100 Introduction to Psychology

Psychology-Appendix-1

Appendix A: Course Descriptions

100 – Introduction to Psychology This is a general survey course of the entire field of psychology. It is usually a large class of close to 50 students. Students participate in a weekly lab experience. Students are assessed via a series of laboratory reports written throughout the term, and they also will take three or four examinations, depending upon the instructor.

201 – Cognitive Psychology In Cognitive Psychology, students learn about major theories and experimental methods that have been developed to explain/investigate how people acquire (e.g. perceive), store (e.g. remember), organize (e.g. categorize), transform (e.g. solve problems) and use (e.g. make decisions about) information. In addition to covering basic theories of cognition, students are also exposed to some practical applications of cognitive research (e.g. attention and cell-phones and driving, memory and studying, decision making and medical diagnosis etc.). Three major exams (multiple choice/short answer format) assess students’ knowledge of course topics, and frequent (1-2 question) pop-quizzes are used to help students identify areas of strength and weakness. Students also write a 5-page paper relating a cognitive topic to an area of outside interest.

202 - Conditioning and Learning The students take three exams that emphasize an understanding of the language and principles of classical and operant conditioning and an appreciation of the methods used in the study of learning. Exams include both objective and short essay questions. Students are required to conduct two exercises and three experiments and prepare written reports for each. Exercises include mathematical modeling of learning and analysis of the application of operant techniques in a real world setting. Labs involve classical and operant conditioning of animals and humans. These projects are sequenced in increasing complexity with respect to concepts, techniques, theoretical basis, and conceptual integration of the empirical findings.

203 – Developmental Psychology This mid-size class surveys the influential theories, methods, and findings in the field of developmental psychology, with a more in-depth examination of a few select topics. Lecture is combined with large and small group discussion and the use of relevant audiovisual recordings of developing individuals to facilitate understanding, integration and application of ideas. Students are evaluated based on 3 evenly space exams, two papers, one real-world developmental observation, and class participation (in that order of priority).

205 – Social Psychology This is a broad survey of the field of social psychology, including such topics as attitude change, interpersonal attraction, social cognition, and aggression. It is usually a large 2 class of close to 50 students. Students locate and do a critique of a journal article, and they also read three assigned journal articles and write an abstract of each article. Students are assessed by the quality of the written critique and abstracts and by a series of four examinations.

207 – Theories of Personality This course provides an overview of a half dozen major theoretical perspectives on personality as well as empirical evidence in their support. Typically 40-45 students take this course. Students are assessed through four exams (using multiple choice questions, fill-ins, and short essays), abstract assignments similar to those used in Psych 205, and a few short essays in which they apply theories they have been learning to their “real life.”

208 – Sensation and Perception This course serves as an introduction to the study of how sensory information is registered and transformed into useful interpretations of the external world. Each of the major sensory systems is explored from a variety of perspectives including: anatomical, physiological, neuropsychological, behavioral, cognitive and/or ecological. Frequent (1-2 question) pop-quizzes to help students identify areas of strength and weakness. Homework assignments (activity plus brief written report) and in-class demonstrations are used to illustrate certain concepts. Three major exams (multiple choice/short answer format) assess students’ mastery of course content.

Neuroscience 240 - Neuroscience I This course begins by exploring the neuron and its unique cellular processes. We then attempt to understand selected homeostatic, cognitive, and emotional processes at and across integrated levels of analysis (genetic, physiological, chemical, anatomical, and systems). Students take three exams (objective & short essay questions) emphasizing the application of information. Students also complete three lab projects that include: 1) group dissection of a sheep brain with an individual practical quiz on the neuroanatomy, 2) learning to use BIOPAC programs to measure physiological processes in humans, in particular for this lab the speed of nerve conduction and 3)working as part of a team to assess and diagnose “patients” with a range of symptoms illustrating neurological deficits. The latter two lab projects require written reports describing method, results and conclusions.

270 – Psychology and Film This is a discussion-based course that uses three different approaches to studying the connection between psychology and film: the psychology of making movies, the effect of film on the audience, and the representation of psychological topics in film. The focus of the course is on watching and discussing films, as well as on reading and writing about psychological aspects of film. Students read journal articles, and one film is watched per week. The course is organized around one film/theme per week. Topics include the functions of film, music, emotion, editing, violence, the application of psychological research to the development of a film rating system, stereotypes, prejudice, and dreams. Psychology-Appendix-3

Students write three papers, where they are asked to discuss the psychological aspects of a film from the film maker’s perspective, a film from their childhood, and a film that portrays a psychological issue. Students also write reaction papers for each film, and write discussion questions for each class based on the readings and films. The class size is generally around 20.

