Class Information Instructor Information
PSYCH
6285 Dr.
Helen C. Harton
Bartlett
34 Bartlett
2080; 273-2235
W 12-12:50 harton@uni.edu
http://www.uni.edu/harton
Office Hours: W 1:30-2:50; F 11-11:50; by appointment
Readings:
You need to buy:
1. American Psychological Association (2009). Publication manual of the American Psychological Association (6th
ed).
2. Silvia, P. J. (2007). How to
write a lot: A practical guide to productive academic writing.
You’ll also need to
print out chapters from (to be put in dropbox):
Davis, S. F., Giordano, P. J., & Licht, C. A. (2009). Your
career in psychology: Putting your graduate degree to work. Malden, MA:
Wiley Blackwell.
Kracen, A. C., & Wallace, I. J. (2008). Applying
to graduate school in psychology: Advice from successful students and prominent
psychologists. Washington, DC: APA.
Leong, F. T. L.,
& Austin, J. T. (Eds.) (2006). The
psychology research handbook: A guide for graduate students and research
assistants (2nd ed.).
Nicol, A. A. M., & Pexman, P. M. (2010). Displaying
your findings: A practical guide for creating figures, posters, and
presentations (6th ed).
Prinstein, M. J., & Patterson, M. D. (Eds.) (2003). The portable mentor: Expert guide to a
successful career in psychology. New York: Kluwer Academic.
Sternberg, R. J. (2010). The psychologist’s companion: A guide
to scientific writing for students and researchers (5th ed.). New York: Cambridge University Press.
Sternberg, R. J. (Ed.) (2000). Guide to publishing in psychology journals. New York: Cambridge University
Press.
Sternberg, R. J. (Ed.) (2006). Reviewing scientific works in psychology. Washington, DC: American
Psychological Association.
Walfish, S., & Hess, A. K. (Eds.) (2001). Succeeding in graduate school: The career
guide for psychology students.
Other articles and
websites that are available online are listed on the schedule below.
**Bring the readings to class
with you when we discuss that topic (hard copy or electronic).
Special
offer! Kim MacLin teaches the
undergraduate careers course online. Some of the assignments overlap with those
in this course, but there are others that are designed to help you think about
what you want out of your career and life, etc. You’re welcome to look
through her course materials and do any of those assignments on your own if you
like.
Course Objectives: This course
deals with a variety of professional issues that are relevant for people in all
areas of psychology. More specifically, the purposes of this class are to:
1) introduce you to the psychology faculty and familiarize you
with the research being conducted in the department;
2)
assist you in choosing your thesis supervisor and committee;
3)
facilitate your timely thesis completion;
4) provide you with information related to research at UNI
(e.g., library resources, human participants procedures); and
5) foster your professional development.
Course Description:
A lot
of the stuff in this class are things that are often taught informally, and
you’ll undoubtedly learn more about many of these topics from your thesis
supervisor and others. Some of them you may have even talked about as an
undergraduate, whereas others you should have
been taught as an undergraduate but weren’t. Other elements you may not
feel like you really need at this point. The idea behind the class is to take
this information that some people get and others don’t, and that comes at
odd times and piecemeal, and put it together to make sure that everyone gets at
least basic information on topics that are relevant for your thesis and for
your development as a psychologist early on in graduate school. If there are
things that you think don’t apply to you yet, then make notes and come
back to those things when it is applicable. It’s always easier to say
“I’ll pick it up as I go along” than it is to actually do that.
We want to make sure you get off on the right foot and stay there. The class is
also a time when you can ask questions about the thesis, classes, careers, whatever.
Your
responsibilities: You are responsible for attending all sessions,
reading the assigned books, websites, and articles, and completing assignments
described during class or on the syllabus. You should also meet with at least
three faculty members whose research interests you. These faculty members can
be any graduate faculty in the department; they do not have to be within your
“area.” In these meetings, you should discuss your research
interests and those of the faculty member. The faculty member will also suggest
to you 2-3 articles or other readings relevant to his/her research. By the end
of October, you should let me know who you have chosen as your thesis
supervisor (and make sure he/she has agreed to supervise you).
Individual
portion: Beginning by at least the first week of November, you
should also meet regularly (approximately weekly) with your thesis supervisor.
During these meetings you will discuss articles that you have read relevant to
your thesis topic and begin to develop your idea and topic more fully. Next
semester you’ll continue to work with him/her in an additional credit of
readings.
