Christopher J Mazurek

Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner 294
417 Emmet St S
Charlottesville, Virginia 22903
Ph.D., University of North Carolina-Greensboro, 2001
M.A., University of North Carolina-Greensboro, 1997
B.S., University of Illinois - Urbana-Champaign, 1993

Chris Mazurek was so inspired by his high school psychology teacher that he declared psych as a major when beginning his undergraduate studies at Illinois. After graduation, he attended UNC-G for doctoral work, conducting research on cognitions about consensual sex and sexual aggression. Desiring to be the kind of inspirational teacher that motivated him, Chris focused on gaining teaching experience, working at small liberal arts schools in High Point, North Carolina and Birmingham, Alabama before settling down in Columbia, Missouri, where he taught for 13 years before joining the Curry school in the Fall of 2017. Chris enjoys hiking with his family, board games, Star Wars, and Cubs baseball.

PSYC 1010: Introductory Psychology
Credits: 3
Overview of psychology from both the natural science and social science perspectives. Topics include biological bases of behavior, sensory and perceptual processes, learning, motivation, thought, maturational and developmental changes, individual differences, personality, social behavior, and abnormal psychology. In some terms an optional one credit discussion section (graded S/U) is offered. An optional weekly review session is offered for those who wish to attend.
PSYC 2600: Introduction to Social Psychology
Credits: 3
Surveys major topics in social psychology, including personal perception and social cognition, attitudes and persuasion, interpersonal influence, interpersonal attraction, and helping relationships. Considers research theory and applications of social psychology. Three lecture hours plus optional discussion sections.
EDLF 3180: Lifespan Development
Credits: 3
In this course, we will explore the journey we all share, asking "How do individuals grow and change throughout life?" We will take a topical approach, with particular focus on biological, psychological, and social development from birth through older adulthood. We will seek to understand our own developmental processes, as well as the role of race, class, gender and culture on others,' and question our beliefs about what it means to "grow up."
EDHS 3985: Internship
Credits: 1–6
Students apply academic experiences in professional and/or research settings; reflect and critically and constructively analyze experiences from multiple perspectives; and view the work as connecting course content authentic contexts. Students work as professionals with site supervisors and instructors to complete related assignments and relevant background research on the professional and academic resources available.
EDHS 4995: Directed Research
Credits: 1–6
Prerequisite: Instructor permission.
EDLF 5010: Child Learning and Development
Credits: 3
This course examines children's learning and development in the elementary school grades. The course, designed for students who plan to become teachers, focuses on cognitive development (e.g., the role of the brain in learning, misconceptions, transfer) and social development (e.g., relationships, moral development). Three themes emerge: individual variability and diversity, development, and translation from research to practice.
EDLF 5011: Adolescent Learning and Development
Credits: 3
This course examines adolescent learning and development and is designed for students who plan to teach in secondary schools. Adolescent cognitive, physical, and social development is considered from a multi-level (e.g., school, family, community) perspective. In identifying links between these domains and learning, three themes emerge: individual variability and diversity, developmental trends, and translating educational research to practice.