NewsletterPsychology

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University of GroningenThe Netherlands

Winter Newsletter 2009

Table of Contents

Graduate Education: The Cultivation ofIntellect & CitizenshipA Word from the Department Chair

New & Improved Undergraduate Degree

Girls in Science Summer Camp

Announcements Dr. Barbara Brumbach Goes to China Lindsay Lipman - Former Student Jules Troyer Defends Dissertation

Fieldwork Luncheon

Improving the Student Experiencein PSY101: Redesign Project

Publications

Graduate Education:The Cultivation of Intellect and

CitizenshipThe Psychology Department of the College of Social & Behavioral Sciences at Northern Arizona University (NAU) has developed a graduate student exchange program. The goal of the program, Psychology Scholarship and Teaching Exchange Program (Psych-STEP), is to build the intellectu-

al and citizenship skills among graduate students in psychology through a partnership with the Psychology Department at the University of Groningen (UG) in the Netherlands. NAU’s Psych-STEP program allows graduate students to study abroad for one academic semester. In addition to taking classes, students are matched with professors in their specialty areas for the purpose of conducting research.

In January 2009 Julia Berry, a second-year graduate student in the Department of Psychology, became the first graduate student to study abroad at UG. One of

A Word from the Department ChairWelcome to the Winter 2009 Department of Psychology newsletter! While the budget crisis looms, I would like for us to keep “our eye on the prize” as we strive for excellence in all that we do. The Psychology Department is multi-faceted; our faculty teach at the undergraduate and graduate levels, conduct basic and applied research, and provide service to the university, discipline, and community. As stated in our mission statement, the department integrates research and scholarship with teaching throughout its curriculum. This includes the use of existing research to enhance course con-tent and structure, and also includes student participation in faculty-directed research, student-initiated research, and col-laborative faculty-student research. In addition to supporting research and scholarship within the university community, the department participates in the larger discipline of psychology by encouraging faculty and student attendance at professional conferences as well as publicating in professional journals. I hope that this newsletter conveys some of the excitement that we feel about the many ways we fulfill our mission. Stay connected!

K. Laurie Dickson, Ph.D.

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New and ImprovedUndergraduate Degree opmental changes in behavior and mental processes). Our

four required breadth courses at the 200-level are consis-tent with these content areas. We are excited to offer two new required lower-division courses (PSY 255 - Biological Psychology and PSY 260 - Cognitive Psychology) to fulfill these recommendations. Another major change includes consistent prerequisites including statistics (PSY 230) and research methods (PSY 302W) and the relevant breadth course for upper division and capstone courses. This change is consistent with the APA suggested learning outcome to evaluate conclusions derived from psychological research. In addition, the logical sequencing of courses facilitates and enhances the integrative nature the required capstone experiences.

The Psychology faculty are confident that these new degree requirements will bolster students’ knowledge of psycho-logical concepts and research, fortify their understanding of research processes, and strengthen their critical thinking skills.

Psychology Major Core RequirementsFoundation Requirements 11 CreditsBreadth Courses 12 Minimum CreditsDepth Courses 9 Minimum CreditsCapstone Course 3 CreditsElectives 6 CreditsTotal Credits for Major 41 Credits

Foundation Courses (11 credit hours) *PSY 101 Introduction to Psychology (3 credits) *PSY 230 Introduction to Statistics in Psychology (PSY 101 prerequisite) (4 credits) *PSY 302W Research Methods in Psychology (PSY 101& PSY 230 prerequisites) (4 credits)

Breadth Courses (12 credit hours) - At least 4 of the fol-lowing courses. NOTE: All of these courses have PSY 101 as a prerequisite. *PSY 240 Developmental Psychology (3 credits) *PSY 250 Social Psychology (3 credits) OR PSY 227 Personality (3 credits) *PSY 255 Introduction to Cognitive & Behavioral Neuroscience (3 credits) *PSY 260 Cognitive Psychology (3 credits)

The Psychology Department is proud to unveil a new and improved Psychology undergraduate degree starting with the 2009-2010 catalog. The new degree requirements include Foundation courses, Breadth courses, Depth courses, and elec-tives. Dr. K. Laurie Dickson, Chair of the Psychology Depart-ment and Ms. Pam Stinson-Tattersall will host three advising workshops in order to facilitate students transition to the new curriculum. Freshmen and sophomore students should follow the new degree requirements. Most junior and senior students will follow the degree requirements from previous catalogs.

