David S Yeager

Faculty Scholars — Ph.D., Stanford University

Associate Professor, Department of Psychology

Contact

E-mail: dyeager@utexas.edu
Office: RLP 2.408
Office Hours: By Appointment

Interests

Social-cognitive development, Motivation, Aggression, Adolescence, Research methodology, and Psychological interventions

Biography

Dr. Yeager is interested in understanding the processes shaping adolescent development, especially how social cognitive factors interact with structural and physiological factors to create positive or negative trajectories for youth. He is also interested in learning how to influence these psychological processes, so as to improve developmental and educational outcomes for youth.

Dr. Yeager is the co-PI of the National Study of Learning Mindsets, the Texas Mindset Initiative, and the Texas Behavioral Science and Policy Institute. To learn more see here. To see our SXSW EDU keynote, see here. Dr. Yeager is recruiting graduate students and encourages all candidates, especially those who would add to diversity, to apply.

Representative Publications (See lab site for full list of publications)

Yeager, D. S., Krosnick, J. A., Visser, P., Holbrook, A., & Tahk, A. (2019). Moderation of classic social psychological effects by demographics in the U.S. adult population: New opportunities for theoretical advancement. Journal of Personality and Social Psychology. http://dx.doi.org/10.1037/pspa0000171 .

Yeager, D. S., Hanselman, P., … Dweck, C. S. (2019). A national study reveals where a growth mindset improves achievement. Nature. http://dx.doi.org/10.1038/s41586-019-1466-y

Bryan, C. J., Yeager, D. S., & Hinojosa, C. P. (2019). A values-alignment intervention protects adolescents from the effects of food marketing. Nature Human Behaviour. https://doi.org/10.1038/s41562-019-0586-6

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science. https://doi.org/10.1177/1745691618804166

Yeager, D. S., Purdie-Vaughns, V., Hooper, S. Y. and Cohen, G. L. (2017). Loss of institutional trust among racial and ethnic minority adolescents: A consequence of procedural injustice and a cause of life-span outcomes. Child Development.

Bryan, C., Yeager, D. S., Hinojosa, C.,* Chabot, A. M.,* Bergen, H.,* Kawamura, M.* & Steubing, F. (2016). Harnessing adolescent values to reduce unhealthy snacking. Proceedings of the National Academy of Sciences of the United States of America, 113(39), 10830-10835.

Yeager, D.S., Purdie-Vaughns, V., Yang, S., & Cohen, G.L. (in press). Declining institutional trust among racial and ethnic minority adolescents: Consequence of procedural injustice, cause of behavioral disengagement. Child Development.

Yeager, D. S., Walton, G., Brady, S., Akcinar, E. N.*, Paunesku, D., Keane, L., Kamentz, D., ... & Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America, 113, E3341-E3348.
+ Yeager and Walton contributed equally to this research

Yeager, D.S., Lee, H.Y.* & Jamieson, J. (2016). How to improve adolescent stress responses: Insights from an integration of implicit theories and biopsychosocial models. Psychological Science, 27, 1078-1091.

Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C., Schneider, B., Hinojosa, C., Lee, H.Y., O’Brien, J., Flint, K., Roberts, A., Trott, J., Walton, G.M. & Dweck, C.S. (2016). Using design thinking to make psychological interventions ready for scaling: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374-391.

Miu, A. & Yeager, D.S. (2015). Preventing symptoms of depression by teaching adolescents that people can change: Effects of a brief incremental theory of personality intervention at 9-month follow-up. Clinical Psychological Science, 3, 726-743.

Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability. Educational Researcher, 44, 237-251.

Yeager, D.S., Henderson, M., Paunesku, D., Walton, G., Spitzer, B., D’Mello, S., & Duckworth, A.L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.

Yeager, D.S., Johnson, R., Spitzer, B., Trzesniewski, K., Powers, J., & Dweck, C.S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106, 867-884.

Yeager, D.S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Pebley, P., Master, A., Hessert, W., Williams, M. & Cohen, G.L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 804-824.

