Chairperson: Sarah Arpin
Professors: M. Bartlett, A. Cano, M. Kretchmar-Hendricks, A.M. Medina, V. Norasakkunkit, N. Worsham, L. Wurm
Associate Professors: S. Arpin, M. Nelson, P. Romanowich, A. Stivers
Assistant Professors: D. Addleman, M.K. Koch, T. McCulloh, M. Sarrett
Senior Lecturer: K. Measor
The department offers two majors and one minor:
Bachelor of Arts, Psychology major (optional research concentration)
Minor in Psychology
Bachelor of Science, Neuroscience major
The Department of Psychology offers courses that focus on the scientific study of human and animal behavior and decision-making. The department offers a Bachelor of Arts in Psychology and a Bachelor of Science in Neuroscience.
General Psychology (PSYC 101), Statistics for Psychology (PSYC 202) and Scientific Principles of Psychology (PSYC 206) are pre-requisites for most upper division courses. These courses provide students with an initial understanding and appreciation of the scientific method in psychology. General Psychology, Statistics, and Scientific Principles of Psychology constitute the lower division requirements for both the major and the minor. Students must earn a B- or better in Scientific Principles of Psychology to complete the major in Psychology.After taking the three lower division requirements, Psychology minors are required to complete 12 credits of upper-division psychology coursework. Majors are required to complete 24 credits of upper-division coursework, 18 of which must be selected from particular cluster areas as described below. As will be discussed below, students declaring the research concentration are required take 27 credits of upper-division coursework, 18 of which must be selected from cluster areas and 9 of which are specified courses for the concentration. Finally, majors must either pass a comprehensive examination (PSYC 499) or complete independent research under faculty supervision, the results of which must be presented at a regional or national conference (PSYC 498). Students usually complete the comprehensive exam or independent research during their final year-once they have completed the majority of their coursework.
Research Concentration:
The Research Concentration is a special pathway within the Psychology major. This concentration is for students planning to advance onto doctoral level graduate degrees (Ph.D.) upon completing their undergraduate degree at Gonzaga. Students who declare this concentration are required to receive an A- in Scientific Principles of Psychology (PSYC 206). For upper division classes, students in the concentration will take Advanced Statistics in Psychology (PSYC 450) and a two-semester advanced methods course: 1) Advanced Research Designs (PSYC 488), to be taken spring of junior year; 2) Advanced Research Analyses (PSYC 489), to be taken fall of senior year Students in the concentration must present their research at a local, regional, or national conference. Finally, students in the concentration will register for the Comprehensive Alternate (PSYC 498) during the semester in which they are presenting their research at a conference.
Lower Division
An overview of contemporary psychology which introduces the student to the following areas: human development, sensation and perception, motivation, learning, emotion, psychological measurement, biological basis of behavior, experimental psychology, intelligence, abnormal behavior, and personality. Format consists of lectures and discussions. Fall and Spring;
The First-Year Seminar (FYS) introduces new Gonzaga students to the University, the Core Curriculum, and Gonzaga’s Jesuit mission and heritage. While the seminars will be taught by faculty with expertise in particular disciplines, topics will be addressed in a way that illustrates approaches and methods of different academic disciplines. The seminar format of the course highlights the participatory character of university life, emphasizing that learning is an active, collegial process.
An introduction to the essential statistical methods employed in psychological research. Fall and Spring
Prerequisite:
PSYC 101 Minimum Grade: D
This course introduces the fundamental methods used in psychological research. Students have an opportunity through assignments and in-class exercises to practice their understanding of the scientific principles guiding psychology. Majors must earn a grade of B- or better (course may be repeated). Research concentration students must earn an A- or better. Fall and Spring. Students must take PSYC 202 to meet the Statistics pre-requisite.
Topics to be determined by faculty.
Prerequisite:
PSYC 101 Minimum Grade: D
Topic to be determined by faculty. Permission of Department Chair required.
Upper Division
This course will introduce students to the biological structures and processes that are involved in psychological behavior. Students will learn about the cells, anatomy, and development of the human nervous system, and about the biological processes related to specific behaviors including perception, movement, emotion, learning, memory, and cognition.
Examines the transduction of sensory information, its processing and organization by the human nervous system, and how these processes result in perceptual experiences. Emphasis on vision and hearing.
An exploration of the psychophysics and neurophysiology of human cognition. Topics include perception, attention, memory, language, reasoning, decision making, and the representation of knowledge.
Advanced survey of concepts and methods relevant to the scientific analysis of learning.
Prerequisite:
PSYC 101 Minimum Grade: D
Studies how cultural systems and mind mutually and dynamically influence each other. Cultural influences on cognition, perception, emotion, motivation, moral reasoning, and the constitution of well-being/psychopathology discussed with a view towards understanding divergent mentalities. PSYC 335 Social Psychology recommended as a pre-requisite, but not required.