Advising Workshops

Session for freshmen and sophomores - Wednesday March 4, 2009 - 2:00 to 3:00 – SBS ROOM 111

Session for juniors and seniors - Thursday March 5, 2009 - 11:30 to 12:30- SBS ROOM 317

Open Session - Friday March 6, 2009 – 3:00 to 4:00 - SBS WEST ROOM 109

The Psychology faculty developed the new degree require-ments based on the American Psychological Association (APA) guidelines for the undergraduate psychology majors and the St. Mary’s Conference for Undergraduate Studies in Psychol-ogy. In addition, we utilized data and information gathered through the psychology department’s award-winning assess-ment strategies to inform our new curriculum. These changes reflect logical sequencing of skill development (statistics and research methods) and knowledge base development (content courses). As quoted in American Psychologist (p. 654, 2007), “Optimal programs specify and sequence course requirements to promote coherence across the requirements and electives. A distinguished program would provide a rationale for course of-ferings and attempt to unify the major in a capstone experience designed to integrate the variety of course offerings.” An im-portant goal of the new major curricular plan for psychology is to require adequate background for upper-division coursework and capstone coursework. The new structure does this through foundational, breadth and depth requirements.

One major learning outcome for all of our psychology majors is the demonstration of knowledge and understanding represent-ing appropriate breadth and depth in selected content areas of psychology as identified by the APA guidelines (learning and cognition; individual difference, personality, and social process; biological bases of behavior and mental processes; and devel-

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Depth Courses (9 credit hour minimum) - At least 3 of the following courses. NOTE: These courses have the following prerequisites - PSY101, PSY 230, PSY 302w, and appropriate breadth courses. *PSY 340 Child & Adolescent Psych (PSY240 prereq) *PSY 326 Group Behavior (PSY 250 prerequisite) *PSY 375 Social Psych of Self & Identity (PSY250 prereq) *PSY 415 Abnormal Psychology (PSY 227 prereq) *PSY 406 Clinical Psychology (PSY 227 prereq) *PSY 350 Advanced Cognitive & Behavioral Neuroscience (PSY 255 prereq) *PSY 355 Sensation & Perception (PSY 255 prereq) *PSY 320 Principles of Learning (PSY 260 prereq) *PSY 461 Language and Cognition – (PSY 260 prerequisite)

Capstone courses (3 credit hours) – At least one of the follow-ing courses. NOTE: These courses have the following prerequi-sites - PSY 101, PSY 230, PSY 302w, 85 earned hours: *PSY 408c Fieldwork Experience *PSY 486c Undergraduate Research *PSY 450c Historical Systems of Psychology *PSY 460c Community Psychology *PSY 480c Health Psychology *PSY 490c Senior Capstone - Special Topics

Electives *PSY 277 Human Sexuality *PSY 280 Cultural Psychology *PSY 344 Adult Development and Aging *PSY 491 Psychology of Women *PSY 370 Motivation & Emotion *PSY 346 Industrial Organizational Psychology *PSY 347 Personnel Psychology *PSY 348 Organizational Psychology *PSY 432 Psychophysiology of Drugs and Behavior *PSY 485 Undergraduate Research Experience *PSY 497 Supervised Independent Study *PSY 381 Psych of Emergency Response & Responders (web-based summer course) *PSY 365 Psychology of Stress Management (web-based summer course) *PSY 378 Positive Psych (web-based summer course)

Girls in Science SummerDay Camp

During the Spring and Summer of 2008, Dr. CJ Smith took on the role of Co-PI of the Girls in Science Summer Day Camp (GSSDC) to assist Dr. Loretta Mayer, PI, in coordi-nating the program and staff. During the Spring, Dr. Smith worked with the Project Director to develop and track the budget for the summer camp, increase enrollment at the schools, develop a fund-raising presentation for local organiza-tions, review the developing curricula and assemble a master planning file for how to prepare for and run the camp. Unique to this year’s GSSDC program was the addition of an Ad-vanced Camp for returning and older, more experienced high school-age girls. Dr. Smith was instrumental in assuring the camp CSI (Crime Scene Investigation) scenarios were suf-ficiently detailed, complex and realistic enough to provide the participants with as close to real-life investigations and science experiments as possible.