Grading: Your grade will be determined
by attendance, participation, and completion of various assignments (detailed
below).
|
Completion of Human
Participants Training |
required to get a grade in class |
|
Honors pledge |
required to get a grade in
class |
|
Plagiarism exercises |
required to get a grade in
class |
|
Informed participation |
10% |
|
2 article summaries |
15% |
|
Article review |
9% |
|
Journals presentation |
5% |
|
IRB form |
9% |
|
APA presentation |
8% |
|
APA test |
10% |
|
Timeline and writing plan |
2.5% |
|
CV/Resume |
9% |
|
Integrative review |
20% |
|
Conference information |
2.5% |
Academic Honesty Policy: Cheating and plagiarism of
any kind or amount will not be tolerated and will result in a 0 on the
assignment in question, regardless of intentions. Ignorance of the rules is no excuse.
If you have any questions about what is
acceptable, ask.
Tentative
Course Schedule:
|
Date |
Topic |
|
|
8/26 |
Time management panel |
Read Suggestions from previous
students Read More
suggestions Read Chapter 2 and 2 essays
from Life as a psychology graduate student, in Kracen
& Wallace, 2008 Panel discussion of
managing time in graduate school |
|
9/2 |
Writing
about research; Plagiarism;
Faculty presentations |
Read Comments on summaries from
previous classes Read How to read a
psychology article Choose research/APA, and do
exercises 2-1 through 2-4 (print out and bring in scores). |
|
9/9 |
Library
presentation—Room 373 of library |
Read Chapter 2, Finding a
research topic, and Chapter 3, Bibliographic research, in Leong & Austin |
|
9/16 |
Faculty Presentations |
|
|
9/23 |
Faculty Presentations |
Journal presentation due.
(may do some on 9/30 instead; assigned journals/teams in dropbox) |
|
9/30 |
Faculty Presentations |
Graduate Ethics Symposium
in Union, 1-4 |
|
10/7 |
Choosing
an Advisor; PhD program prep; Program of Study |
Read Chapter 7, The
politics of graduate programs, and Chapter 8, Students and faculty: The
growth of relationships, in Walfish & Hess Sternberg, R. J. (2014). I study what I stink at: Lessons learned from
a career in psychology. Annual Review
of Psychology, 65, 1-16. Bring your program of study
to class (print it out from MyUNIverse) Discussion of “how to
get along” (how to figure out what your thesis supervisor really wants
and how to keep him/her happy). Discussion of what you need
to be doing if PhD programs vs. jobs are in your future IRB training 2-4 in the
Union |
|
10/14 |
Read IRB
information online (choose Human Participants—IRB on left) and
review forms. Get your IRB training. You can
do this online program or go to the in-person training Oct. 7 from 2-4 in the
Union. |
|
|
10/21 |
Read Sternberg’s tips Read Bem’s
article on how to write an empirical article Read Bem’s article on how to write a review article Read
Chapter 14, Article writing 101 in Sternberg, 2000 Read
Chapter 1, 8 common misconceptions about psychology papers, in Sternberg,
2010 |
|
|
10/28 |
Writing part 2; Reviewing
and accepting reviews |
Bring in your second
article summary with your own comments on it based on what we read and talked
about last week. Read
Chapter 1, Reviewing empirical submission to journals, in Sternberg, 2006 Read
Chapter 4, Reviewing and evaluating a research article, in Leong &
Austin, 2006
Read Chapter 12, Reading
reviews, suffering rejection, and advocating for your paper in Sternberg,
2000 Should have met with 3
faculty by now. Turn in list
of faculty and thesis supervisor by October 30 (form available in dropbox) |
|
11/4 |
Read How to write a lot. Discuss plans. Writing exercise. Thought paper on writing
hindrances due. |
|
|
11/11 |
Bring in a rough draft of
your CV/resume |
|
|
11/18 |
Read Chapters 13 and 14,
Posters and Visuals for presentations, in Nicol & Pexman. Read Chapter 6, Presenting
your research, in Prinstein & Patterson. Discussion of formal
presentation do’s and don’ts. |
|
|
12/2 |
APA presentations |
|
|
12/9 |
APA presentation |
Integrative review paper
due. (short section that might be part of thesis—about 2-3 pages,
but several articles, in APA style, with references) |
|
12/14 1:00-2:50 |
APA style; Wrap-up |
Reading list (books that
address issues that are of interest to psych graduate students):
General/Covers
Many Topics
Buskist, W., & Burke, C. (2007). Preparing
for graduate school in psychology: 101 questions and answers (2nd
ed.).
Darley, J. M., Zanna, M. P., & Roediger, H.
L., III (2004). The compleat
academic: A career guide (2nd ed.).
Johnson,
W. B., & Huwe, J. M. (2002). Getting mentored in graduate school. Washington, DC: APA.
Kuther, T. L. (2008). Surviving graduate school in psychology: A pocket mentor. Washington, DC: APA.
Prinstein, M. J., & Patterson, M. D. (2003). The
portable mentor: Expert guide to a successful career in psychology.
Walfish, S., & Hess, A. K. (Eds.) (2001). Succeeding in graduate school: The career
guide for psychology students.