Yeager, D.S., Miu, A.*, Powers, J., & Dweck, C.S. (2013). Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention. Child Development, 84, 1651-1667.

Yeager, D.S., Trzesniewski, K., & Dweck, C.S. (2013). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84, 970-988.

Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 1-13.

Yeager, D.S., Bundick, M.J. & Johnson, B. (2012). The role of future work goal motives in adolescent identity development: A longitudinal mixed-methods investigation. Contemporary Educational Psychology, 37, 206-217.

Yeager, D.S. & Krosnick, J. (2011). Does mentioning “some people” and “other people” in a survey question increase the accuracy of adolescents’ self-reports? Developmental Psychology, 47, 1674-1679.

Yeager, D.S., Trzesniewski, K., Tirri, K., Nokelainen, P., & Dweck, C.S. (2011). Adolescents’ implicit theories predict desire for vengeance: Correlational and experimental evidence. Developmental Psychology, 47, 1090-1107.

Yeager, D.S. & Walton, G. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.

Yeager, D.S., Krosnick, J., Chang, L-C., Javitz, H., Levendusky, M., Simpser, A. & Wang, R. (2011). Comparing the accuracy of RDD telephone surveys and Internet surveys conducted with probability and non-probability samples. Public Opinion Quarterly, 75, 709-747.

Courses

S S 302D • Hon Social Sci: Psychology-Wb

42420 • Spring 2021
Meets TTH 3:30PM-5:00PM
Internet; Synchronous
SB

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T C 302 • Develpmntl Sci Of Adolscnce

41670 • Spring 2020
Meets TTH 2:00PM-3:30PM RLP 0.122
Wr ID

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T C 302 • Adolescence: Self And Society

42425 • Spring 2018
Meets TTH 8:00AM-9:30AM CLA 0.106
Wr ID

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Description:

Adolescence is a unique time in a person’s life. In addition to rapid biological changes, teenagers also experience new challenges in their personal relationships with friends, family, and romantic/sexual partners, and begin to occupy new roles in society. This class will integrate research and scholarship from medicine, neuroscience, psychology, anthropology, literature, and law in order to understand adolescent development. Topics include the biological changes of puberty; how the adolescent brain is different from the adult brain; how relationships with parents, friends, and romantic partners change during the teenage years; the emergence of mental health problems; laws regarding when teenagers are granted privileges and responsibilities (e.g., being tried as an adult, being able to buy alcohol legally); and how contemporary American society understands and treats adolescents in comparison to other cultures, past and present. In addition to reading non-fiction and fiction books, students will learn to locate and read articles published in scientific journals. Students will also respond critically to television and film representations of adolescence.

Texts (may be excerpted):

• Columbine by Dave Cullen (Grand Central Publishing)

• Not Under My Roof: Parents, Teens, and the Culture of Sex by Amy T. Schalet (University of Chicago Press)

• Promises I Can Keep: Why Poor Women Put Marriage before Motherhood by Kathryn Edin (University of California Press)

• Coming of Age in Samoa by Margaret Mead (William Morrow)

• Millennials Rising: The Next Great Generation by Neil Howe and William Strauss (Vintage Books)

• Fallen Angels by Walter Dean Myers (Scholastic)

Additional texts, including scientific journal articles, are to be determined.

• Example: Steinberg, L. (2013). The influence of neuroscience on U.S. Supreme Court decisions about adolescents’ criminal culpability. Nature Neuroscience, 14, 513-518.