Psychophysiology is a branch of psychology that uses physiological measures, such as skin conductance and heart rate, to study psychological processes, such as selective attention and emotion. In this seminar you will learn to record and psychologically interpret common psychophysiological measures including skin conductance, muscle activity, cardiovascular activity, eye movements, and cortical brain activity.
This seminar is designed to provide undergraduates with a broad foundation in current theory and research related to human emotion. Students become familiar with classic theories, current issues, methodologies and debates characterizing the study of emotion. Both intrapersonal and interpersonal dimensions of emotion are addressed. The seminar prepares students for graduate level work in the area of psychology and as such, it requires a high level of preparation for and participation during each class meeting.
Students will study the behavior of a variety of species and how their behavior relates to that of human beings.
An investigation into the impact that individuals, groups, and social structure have on individual decision-making and behavior. Fall and Spring;
A survey and critique of major theories of personality. Fall and Spring.
The essentials of child psychology, representing various schools of thought based upon research on the development of children from conception to preadolescence. May include a service-learning component.
A survey of psychological research and major theories regarding the life-span between puberty and the attainment of maturity. May include a service-learning component.
Examines psychological development during the lifespan from post-adolescence through middle age, with an emphasis on emerging adulthood.
Explores the interaction and impact of the aging process on physiological, cognitive, and psychological changes within the individual. Topics such as the diversity of aging experiences, retirement, widowhood, coping with illness, family care giving, and mental health issues.
Prerequisite:
PSYC 101 Minimum Grade: D
Lifespan development explores the physical, cognitive, and socio-emotional changes that humans experience across the lifespan from birth through old age. We address questions such as: "Is development continuous or discontinuous?"; "Are we the product of nature or nurture?"; "Do all people follow a similar trajectory or is human development marked by diversity?". Drawing on developmental, social and cognitive psychology, and an understanding of development milestones of each age period, as we investigate development we pay special attention to the roles of parents, peers, schools, and socioeconomic contexts in those processes.
Prerequisite:
PSYC 101 Minimum Grade: D
An overview of theory, research, and practice in developmental psychopathology. The major disorders of childhood are reviewed. Upon sufficient demand.
Using the APA ethical guidelines for psychologists we examine the aspirational goals, the standards themselves, the history of the current standards, and how to apply them in a variety of situations faced by psychologists.
Prerequisite:
PSYC 101 Minimum Grade: D
Designed to guide students in the application of psychological theory and research to work in the classroom. Includes topics such as learning, aspects of human development that influence learning, and how to structure the classroom environment to maximize learning. Upon sufficient demand.
Prerequisite:
PSYC 101 Minimum Grade: D
An exploration of the psychological research which seeks to understand differences and similarities in human behavior when compared across cultures and groups.
Introductory level course to the field of forensic psychology, the branch of psychology which focuses on the application of psychological research data and principles within the legal arena. Students are introduced to the process of applying psychological knowledge, concepts, and principles within the civil and criminal court systems. Includes an introduction to an overview of topics such as the history of forensic psychology, an overview of the legal system, consultation to legal parties, ethical issues, eye witness testimony, assessment, evaluation of malingering, competency in criminal proceedings, civil commitment, child custody, psychologist testimony in courtroom settings, assessment of sexual offenders, assessment of violent and homicidal behavior, treatment of crime victims, police and investigative psychology, and careers within this field. A variety of formats including lecture, readings, presentation by class members on selected topics, and guest speakers from within the legal arena. Disclaimer: Course by virtue of its topic addresses issues related to criminal activity and the subsequent legal proceedings. Although it may seem obvious, each person should consider carefully whether the content is suitable before enrolling in the course as the lectures, readings, and other materials may at times involve topics related to violence and sometimes sexual material, which may be offensive to some people.
Equivalent:
CRIM 370 - OK if taken since Fall 2019
A survey of psychology applied to the work experience. Selection, evaluation, leadership, and work motivation are among the broad range of topics covered.
Topic to be determined by faculty.
A critical review of learning procedures used to effect behavioral change in the natural environment. Includes treatment of both normal and maladaptive behaviors.
Prerequisite:
PSYC 101 Minimum Grade: D
Survey of major emotional and behavior disorders; discussion of causation, symptomology, and treatment.
Pre-requisite: PSYC 101 and PSYC 202 and PSYC 206
Neuropsychology is the study of the relationship between brain functioning and behavior, especially as it applies to psychopathology. The course incorporates an introduction to neuroanatomy, an overview of neuropsychological assessment, and clinical case studies.
This course is designed to cover a survey of health/pediatric psychology (i.e. studying the interface between psychological and physical processes), while simultaneously providing in-depth analysis of various topic areas (e.g. oncology, pain, etc.). Course content emphasizes many aspects of health/pediatric psychology including basic and applied research, consultation, clinical intervention, and health promotion strategies.
