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 11-11:50; F 11-11:50; 1-2; 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
find/read from 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.) (2013). The portable mentor: Expert guide to a
successful career in psychology (2nd ed.).
New York: Springer Science + Business Media.
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 |
|
|
8/24 |
Time management panel |
Read Suggestions from previous students Read More
suggestions Read Life as a Psychology
Graduate Student (and 2 essays) from Kracen &
Wallace, 2008 Panel discussion of
managing time in graduate school |
|
8/31 |
Library
presentation—Room 373 of library |
Read 1) Finding a Research
Topic and 2) Bibliographic Research from Leong & Austin, 2006 |
|
9/7 |
Writing
about research; Plagiarism; Faculty presentations |
Read Comments on summaries from
previous classes Read How to read a
psychology article Turn in (and bring to class)
plagiarism assignment |
|
9/14 |
Faculty Presentations |
|
|
9/21 |
Read Sternberg’s tips Read Bem’s
article on how to write an empirical article Read Baumeister’s chapter on writing a literature review
Read
Article writing 101 from Sternberg, 2000 Read
8 common misconceptions about psychology papers from Sternberg, 2010 |
|
|
9/28 |
Faculty Presentations |
|
|
10/5 |
Choosing
an Advisor; PhD program prep; Program of Study |
Read 1) The Politics of
Graduate Programs and 2) Students and Faculty: The Growth of Relationships
from Walfish & Hess, 2001 Read Sternberg (2014) I Study What I Stink At…. 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 |
|
10/12 |
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 on either 9/21 from
2-4pm or 9/29 from 2-4pm. Revise one of your article
summaries for a revised grade (turn in old and new versions). |
|
|
10/19 |
Journal presentations and
discussion
|
|
|
10/26 |
Writing part 2; Reviewing
and accepting reviews |
Read
Reviewing Empirical Submission to Journals from Sternberg, 2006 Read
Reviewing and Evaluating a Research Article from Leong & Austin,
2006 Read Reading Reviews,
Suffering Rejection, and Advocating for Your Paper from Sternberg, 2000 Should have met with 3
faculty by now. Turn in list
of faculty and thesis supervisor by October 28 (form available in dropbox) |
|
11/2 |
Read How to write a lot. Discuss plans. Writing exercise. Thought paper on writing
hindrances due. |
|
|
11/9 |
Bring in a rough draft of
your CV/resume |
|
|
11/16 |
Read 1) Posters and 2)
Visuals for Presentations from Nicol & Pexman,
2010 Read Presenting Your
Research from Prinstein & Patterson, 2013 Discussion of formal
presentation do’s and don’ts |
|
|
11/30 |
APA presentations |
|
|
12/7 |
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) |
|
12/12 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. (2013). The
portable mentor: Expert guide to a successful career in psychology (2nd ed.).
New York: Springer Science + Business Media.
Sternberg, R. J.
(2016). Psychology 101 ½: The
unspoken rules for success in academia (2nd ed.).
Washington DC: APA.
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).
Pinker,
St. (2014). The sense of style: The
thinking person’s guide to writing in the 21st century.
New York: Penguin books.
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. (2013). Careers
in psychology: Opportunities in a changing world (4thpsycho ed.).
Morgan, R. D., Kuther, T. L., & Habben, C. J. (Eds.).
(2005). Life after graduate school in psychology: Insider's advice from new
psychologists. New York: Psychology Press.
Oster, G. D.
(2006). Life as a psychologist: Career
choices and insights. Westport, CT: Praeger.
Sternberg, R. J.
(Ed.) (2016). Career paths in psychology:
Where your degree can take you (3rd ed.).
Washington DC: APA.
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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.).
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