Assignments:

Writing

• Posts to Discussion Board: Students will be required to post a brief (300-500 words) reading response to the Canvas discussion board at least once per week. These are informal, blog-like posts intended to stimulate active thinking about readings before the beginning of seminar discussions. Responses will be graded as good, satisfactory, or unsatisfactory/incomplete. [10% of final grade]

• Film Responses: Students will write two 2-page response papers that respond to television shows or films that represent teenage life (e.g., Boyhood, The Hunger Games, My So-Called Life). [10% of final grade]

• Short Papers: Students will write two 3-4 page papers. One paper will be on adolescent experiences in armed conflict, and may draw on the novel, Fallen Angels, and materials from the Vietnam exhibit of the Lyndon B. Johnson library. (See “Gems of the University” below.) The second will be on pubertal and sexual development in adolescence, and may draw on Coming of Age in Samoa, Not Under My Roof, and/or Promises I Can Keep. Each paper will be submitted twice (first draft and revision after comments from peers and instructor) for a total of four graded assignments. [20% of final grade]

• Final Paper: Students will be required to choose one controversy regarding law or public policy (e.g., parental notification for elective abortion, life without parole for teenage offenders, graduated drivers’ licenses) and write an 8-page paper describing the controversy, their policy recommendation, and evidence from research in neuroscience, psychology, anthropology, and/or sociology that supports this recommendation. There will be a number of smaller assignments throughout the semester to scaffold completing this assignment, including completing an annotated bibliography and structured outline. Students will be required to circulate first drafts of their papers for peer review. [25% of final grade]

This course meets the requirements of the Writing Flag.

Oral Presentation

Students will give a 10-15 minute presentation summarizing the arguments from their final paper. Students may use visual aids (e.g., Powerpoint slides). The class will be given the opportunity to respond to the speaker’s presentation with comments and questions. [10% of final grade]

Discussion

The majority of class time will be devoted to group discussion. To facilitate discussion, students will be required to post a brief reading response to a Canvas discussion board before class (see “Writing”, above). [25% of final grade]

Information Literacy

In order to prepare students to write their final paper, there will be a number of tutorials on using library databases and search engines (e.g., Google Scholar) to locate and download scientific articles, distinguishing reputable from untrustworthy internet sources, preparing citations and references sections, and avoiding plagiarism. Students will also be required to complete an annotated bibliography as part of the Final Paper assignment.

Gems of the University

During one class period, we will visit the “Vietnam Conflict” exhibit at the Lyndon B. Johnson Presidential Library and Museum. Insights and impressions from this visit will be used in our discussion of adolescents as soldiers, and students will draw on this experience when writing one of their short papers.

University Lecture Series

One lecture from the University Lecture Series (to be determined) will be required. Students will be asked to comment on the lecture in their weekly post to the Canvas discussion board, and the lecture content will be discussed during the next class period.

Instructor Biography

Dr. Harden is a clinical psychologist who conducts research on puberty, delinquency, alcohol problems, and sexual relationships in adolescence and young adulthood. Before coming to the University of Texas in 2009, she completed a Ph.D. at the University of Virginia and then did a clinical internship at Harvard Medical School working with adolescent girls with serious eating disorders. She has published over 50 scientific articles on adolescent development and psychopathology. When not in the lab, Dr. Harden enjoys reading mystery novels, quilting, and going to Zilker Park with her husband and two young children.

PSY 341K • Devel Sci Of Adolescence

43131 • Fall 2017
Meets MW 3:00PM-4:30PM BUR 136

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PSY 394S • Adv Dev Sci Of Adolescence

43469 • Spring 2017
Meets M 9:00AM-12:00PM SEA 1.332

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PSY 394S • Adv Dev Sci Of Adolescence

43383 • Fall 2016
Meets M 3:30PM-6:30PM SEA 1.332

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PSY 394S • Fundmntls Of Devel Psychology

42515 • Fall 2015
Meets TH 4:00PM-7:00PM SEA 1.332

show description

PSY 394S • Workshop Psychol Interventions

44295 • Spring 2014
Meets T 3:30PM-6:30PM SEA 1.332

show description

PSY 333D • Intro To Developmental Psych

43355 • Spring 2013
Meets TTH 8:00AM-9:30AM FAC 21

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PSY 333D • Intro To Developmental Psych

43215 • Spring 2012
Meets TTH 2:00PM-3:30PM WEL 1.316

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This course is designed to introduce students to thinking like a developmental psychologist. Why do this? Because thinking like a developmental psychologist helps you to (1) understand human nature and (2) solve social problems. By understanding the patterns and systems of influences that shape us from infancy to adulthood, you gain a novel perspective on what it means to be a human. You can also apply these insights to create wise and developmentally appropriate interventions, both in everyday life and in the policies you endorse as a citizen.

