Course Objectives:
--To encourage students to engage in active inquiry and critique of extant psychological research as well as one another's work
--To help students gain perspective on psychology as a living, changing discipline
--To help students understand psychology's relationship to other disciplines and to historical conditions
--To help students identify both the roots of current controversies and probable future directions.
Format of Course:
The course will be conducted as a seminar, which requires active participation from all members. We will meet once or twice a week as a large group. During these meetings, students will be presenting information to their classmates on the status of their projects and asking for feedback or suggestions. Students may ask classmates to read an article or a draft ahead of time for discussion in class.
We may also use this time for presentation/discussion of other appropriate materials, such as faculty research, psychology alumni presentations, psychology controversies in the news, professional issues, etc. (Additional meetings will be called as needed).
Students will also be meeting individually or in small groups with the faculty member who is overseeing their project. These meetings will be arranged by the students and faculty member.
Course Project:
Each student will research a specific controversial topic in psychology and prepare a paper and presentation on the topic. In the paper/presentation, the student should:
--define the topic/problem/controversy
--describe the history of perspectives on the topic
--identify historical/cultural conditions (in psychology and in general) that have influenced these perspectives at various times
--provide a comprehensive review and analysis of the literature on the topic
--identify areas in which evidence is questionable, inconsistent, or lacking
--indicate the current state of knowledge/conclusions regarding the topic based on the extant research
--discuss the practical implications of findings on this issue
Papers should be typed, double-spaced, in APA format. Papers are due Monday, April 5.
Presentations should last one class period, including time for questions. This means that we will be meeting to hear presentations for the last 2 weeks of classes, beginning Monday, April 5. All students should be prepared to present on Monday, April 5. We will hear one presentation that day and determine the schedule for the rest of the term.
Keep in mind that this is your only project for the term, so you should already be working on it. You should consult research from other disciplines as appropriate to your topic, and you should not limit yourself to sources that are available at Hanover's library. TAKE ADVANTAGE OF THE TIME YOU HAVE AND BEGIN THE RESEARCH PROCESS NOW!
Other Assignments:
Class participation. Each student is expected to contribute actively to class discussions. In some cases, this will require leading discussions/presenting materials for discussion; in other cases, it will require responding to questions/offering suggestions.
Essay question and model answer. To encourage active listening and thinking during classmates' presentations, students will compose an essay exam question and model answer based on each presentation. The question should be one that requires critical thinking (e.g., analysis of issue, application, implications, comparisons, etc.) rather than simple explanation.
First discussion assignment: Choose a reading that you are working with for your project that is giving you some trouble. Put it on reserve in the library for PSY 461 NO LATER THAN MONDAY of the week that you are leading discussion. You might want to include a brief statement providing some context for the topic/reading, and maybe even some questions for thought/discussion. You will have about 25 minutes for discussion on your reading. You will be leading the discussion--might start by providing context, asking specific questions about a particular part of the reading, etc. Use this assignment to your benefit--get the insights of your fellow students and ask additional questions!
Course outline:
1/11 - 1/15 Course introduction
1/18 - 1/22 Ashley Hughes, Matt Vukin
1/25 - 1/29 Liz Gersbach, Sean Hanrahan
2/1 - 2/5 Val Kubly, Danny Waddle
2/8 - 2/12 Laura Beckman, Katie Rusch
2/13 Comprehensive Exam
2/15 - 2/19
2/22 - 2/26
WINTER BREAK
Begin Outline Presentations
3/8 - 3/12
Wednesday 3-10
Waddle
Hughes
Friday 3-12
Beckman
Kubly
3/15 - 3/19
Monday 3-15
Hanhranhan
Vukin
Wednesday 3-17
Gersbach
Rusch
3/22 - 3/26 Peer Review of Written Work MWF
3/29 - 4/2
4/5 - 4/9 Presentations
4/5 Valery Kubly
4/7 Matt Vukin
4/9 Katy Rusch
4/12 - 4/16 Presentations
4/12 11:00 Liz Gersbach
4/12 3:00 Ashley Hughes
4/13 Sean Hanrahan
4/14 Laura Beckman
4/16 Danny Waddle