During the two camps, Beginning and Advanced, Dr. Smith supported the Project Director in troubleshooting and adapt-ing to the changing needs of the camp, participants and the inevitable schedule changes. She attended the camp to listen to the daily presentations describing investigative progress and the acceptance/rejection of hypotheses made by the girls related to their findings regarding their crime scenarios (e.g., DNA fingerprinting, soil analyses, blood typing, etc.). Dr. Smith also played the role of a hit and run victim during the Advanced Camp’s Accident Scene Reconstruction scenario. During this same camp, Dr. Smith presented to the group on variables influencing jury selection, type of line-up employed to ID perpetrators and the formation and role of false memo-ries in eyewitness testimony. Dr. Smith also acted as a judge for the girl’s formal and final professional scientific presenta-tions. Finally, Dr. Smith worked with the outgoing Project Director to draft final budgets and reports for the two camps. Thank you to Robert Audet for his help writing this article.

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Lindsay Lipman graduated from NAU in 2001 with a Bach-elor of Arts Degree in Psychology. During her tenure at NAU, Lindsay found a passion for the field of Organizational Psy-chology. Thus, she decided to do some independent study for Professor Clay Moore. After graduation, she took a job with Marriott International as a Marketing Executive, and went back to school to pursue her Master of Arts Degree. In 2004, Lindsay graduated from University of Phoenix with a Masters Degree in Organizational Management. She was hired by Centex Homes as a Marketing Coordinator and then promoted to a Marketing Project Manager. For the past two years she has been working as the Director of Marketing and Sales for The Princeton Review.

Dr. Barbara Brumbach

Announcements

Lindsay Lipman

Jules TroyerJules Troyer, a part-time Psychology instructor, has suc-cessfully defended her dissertation in the Educational Psychology Department. Congratulations to Dr. Troyer!

Dr. Brumbach presented her research at the Annual Meeting of the Human Behavior and Evolution Society in Kyoto, Japan this past summer. The paper addressed cross-validation of a life history model using quasi-populations.

Her main responsibility with the Princeton Review is to educate Arizona schools and students about getting into college and graduate school. She works with students, parents, counselors and student groups. Many high school counselors do not have the time to counsel their students on college and standardized testing, because of their heavy workload. Many of the counselors see over 500 students. This is where The Princeton Review comes in, and provides resources for the students. Lindsay has great passion for her job in the field of education. On many occasions, you can find her at public speaking engagements, talking about college admissions and standardized testing. Lindsay also works as adjunct faculty for Chancellor University as an online business instructor and substitutes for the commu-nity colleges teaching Interviewing, Nonverbal Behavior and Organizational Management courses. Lindsay would like to keep teaching but someday use her degrees and experience to become a Business Consultant.

Apply for UndergraduateResearch

PSY 485 Applications - Deadline

Monday, March 30, 2009

Placement Notification

Friday, April 17, 2009

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Fall Semester was an exciting time for students enrolled in Psychology 408 (Fieldwork Experience). Students served as interns in eight community settings and, together, completed over 1500 hours of supervised psychological or behavioral-intervention services. Students were placed at a variety of sites around Flagstaff including The Behavioral Pediatric Clinic at NAU, The Alternatives Center, the Coconino County Health Department, Marshall Elementary School, The Guidance Center, and Sharon Manor. Students who enroll in Psychol-ogy 408 are placed in a variety of sites where both the client population and the daily tasks for an intern may vary drasti-cally. This semester, interns facilitated groups to assist teenagers who are interested in quitting smoking, worked on targeted interventions to prevent self-injurious behavior among children with autism, provided support to persons undergoing treatment for cancer, and structured activities and life skill development sessions for women who had experienced intimate partner violence and who were receiving targeted treatment for issues related to domestic violence. As their final exam, students pre-sented to their peers, faculty from the Department of Psychol-ogy, and internship site supervisors a PowerPoint presentation on their internship experience. The luncheon celebrates the many accomplishments that psychology interns have accom-plished during an intense (but rewarding) semester applying their psychology course work into applied setting.