Thinking like a developmental psychologist involves: (a) asking big questions about human development; (b) designing and carrying out studies that turn those questions into testable hypotheses; and (c) explaining to others what the specific test they conducted says about the big question they asked. Therefore this introductory course has three objectives:

1. Learn what central questions have been addressed in the field of developmental psychology and what their theoretical, philosophical, and practical implications are.

• They are: (a) nativism vs. empiricism; (b) active vs. passive development; (c) continuous vs. discontinuous development; and (d) stability vs. plasticity.

Learn about the design and results from prominent studies that have addressed these central questions.
Learn how to interpret the data from developmental psychological studies and clearly explain how they address these central questions.

In the service of these objectives, the course will involve lectures, four writing assignments (~1 page each), three in-class exams, and a final paper (1500 words or less). TA sessions will also be scheduled on Fridays to review for exams, prepare for writing assignments, etc.

The course content will cover the physical, cognitive, social, and emotional growth of infants, children, and adolescents, and the various factors (e.g., genetics, parenting, peer groups, schooling, and the media) that influence development. Prominent theories of child development and research methods used in developmental psychology will be reviewed. Specific topics that will be covered include: aggression, attachment, gender roles, language development, moral development, cognitive development, culture, and school achievement. The implications of course content for child-rearing, education, and social policy will also be discussed.

Publications

Representative Publications

(See lab website for full list of publications)

Seo, E., Lee, H. Y., Jamieson, J. P., Reis, H. T., Beevers, C. G., & Yeager, D. S. (2021). Trait attributions and threat appraisals explain the relation between implicit theories of personality and internalizing symptoms during adolescence. Development and Psychopathology. https://doi.org/10.1017/S0954579420001832

DeBell M, Krosnick JA, Gera K, Yeager DS, McDonald MP. The Turnout Gap in Surveys: Explanations and Solutions. Sociological Methods & Research. 2020;49(4):1133-1162. doi:10.1177/0049124118769085

Dweck, C. S., & Yeager, D. S. (2021. What can be learned from growth mindset controversies? American Psychologist, 75(9):1269-1284 doi:10.1037/amp0000794

Goyer, J. P., Walton, G. M., & Yeager, D. S. (2021). The role of psychological factors and institutional channels in predicting the attainment of postsecondary goals. Developmental Psychology, 57(1), 73-86. https://doi.org/10.1037/dev0001142; 10.1037/dev0001142.supp (Supplemental)

Tipton, E., Yeager, D. S., Iachan, R., & Schneider, B. (2019). Designing Probability Samples to Study Treatment Effect Heterogeneity. In Experimental Methods in Survey Research (pp. 435-456). https://doi.org/10.1002/9781119083771.ch22

Jamieson, J. P., Hangen, E. J., Lee, H. Y., & Yeager, D. S. (2018). Author Reply: Arousal Reappraisal as an Affect Regulation Strategy. Emotion Review, 10(1), 74-76. https://doi.org/10.1177/1754073917724878

ten Brink, M., Lee, H. Y., Manber, R., Gross, J. J., & Yeager, D. S. (2020). Stress, sleep, and coping self-efficacy in adolescents. Journal of Youth and Adolescence. 50:485-505. https://doi.org/10.1007/s10964-020-01337-4

Chafkin, Julia, David Yeager, etal , *https://doi.org/10.1017/S0954579420001935(2021). Gonadal and Adrenal Hormones Interact with Pubertal Maturation to Predict Depressive Symptoms in a Group of High School Females. Development and Psychology. https://doi.org/10.1017/S0954579420001935