271 - Human Sexuality This course is discussion oriented (small group & whole class) and has a multidisciplinary emphasis, with initial emphasis on the biological and individual behavior. Evaluation consists of two essay exams (the first is a mix of objective and essay questions but the final is all essay), three short papers, a 10-minute individual oral presentation (called a reaction oral) and a 90-minute group oral presentation. Papers and the reaction orals require integration of personal experience or opinion and academic information. The group presentation requires the integration and application of theory, data, personal experience and opinion to a specific topic (e.g., pornography, sexual orientation). Students do extensive background research on their topic and integrate their findings into different forms of class presentation (e.g., debate, panel discussion, audiovisual supplements, surveys, guest experts). Instructor feedback on the reaction oral is to be used to develop presentation skills for the group presentation, Groups meet with the professor to discuss information and strategy at least twice before the presentation.

272 – Industrial/Organizational Psychology This course focuses on the application of psychology to the problems and behavior of individuals in work organizations. Topics include leadership, group dynamics, personnel selection, psychological testing, work motivation, and job satisfaction. The size of the class varied, but it is usually around 30 students. In addition to a textbook, students read a long series of magazine & journal articles and case studies. The students complete five projects, some of which are group projects, and they are assessed by way of either oral reports or written papers produced through these projects. One project involves the production of a videotaped job interview. The students are also assessed with three examinations.

274 – Environmental Psychology This applied psychology course focuses on the relationship between human behavior and the physical environment, which includes the interaction of humans with both natural environments and human made environments such as building and cities. The size of the class varies, but it is usually around 30 students. In addition to using a textbook, students read an extensive list of outside readings which includes short stories, magazine articles, and journal articles. The students complete three projects, one of which is a group project, and two of which involve the collection of data. In the group project, the students are assessed via a portfolio produced by the group and by an oral presentation 4 delivered by a group member. The other projects are assessed by way of a written paper. There are also three examinations. The learning competencies assessed in this course include the following.

275 – Psychology of Gender

This course is an introduction to the literature on gender. Emphasis is placed on the analysis and interpretation of research findings, as well as a critique of research methodologies. There are two exams, a research project in an area of the student’s interest, and a research paper. Topics include biological and developmental issues, as well as stereotypes, emotions, relationships, sexuality, school and work-related issues, and physical and mental health. A textbook, articles, and films are used. Class is discussion-oriented, and students write discussion questions for each class. Students also work on small-group projects in class. Class size is 25 students.

276 - Behavioral Pharmacology This course includes discussion of how psychoactive substances, both those used clinically as well as those used recreationally, affect our nervous system and hence our behavior. We also discuss clinical issues (e.g., addiction) and cultural (e.g., legal) issues. Students take three mixed-format exams, complete either two book reviews or one book review and one film review, do four laboratory exercises (one experiment with rats, one with humans and two clinical labs in which they assess and diagnose “patients” exhibiting symptoms that could be treated by or created by psychoactive substances) and do one 30-minute oral presentation on a specific drug of their choice that has relevance to their life.

277 – Clinical & Abnormal Psychology This course introduces students to the etiology, symptomatology, and treatment of a variety of psychological disorders found in children, adolescents, and adults. Students are presented with basic empirical and theoretical information about treatment and disorders, as well as individual cases of people seeking treatment. Students are assessed via two or three exams, papers in which they diagnose historical individuals or fictional film characters using the standard methods of the profession, and a group oral presentation on a disorder not covered by the professor or a current controversy in the field.

278 – Stereotypes and Prejudice This course is an introduction to the psychological literature on stereotypes and prejudice. We study general concepts and theories, as well as examine stereotypes and prejudice directed at particular groups. Emphasis is placed on the evaluation and discussion of this material. Topics include research methods, categorization, stereotypes, prejudice, discrimination, and the reduction of prejudice. The class size is 25, and we use a Psychology-Appendix-5 textbook, articles, and films. Students take two exams, write a film analysis, conduct an interview, write a paper based on that interview, and keep a journal. Students also work on small-group in-class projects.

279 - Theories and Methods of Psychotherapy

This course provides an introduction to the basic skills common across all forms of psychotherapy (e.g., empathy, rapport, active listening, etc.) and of the major theories of behavior change utilized today in therapy (e.g., Psychoanalytic, Cognitive-behavioral, etc.). The course is currently in flux, as the previous instructor is no longer at Knox and a new instructor will teach the class in Winter 2010, but based on previous syllabi, the course was small (14 people) and involved primarily writing assignments (based on mock therapy experiences), participation, and oral presentations.

Statistics 200 – Introductory Statistics This is an introductory statistics course that covers descriptive statistics and graphing, research methods, elementary probability, sampling distributions, confidence intervals, basic correlation and regression, and hypothesis testing with T tests and ANOVA. The students have almost daily homework assignments and are assessed by way of a large number of quizzes and examinations.

