Religion

Daryl Van Tongeren, PhD, Hope College

Dr. Van Tongeren’s course is focused on the application of psychological theory and research to better understand religion and the religious experience. The syllabus includes a statement of the purpose of the course, itemized learning objectives, detailed policies, suggested class etiquette, and includes a direct call for students to meet high expectations for this reading-intensive and discussion-based seminar. Graded components include completing readings prior to each session and writing at least five reaction papers in response to readings, writing a book analysis paper, keeping a weekly reflection journal, completing a research proposal final paper, and completing a set of four exams. The reading schedule is designed around two textbooks and a series of 35 research articles and scholarly chapters, divided into five units covering the following topics: (1) Theoretical foundations, including definitional issues, research methods, social and existential concerns, cognitive processing, coping, control, meaning, and god concepts; (2) Religious experiences, including religious orientations (intrinsic, extrinsic, quest, fundamentalism), security vs. growth, atheists and non-religious, conversion/deconversion/switching, religion and culture, and Western and Eastern forms of religion; (3) Functions of religion, including cognitive and emotional functions, consideration of religious/spiritual struggles, supernatural attributions, prayers and rituals, coping with suffering, meaning-making, and religious identity; (4) Religious expressions, including health, prejudice, aggression, “virtue” (forgiveness, humility, morality), attachment and relationships, and extremism and cults; and (5) Critical issues, including religion and gender/sex/body, therapy, and free will.

Last updated Spring 2021.

Psychology of Religion

Miron Zuckerman, PhD, University of Rochester

Dr. Zuckerman’s seminar course explores the psychology of religion. The syllabus includes general information about the seminar format and expectations. Students are responsible for completing readings prior to each session, submitting reactions prior to session, attending and participating in each session discussion, and completing a final paper in any mode (literature review, critique and revision of prior theory, advancing novel theory, research proposal, etc). The reading schedule is designed around a series of 59 research articles, including the following topics: Cognitive antecedents of religiosity; analytic vs. intuitive thinking, intelligence, and religiosity; functional approaches to religion and their implications; religion and morality; “theodiversity” and the impersonal god in Judaism and spirituality; atheists are stereotyped as immortal; religion and the group (prejudice and trust); religion-centric health disparities; thinking of a god impacts goals, risk-taking, and experienced benefits; distinctions between believers and nonbelievers; religious and spiritual struggle; religion and science; religion and sexuality; and religion across cultures.

Last updated Spring 2021.

Social Psychology & Cinema

Jeff Greenberg, PhD, University of Arizona

Dr. Greenberg’s course explores theory and research in social psychology, including existential concerns, and the vivid depiction of the topics in cinema to get a better understanding of the existential realities of the human condition, culture, aggression, obedience, prejudice, attraction, and relationships. The syllabus includes a description of the course, learning objectives and target outcomes, attendance policy and class etiquette, and grading scheme. Students are responsible for completing readings prior to each session, completing a midterm and final exam, writing commentaries on each film, and completing a final paper on a film not shown in class. The reading and film schedule includes a series of 36 chapters and research articles, and a corresponding series of 8 films, addressing topics such as: Evolution and socialization; self-esteem, culture, and meaning; cultural differences and terror management theory; death and transference; obedience and the heroic triumph over evil; aggression in the individual; heroism, evil, and violent cues; prejudice; evolution, love, and attachment; love, self-esteem, and meaning; long-term relationships; growth and security in relationships; and history, connection, and transcendence.

Last updated Spring 2021.

Social Psychology in Film

Kipling Williams, PhD, Purdue University

Dr. Williams’s course examines theory and research in experimental social psychology, and uses a variety of films to provoke thought and analysis of that work. The syllabus includes a description of the courses aims, structure, and grading scheme. Students are responsible for completing readings, watching 14 films, and writing commentaries on each film. The syllabus also includes detailed instructions for the commentary papers, and advice to students about how to write them well. The reading and film schedule includes a series of 17 research articles, and a corresponding series of films, addressing topics such as: Social exclusion; social roles and aggression; totalitarianism; hypothesis testing in social interactions; beauty; existential concerns; groups and social identity; prosocial behavior; stereotype threat; racism; group polarization; implicit theories of relationships, including conflict and commitment; and nostalgia.

Last updated Spring 2021.