Reeves, S. L., Henderson, M. D., Cohen, G. L., Steingut, R., Hirschi, Q., & Yeager, D. S. (2020). Psychological affordances help explain where a self-transcendent purpose intervention improves performance. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspa0000246

Kaufman, Tessa M. L., Hae Yeon Lee, Aprile D. Benner, and David S. Yeager. 2020. “How School Contexts Shape the Relations among Adolescents’ Beliefs, Peer Victimization, and Depressive Symptoms.” Journal of Research on Adolescence. 10.1111/jora.12558

Rege, M., Hanselman, P., … Yeager, D. S. (2020). How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries. American Psychologist. http://dx.doi.org/10.1037/amp0000647

Walton, G.M. & Yeager, D.S. (2020). Seed and soil: Psychological affordances in contexts help explain where wise interventions succeed or fail. Current Directions in Psychological Science. https://doi.org/10.1177/0963721420904453

Talaifar, S., Ashokkumar, A., Pennebaker, J.W., Medrano, F.N., Yeager, D.S., Swann, W.B. (2020). A new pathway to university retention? Identity fusion with university predicts retention independently of grades. Social Psychological and Personality Science. https://doi.org/10.1177/1948550619894995

Lee, H.Y., Jamieson, J.P., Beevers, C.G., Josephs, R.A., Reis, H.T., & Yeager, D.S. (in press). Getting fewer “likes” than others on social media elicits emotional distress among victimized adolescents. Child Development.

Bailey, D. H., Duncan, G., Cunha, F., Foorman, B. R., & Yeager, D. S. (in press). Persistence and fadeout of educational intervention effects: Mechanisms and potential solutions. Psychological Science in the Public Interest.

Bryan, C., Yeager, D. S., & O’Brien, J. (2019). Replicator degrees of freedom allow publication of misleading “failures to replicate.” Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.1910951116

Lee, H.Y., & Yeager, D.S. (2019). Adolescents with an entity theory of personality use relational aggression to maintain social status. Social Development. https://doi.org/10.1111/sode.12393

Yeager, D. S., Hanselman, P., … Dweck, C. S. (2019). A national study reveals where a growth mindset improves achievement. Nature, 573, 364-369. http://dx.doi.org/10.1038/s41586-019-1466-y

Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? AERA Open, 5(3), 1–12. https://doi.org/10.1177/2332858419857706

Bryan, C. J., Yeager, D. S., & Hinojosa, C. P. (2019). A values-alignment intervention protects adolescents from the effects of food marketing. Nature Human Behaviour, 3, 596-603. https://doi.org/10.1038/s41562-019-0586-6

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14, 481-496. https://doi.org/10.1177/1745691618804166

Calvete, E., Fernández-Gonzalez, L., Orue, I., Echezarraga, A., Royuela-Colomer, E., Cortazar, N., … Yeager, D. S. (2019). The effect of an intervention teaching adolescents that people can change on depressive symptoms, cognitive schemas, and hypothalamic-pituitary-adrenal axis hormones. Journal of Abnormal Child Psychology, 47, 1533-1546. https://doi.org/10.1007/s10802-019-00538-1

Lee, H. Y., Jamieson, J. P., Miu, A. S., Josephs, R. A., & Yeager, D. S. (2019). An entity theory of intelligence predicts higher cortisol levels when high school grades are declining. Child Development, 90, e849-e867. https://doi.org/10.1111/cdev.13116

Mullarkey, Michael C. Igor Marchetti, Christopher G. Beevers.(2019). Using Network Analysis to Identify Central Symptoms of Adolescent Depression. Jounal of Clinical Child Adolesc Psychology. 48(4):656-668. doi: 10.1177/2332858418756052

Dainer-Best, J., Lee, H. Y., Shumake, J. D., Yeager, D. S., & Beevers, C. G. (2018). Determining optimal parameters of the self-referent encoding task: A large-scale examination of self-referent cognition and depression. Psychological Assessment, 30(11), 1527–1540. https://doi.org/10.1037/pas0000602