282 - Research Methods and Statistics II In its efforts to make sure students are well prepared for their senior research projects, we have created this course to teach students to think and communicate as scientists do, as well as how to do even more advanced statistics to test hypotheses. The course is designed primarily for psychology majors to help them understand how to: a) find a research question; b) construct an argument; c) find and apply evidence in support of an argument; d) design a study; e) gather, analyze, and interpret data; and f) effectively communicate this information both verbally and in writing. We approach the research process in three ways. First, students read relevant sections of four recent research articles. These articles will provide models for how some psychologists have successfully dealt with particular aspects of the research process. Second, we discuss a teacher- generated idea/topic to practice aspects of the research process together in class. Third, students generate their own idea/topic on which to work that may (or may not) serve as a springboard for your senior research project. Students are assessed using in-class exercises, regular homework assignments, two oral presentations (the first on their student generated argument and hypothesis and the second on their student-generated method), two papers (one on their student generated argument and hypothesis, i.e., their introduction and the second containing the argument, the hypotheses, the methods, and the results section) and two take home statistical assignments.

300c – Internship in Psychology This course serves as the connecting course of the Clinical Psychology Term and only students in this immersive experience may take it. It is offered only on an S/U basis and 6 integrates their internship in the community with basic information about counseling such as ethical practices, safety, note-taking, termination procedures, self-care, etc. Students are evaluated through reflective documents and diaries on their internship experience, reviews of articles relevant to their internship site, participation in group discussions, and the quality of their work at their internship site.

360 & 361 - Research Experience in Psychology I & II This two-course sequence represents the student’s capstone experience in psychology. In this research experience, the student must select a topic, complete a review of the relevant literature, conduct an empirical study and analyze the data statistically, write a scientific paper, and present the results of the project either at a research conference or at the psychology department poster session. Throughout this project, the student must demonstrate a mastery of all of the research skills that have been accumulated in earlier courses.

363 – Developmental Psychopathology This is an advanced seminar for a limited number of students designed to provide an in depth learning experience. Active student participation/leadership is emphasized and lecture is minimal. Students learn material primarily through text and primary source readings, which are integrated through class discussions. Students are evaluated by regular reaction papers, class discussion, class presentations/leading discussions on research articles, and successful completion of small group research project or project proposal. Students may also gain experience in evaluating the work of others by serving as reviewing for the work of classmates.

364 - Behavioral Neuroscience This course has a seminar and a laboratory section. Evaluation consists of two essay exams (with closed and open book sections), preparation of two laboratory reports and leading the class discussion on a recent primary source article. The course is run like a graduate seminar; it does not include lecture but rather involves regular discussion of a range of recent primary source articles. Laboratory procedures (involving both animal and human work) are structured by the instructor, but data analysis and full lab reports are prepared independently by the student.

365 – The Study of the Person

This seminar course involves the in-depth study of one historical individual and one contemporary individual. Students are presented with basic methods for such idiographic studies, as well as multiple models of excellent analyses of individual people. Students are assessed primarily through two building projects, one in which they propose a hypothesis regarding a historical individual and write a paper supporting that hypothesis using evidence from his/her life, and one in which they select a living person to serve as the class subject, design and administer (as a whole class) a 10-hour assessment of that individual’s personality, and then support a hypothesis about that person using evidence Psychology-Appendix-7 from his/ her life. Class participation and discussion also play a very important role in this class.

368 – Visual Cognition This course is intended to familiarize students with several current topics in visual cognition, through reading, discussion, writing and laboratory exploration. Class format is discussion. Students read original research reports about four or five currently controversial topics (~35 articles in total). At most class meetings, one or two students are selected to present that day’s readings to the class; each student presents three papers throughout the term. Students turn in weekly written assignments addressing a theoretical question about one of the topics. About midway through the term, students select one of the course topics and complete an experiment (designed by the instructor with input from students), individually or as part of a small group (depending on enrollment). The results are first presented at a poster session that is open to the Knox community and then reported in an APA-style manuscript (written individually, even when the experiment is completed as a group).

369 – Evolution and Human Behavior This advanced level class requires students to carry out an experiment as part of a group and to present the project results in an oral and poster presentation and a scientific paper. The class also reads an extensive list of journal articles in addition to two textbooks, and there are several quizzes and two major exams throughout the term.

371- History & Systems of Psychology This upper level course is a small, discussion based class in which students read primary sources from many different periods of history and discuss them. Class participation is a significant portion of the grade, and there are weekly quizzes as well. The students also write a series of three short papers.

380 – Dreaming This small seminar course is offered occasionally on a S/U basis. Students are presented with a variety of perspective on the interpreting and working with their dreams (e.g., Freudian, Jungian, biological, indigenous) and have the opportunity to practice such dream work. Students are evaluated through their class participation, a dream journal, a presentation they make on a topic relevant to dreaming not covered by the professor, and a final integrative paper in which they interpret a single one of their own dreams from three theoretical perspectives.