This reading and writing intensive seminar focuses on factors and contexts that pose risks for development as well as those that promote resilience. Topics include the neuro-biological, behavioral, and social effects of child neglect, maltreatment, and other childhood trauma; an exploration of global and political issues including extreme poverty; a Children's Bill of Rights; and the research on resilience, including some promising programs to promote resilience. Recommended especially for students interested in clinical or social work with children or in teaching.
Combines an emphasis on exploring alternative methods of providing mental health services in the community and the identification of conditions of risk to psychological adjustment and the prevention or lessening of risk factors. This course has a service-learning component that requires a commitment outside of the classroom. Reading/writing intensive.
An introduction to current theory and method in clinical and counseling psychology. Reading/writing intensive. (WE Designation)
An exploration of the interaction between human behavior and the physical environment. Emphasis on perception, preference, and coping with less preferred environments.
Prerequisite:
PSYC 101 Minimum Grade: D
This course provides a survey of psychological theory and research regarding addictive disorders and their treatment.
Individuals develop within a complex network of relationships. Among these, family relationships are especially significant due to their centrality and longevity. This course examines what we know from the empirical study of family relationships. Students are introduced to methods of studying family relationships as well as prominent theories and findings regarding marital and family functioning. Two themes span the variety of topics covered in this course: the first involves the importance of understanding the family as a system embedded in a particular socio-economic context; the second has to do with the interface between individual and family development.
Introduces students to the theory and practice of family systems. We compare and contrast various models of family systems including transgenerational, structural, strategic, and experiential approaches. This course is especially recommended for students considering a career in a clinical context as a therapist. We apply family systems theories to clinical case studies and examine how family therapists try to bring about change. Students will have an opportunity to integrate these concepts as they begin to clarify and develop their own therapeutic framework.
Introduction to the theory and practice of group counseling and psychotherapy. Students in this course study both historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factors, leadership orientations and process, counseling theories, group counseling methods, and skills.
A review of both the theory and empirical literature investigating the psychology of gender, including biological cognitive, developmental and psychosocial models.
Equivalent:
WGST 352 - Successful completion
Students in this course explore child development across various contexts with particular emphasis on broadening students' perspectives beyond normative development in white, middle class environments. Contexts explored include poverty and homelessness, racial discrimination, diverse family contexts (e.g., divorce, parents who are homosexual), foster care and adoption, violent/war stricken environments, and cross-cultural child-rearing practices. May include a service-learning component.
This reading, writing, and discussion intense seminar explores the role that culture plays in the manifestation, experience, and course of mental illness and the cultural foundations for understanding such illnesses. Although not required, recommended pre-requisites are Cultural Psychology (PSYC 318) and Psychopathology (PSYC 390).
Prerequisite:
PSYC 101 Minimum Grade: D
and PSYC 202 Minimum Grade: D
and PSYC 206 Minimum Grade: D
Equivalent:
PSYC 391 - Successful completion
Since the Viet Nam war, our culture has become increasingly familiar with the terms 'trauma' and 'post-traumatic stress disorder' (PTSD). But what is trauma, exactly, and what are its effects? Is the nature of the trauma (type, duration) related to its impact? As a discipline, what do we know about the onset, duration and prognosis of PTSD? What do we know about the experience of PTSD? This course addresses these questions and considers both intrapersonal (biological and cognitive) and interpersonal dimensions of trauma.
The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.
Advanced discussion of how the brain performs cognitive processes (such as perception, attention, memory, and other select topics). Draws heavily on empirical studies to assess theories of brain function and neural processing.
Advanced theory, research or application topic to be determined by faculty.
An advanced treatment of topics and techniques commonly used by psychologists, including the general linear model, coding schemes, multiple correlation and regression, analysis of variance and covariance, planned and post hoc tests, and the use of statistical computer packages. Format is combined lecture/lab. Fall and/or Spring.
What should people do? What do people actually do? In this course we investigate how and why the answers to these two questions are sometimes different. We utilize theories in social psychology and behavioral economics to gain a better understanding of why human beings often diverge from "rational" decision making processes and what consequences this has for individuals, groups, and society as a whole.
Service learning course. We examine the social constructions of poverty and wealth and their outcomes (perceived, as well as measured) on well-being. Through our readings and students' connections to those living in poverty in Spokane we develop an understanding of the obstacles and hardships that accompanies those living in poverty.
This course explores the most up-to-date social psychological research and theory on interpersonal relationships, with a specific focus how close relationships (and a perceived lack of social connection) impact individual health and well-being. Examples of topics explored in this course include the impact of loneliness on health and social functioning; forgiveness and sacrifice within intimate relationships; self-disclosure and social support; friendship; relationships and techonolgy.