Fieldwork Ends Semester with Luncheon

Andrew Gardner, Ph.D., Fieldwork Students, and Mentors

For further information on Psychology 408c (Field-work Experience), contact Professor Andy Walters (andy.walters@nau.edu).

Fieldwork Students - Fall 2008Back Row: D a n i a A l l e n , M o n i c a C a s e y, S a r a hM a n a l i s a y, H e a t h e r T h o m p s o n , B r y a n B r o w nFront Row: B r a d l e y H e i m a n n , A d r i a n A n d e l i n ,K e n d r a M a r u m , J e n n i f e r C l a r k

Improving the Student Experience in PSY 101: Redesign Project

With the support of an Arizona Board of Regents – National Center for Academic Transformation (NCAT) grant to Drs. Miller, Wirtz, and Dickson, the Psychology Department redesigned Introduction to Psychology, a course that serves ap-proximately 2,000 students annually, making it the fifth-largest course taught on campus. It fulfills campus-wide liberal studies requirements and serves a variety of majors and minors, giving it unusually far-reaching impact on the educational experience of students at NAU. The traditional course was primarily a lecture-based course with eleven-175 student sections.

The redesign was based on NCAT’s principles of successful course redesign. An active, learner-centered approach incor-porated technology to facilitate a more individualized course

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experience while simultaneously reducing costs. Drs. Demir and Woodruff ’s team teaching enhanced course quality by giving students the opportunity to learn from faculty with the greatest expertise in a given topic area.

Course quality and learning outcomes were enhanced in a number of ways. The in-class student response system (clickers) promoted engagement during class and allowed instructors to monitor student understanding of the lecture material and at-tendance effectively. The required out-of-class web activities and practice quizzes served to further engage students with course material, previously limited primarily to reading the textbook. Students also received automated feedback to gauge their own progress and achievements. The early intervention system pro-vided individual assistance to struggling students.

Drs. Miller, Wirtz, and Dickson assessed the impact of the course redesign in several ways. The Psychology Knowledge test measures students’ grasp of basic psychology principles across sections and across the semester. Very strong results were obtained for the pre-test post-test comparison of psychology knowledge. In the redesigned section, performance improved from a mean of 31.2% correct on the pre-test to 40.2% for the post-test. This represents an improvement in .72 of one standard deviation, which is the second best ever obtained for a face-to-face section of this class since the department began using the knowledge assessment (2005). Course completion and the percentage of students failing or withdrawing were compared. The prevalence of D and F grades was approximately midway between those for the two traditional sections used as a compari-son. Similarly, drop rates in the redesigned course were neither dramatically higher nor dramatically lower than those observed in the traditional section. However, it is important to consider these findings in light of the substantial increase in the amount and challenge level of required course work compared to the traditional mode of delivery. Traditionally, students completed few or no assignments outside of the standard 4 exams, and class participation was not required or assessed. In the redesigned course, students completed 4 required web assignments, daily class participation questions, 14 required online quizzes, and a required research survey. In light of these increased demands,

the similarity in grade distribution compared to the tradi-tional course is acceptable; in other words, the redesigned course asks much more of students, and yet did not cause them to substantially lose ground in terms of grades. Fur-thermore, detailed investigation of student performance in the redesigned course revealed that every one of the failing students failed to complete one or more major course requirements, for example, missing most practice quizzes or all web assignments, or never registering a clicker to track attendance. Of the students who earned D’s, only two completed all course requirements. These results support the goals of the project – that students who make a good faith effort to complete all required work should succeed in the course.