Presentations
and Writing
Cone,
J. D., & Foster, S. L. (2006). Dissertations
and theses from start to finish: Psychology and related fields (2nd
ed.).
Kendall-Tacket, K. A. (2007). How
to write for a general audience: A guide for academics who want to share their
knowledge with the world and have fun doing it. Washington, DC: APA.
Lambert,
N. M. (2014). Publish and prosper: A
strategy guide for students and researchers. New York: Routledge.
Miller,
S. A. (2014). Writing in psychology. New
York: Routledge.
Mitchell,
M. L., Jolley, J. M., & O’Shea, R. P. (2004). Writing for psychology.
Nicol,
A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide
for creating tables. Washington, DC: APA.
Nicol,
A. A. M., & Pexman, P. M. (2010). Displaying your findings: A practical guide
for creating figures, posters, and presentations (6th ed).
Smyth,
T. R. (2008). The psychology thesis:
Research and coursework.
Sternberg,
R. J. (2003). The psychologist’s companion:
A guide to scientific writing for students and researchers (4th ed.). New York: Cambridge University Press.
Sternberg,
R. J. (Ed.) (2000). Guide to publishing
in psychology journals.
Sternberg, R. J. (Ed.) (2006).
Reviewing scientific works in psychology.
Washington, DC: American Psychological Association.
Strunk,
W., Jr. (1999). The elements of style. New
York: Bartleby.com.
Careers
Davis, S. F., Giordano, P. J., & Licht, C. A. (2009). Your career in psychology: Putting your graduate degree to work. Malden, MA: Wiley Blackwell.
Keller,
P. A. (1994). Academic paths: Career
decisions and experiences of psychologists.
Kuther, T. L. (2005). Your career in
psychology: Industrial/organizational psychology.
Kuther, T. L., & Morgan, R. D. (2007). Careers
in psychology: Opportunities in a changing world (2nd ed.).
Morgan, R. D., Kuther, T. L., & Habben, C. J. (Eds.).
(2005). Life after graduate school in psychology: Insider's advice from new
psychologists.
Oster, G. D.
(2006). Life as a psychologist: Career
choices and insights. Westport, CT: Praeger.
|
|
|
|
|
|
Methods
and Statistics
Barak,
A. (Ed.) (2008). Psychological aspects of
cyberspace: Theory, research, applications.
Best,
S. J., & Krueger, B. S. (2004). Internet
data collection.
Birnbaum,
M. H. (Ed.) (2000). Psychological
experiments on the internet.
Fowler,
F. J., Jr. (1995). Improving survey
questions: Design and evaluation.
Grimm,
L. G., & Yarnold, P. R. (1995).
Grimm,
L. G., & Yarnold, P. R. (2000).
Grissom,
R. J., and Kim, J. J. (2013). Effect
sizes for research: Univariate and multivariate applications (2nd
ed.). New York: Routledge.
Hunter,
J. E., & Schmidt, F. L. (2004). Methods
of meta-analysis: Correcting error and bias in research findings (2nd
ed.).
Kline,
R. B. (2004). Beyond significance
testing: Reforming data analysis methods in behavioral research.
Leong,
F. T. L., & Austin, J. T. (Eds.) (1996). The psychology research handbook: A guide for graduate students and
research assistants.
Lipsey, M. W., & Wilson, D. B. (2001). Practical
meta-analysis.
Morgan,
S. E., Reichert, T., & Harrison, T. R. (2002). From numbers to words: Reporting statistical results for the social sciences.
Reis,
H. T., & Judd, C. M. (Eds.) (2000). Handbook
of research methods in social and personality psychology.
Sage
little green stats books (great little books on every statistic and
methodology you can think of)
Snyder,
L. B., Hayes, A. F., & Slater, M. D. (Eds.) (2008). The Sage sourcebook of advanced data analysis methods for communication
research.
Eyde, L. D., Robertson, G. J. & Krug, S. E. (2009). Responsible test use: Case studies for assessing human behavior (2nd
ed.). Washington, DC: APA.
Teaching
Benjamin, L, T.,
Jr. (2008). Favorite activities for the
teaching of psychology. Washington, DC: APA.
Buskist, W., & Davis, S. F. (2006). Handbook for the teaching of psychology.
Forsyth,
D. R. (2002). The professor’s guide to teaching: Psychological principles
and practices.
Goss
Lucas, S., & Bernstein, D. A. (2005). Teaching
psychology: A step by step guide. Mahwah, NJ: LEA.
McKeachie, W. J., & Svinicki,
M. (2005). McKeachie's teaching tips: Strategies, research and
theory for college and university teachers (12th ed.).
Sternberg, R. J. (1997). Teaching
introductory psychology: Survival tips from the experts.
Ware, M. E.,
& Johnson, D. E. (Eds.) (2000). Handbook
of demonstrations and activities in the teaching of psychology, Volume 3 (2nd
ed.).