Emphasis on the theoretical aspects of psychological testing for test administration, construction, and evaluation. Either PSYC 460 or PSYC 462 (but not both) will count toward Psychology major and minor requirements.
Emphasis on the theoretical aspects of psychological testing for test administration, construction, and evaluation in clinical settings. Either PSYC 460 or PSYC 462 (but not both) will count toward Psychology major and minor requirements.
The various systematic approaches to the understanding of psychological phenomena are surveyed in historical context; such schools as structuralism, functionalism, psychoanalysis humanistic psychology, and varieties of behaviorism and cognitivism, are considered.
Prerequisite:
PSYC 101 Minimum Grade: D
The attitudes, principles, and techniques which enter into the experimental analysis of behavior. Concentrated laboratory study and the communication of experimental findings.
Prerequisite:
PSYC 101 Minimum Grade: D
or PSYC 315 Minimum Grade: D
or EDSE 320 Minimum Grade: D
This class examines the relationship between mind and brain based upon current philosophical and empirical perspectives.
Seminar course explores the basic principles of attachment theory and an analysis of attachment relationships (e.g., parent-child, romantic partners) at various points in the lifespan. May include a service-learning component. Reading/writing intensive.
The psychotherapeutic value of mindfulness is gaining empirical support within Western science and is increasingly being utilized in psychotherapy. This reading/writing intensive seminar is a practical, experiential, and academic exploration of mindfulness and its relevance to psychotherapy. Students are introduced to and practice self-applied mindfulness training, and will review and evaluate empirical and theoretical literature exploring mindfulness-based practices, and discuss ways to incorporate mindfulness into our personal and professional lives. Further exposure to advanced research methodologies, students are introduced to (or review) small N and case study methods to investigate their experiences with mindfulness-based practices. Reading/writing intensive. (WE Designation)
Human Flourishing explores what is constructive, beautiful and healthy about human beings and their social interactions. This course provides familiarity with the Positive Psychology movement and what it brings to the social psychology table that helps us understand and improve ourselves and the communities in which we reside (e.g. our relationships, workplaces). Some of the section topics include: healthy relationships and their benefits, happiness as both a cause and an effect of positive outcomes, distinguishing positive emotions (e.g. awe, elevation, gratitude) and their outcomes, and the importance of personal well-being for the workplace and our economy. Reading/writing intensive.
Topic to be determined by faculty.
This class is the first in a two-class Research Concentration sequence that builds on the information presented in lower division Research Methods (PSYC 206) and Statistics (PSYC 202) classes. During this semester students will learn about ethical considerations that all Psychologists must adhere to and different research designs to describe, predict, and control behavior across a variety of subfields in Psychology. By the end of this course, all students will have formulated and proposed an empirical research study in collaboration with the course instructor and their main faculty research advisor.
This class is the second in a two-class Research Concentration sequence and builds on the information presented in PSYC 488 Advanced Research Designs. During this semester students will conduct studies proposed in their PSYC 488 research proposals and learn how to analyze, write-up, and present the empirical data that they have collected from their research proposal in PSYC 488.
Directed study of special topic to include readings and practical application.
Directed reading of an advanced topic in the field of psychology; reports submitted, conferences attended, and examination taken at the judgment of the Directed Reading Director.
Supervised research experience as a part of a research team working on a specific project under the direction and supervision of a faculty member.
Advanced psychology students participate in the tutoring and proctoring of students who can benefit from special assistance in a particular area of psychology, especially in research methods. It is assumed that tutors and proctors have an especially good command of the subject matter. Fall and Spring.
Supervised agency experiences in one or more of the applied aspects of psychology. Only one credit may be counted toward the requirements for the Psychology major.
Prerequisite:
PSYC 390 Minimum Grade: B-
and PSYC 399 Minimum Grade: B-
Supervised individual research on a topic of interest to the student and approved by and arranged with a faculty member.
Supervised research experience as a part of a research team working on a specific project under the direction and supervision of a faculty member.
Comprehensive Alternate course is for students who have either taken PSYC 455/455L (grade of B or better) OR taken the GRE Subject Test in Psychology (test scores need to be reported at or above the 12th percentile to the Psychology Department) OR completed independent research and presented this work at a conference.
Students must take the Major Fields Test (MFT) in Psychology and score at or above the 45th percentile to pass. The MFT is administered at least once a semester by the Psychology Department.
In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.
The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.
Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?
- The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).
- Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
- Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
- Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
- Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.
Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?
- Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
- Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .
Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?
- Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
- World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).
Year 4 Theme and Question: Imagining the Possible: What is our role in the world?”
- Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).
The Broadening Courses
- Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
- History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
- Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
- Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).
The Designations
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.
- Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
- Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
- Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).
Major-specific adaptations to the University Core Curriculum
All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.