The operational cost of the course was reduced by reduc-ing the number of sections from 11 to 6, increasing section size, and reducing the number of people teaching the course from seven to four. Implementing a team-teaching model enabled a section size increase from 175 to 2 sections of 400 and one section of 200. Each of the 400 student sections will be taught by two full-time faculty, and one full-time faculty member will teach the 200-student section. A full-time faculty member will function as a course coordinator to facilitate student research participation and consistency across sections. The cost savings were used to address budget cuts and to expand the department of psychology’s course offerings to include an honors section of Introduction to Psychology, special topics courses, and individual under-graduate research experiences.

our own NAU undergraduates, Ms. Berry has been work-ing under the super vis ion of Dr. Ann Huffman in the area of work-l i fe s tress s ince her undergradu-ate days and now will be working with Dr. Annet de Lange who shares similar research interests. This opportunity will provide Julia with an important cross cultural perspective related issues related to work-life processes. Julia will take two graduate courses, collaborate on research projects with her sponsoring professor, and be able to complete her re-

Graduate Education (continued from home page)

PSY 101 (continued)

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search thesis while at UG. One of the side benefits of such an exchange program is the collaboration and partnerships among the sponsoring faculty at both institutions: NAU and UG. We

expect that one or two students from UG will be coming to NAU and Flagstaff in the 2009-2010 academic year. Although the PsychSTEP program is in its first year, there are several fac-ulty members at both NAU and UG that are enthusiastic about the shared educational, cultural, and citizenship opportunities that lie ahead!

The NAU Department of Psychology’s PsychSTEP gradu-ate exchange program is one way NAU is meeting its goal for

“global engagement.” Internationalizing graduate education profits all. Through the experience, the student is provided the opportunity to develop both intellectually and socially. Finally, it is also the case that such exchange programs can strengthen the academic disciplines they represent. Completing a graduate program with international experience and expertise is likely to place our students in a position to apply their skills and citizen-ship to make a better world for us all.

Publications

Miller, M. (2009) What the science of cognition tells us about instructional technology. Forthcoming in March-April 2009, Change: The Magazine of Higher Learning.

O’Malley, C. W. B., & Walters, A. S. (2008). More than Brad and Angelina: Dimensionalizing sexual fantasy. Poster presented at the 49th Annual Meeting of the Society for the Scientific Study of Sexuality, San Juan, Puerto Rico, 09 November 2008.

Vucurevich, K. M., & Walters, A. S. (2008). Communicating patterns of relational interest: Investigating the nature of gender. Poster presented at the 49th Annual Meeting of the Society for the Scientific Study of Sexuality, San Juan, Puerto Rico, 09 November 2008.

Walters, A. S., & Nelson, A. (2008). Empowering minority youth with HIV-prevention skills and cultural pride: Results from the WHEEL club. Paper presented at the 49th Annual Meeting of the Society for the Scientific Study of Sexuality, San Juan, Puerto Rico, 08 November 2008.

Boyce, K. M., & Walters, A. S. (2008). Peer-instigated helping

behavior on romantic relationships characterized by physi-cally violent behavior: Does dyadic type matter? Poster presented at the 49th Annual Meeting of the Society for the Scientific Study of Sexuality, San Juan, Puerto Rico, 08 November 2008.

Nelson, A., & Walters, A. S. (2008). Designing culturally appropriate HIV prevention intervention: The WHEEL Club. Paper presented at the 49th Annual Meeting of the Society for the Scientific Study of Sexuality, San Juan, Puerto Rico, 07 November 2008.

Brumbach, B.H., Figueredo, A.J., & Ellis, B.J. (2009). Effects of harsh and unpredictable environments in adolescence on development of life history strategies: A longitudinal test of an evolutionary model. Human Nature, 20(1), 25-51.

Ellis, B.J., Figueredo, A.J., Brumbach, B.H., & Schlomer, G. (in press). Fundamental Dimensions of Environmental Risk: The Impact of Harsh versus Unpredictable Environment on the Evolution and Development of Life History Strategies. Human Nature.