Ramirez, G., Hooper, S. Y., Kersting, N.B., Ferguson, R., & Yeager, D.S. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open. 4(1);1-13 https://doi.org/10.1177/2332858418756052

Yeager, D. S., Dahl, R., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13, 101-122. https://doi.org/10.1177/1745691617722620

Jamieson, J. P., Greenwood, E. J., Lee, H. Y., & Yeager, D. S. (2018). Capitalizing on appraisal processes to improve social stress responses. Emotion Review. 10(1):30-39. https://doi.org/10.1177/1754073917693085

Yeager, D. S. (2017). Dealing with social difficulty during adolescence: The role of implicit theories of personality. Child Development Perspectives, 11, 196-201. https://doi.org/10.1111/cdep.12234

Yeager, D. S., Walton, G., Brady, S., Akcinar, E. N.*, Paunesku, D., Keane, L., Kamentz, D., ... & Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America, 113, E3341-E3348.
+ Yeager and Walton contributed equally to this research

Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability. Educational Researcher, 44, 237-251.

Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 1-13.

Yeager, D.S. & Walton, G. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301.

David S Yeager

Faculty Scholars — Ph.D., Stanford University

Associate Professor, Department of Psychology

Contact

Interests

Biography

Representative Publications (See lab site for full list of publications)

Courses

S S 302D • Hon Social Sci: Psychology-Wb

42420 • Spring 2021 Meets TTH 3:30PM-5:00PM Internet; Synchronous SB

T C 302 • Develpmntl Sci Of Adolscnce

41670 • Spring 2020 Meets TTH 2:00PM-3:30PM RLP 0.122 Wr ID

T C 302 • Adolescence: Self And Society

42425 • Spring 2018 Meets TTH 8:00AM-9:30AM CLA 0.106 Wr ID

PSY 341K • Devel Sci Of Adolescence

43131 • Fall 2017 Meets MW 3:00PM-4:30PM BUR 136

PSY 394S • Adv Dev Sci Of Adolescence

43469 • Spring 2017 Meets M 9:00AM-12:00PM SEA 1.332

PSY 394S • Adv Dev Sci Of Adolescence

43383 • Fall 2016 Meets M 3:30PM-6:30PM SEA 1.332

PSY 394S • Fundmntls Of Devel Psychology

42515 • Fall 2015 Meets TH 4:00PM-7:00PM SEA 1.332

PSY 394S • Workshop Psychol Interventions

44295 • Spring 2014 Meets T 3:30PM-6:30PM SEA 1.332

PSY 333D • Intro To Developmental Psych

43355 • Spring 2013 Meets TTH 8:00AM-9:30AM FAC 21

PSY 333D • Intro To Developmental Psych

43215 • Spring 2012 Meets TTH 2:00PM-3:30PM WEL 1.316

Publications

Representative Publications

(See lab website for full list of publications)

Curriculum Vitae

Profile Pages

External Links

Population Research Center

Students

42420 • Spring 2021
Meets TTH 3:30PM-5:00PM
Internet; Synchronous
SB

41670 • Spring 2020
Meets TTH 2:00PM-3:30PM RLP 0.122
Wr ID

42425 • Spring 2018
Meets TTH 8:00AM-9:30AM CLA 0.106
Wr ID

43131 • Fall 2017
Meets MW 3:00PM-4:30PM BUR 136

43469 • Spring 2017
Meets M 9:00AM-12:00PM SEA 1.332

43383 • Fall 2016
Meets M 3:30PM-6:30PM SEA 1.332

42515 • Fall 2015
Meets TH 4:00PM-7:00PM SEA 1.332

44295 • Spring 2014
Meets T 3:30PM-6:30PM SEA 1.332

43355 • Spring 2013
Meets TTH 8:00AM-9:30AM FAC 21

43215 • Spring 2012
Meets TTH 2:00PM-3:30PM WEL 1.316