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 1:30-3; F 11-11:50; whenever I’m around
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.
Silvia, P. J., Delaney, P.
F., & Marcovitch, S. (2017). What psychology majors could (and should) be doing: A guide to research
experience, professional skills, and your options after college (2nd
ed). Washington, D.C.:
American Psychological Association.
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 may also suggest
some readings for you 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 |
|
8/23 |
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 |
8/30 |
Library
presentation—Room 373 of library |
Read 1) Finding a Research
Topic and 2) Bibliographic Research from Leong & Austin, 2006 |
9/6 |
Writing
about research; Plagiarism; Faculty presentations |
Read Comments on summaries from
previous classes Read How
to read a research article Turn in (and bring to
class) plagiarism
assignment |
9/13 |
Faculty Presentations |
|
9/20 |
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 |
|
9/27 |
Faculty Presentations |
|
10/4 |
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…. Look at your program of
study in myUNIverse before class. 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 |
10/11 |
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 9/14 from
3-5pm or 9/18 from 2-4pm. Revise one of your article
summaries for a revised grade (turn in old and new versions). |
|
10/18 |
Journal presentations and
discussion
|
|
10/25 |
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 Instructions on how to
write a review (in process—will be distributed closer to the time) Should have met with 3
faculty by now. Turn in list
of faculty and thesis supervisor by October 27 (form available in
Dropbox) |
11/1 |
Read How to write a lot. Discuss plans. Writing exercise. Thought paper on writing
hindrances due. |
|
11/8 |
Bring in a rough draft of
your CV/resume |
|
11/15 |
Read 1) Posters and 2)
Visuals for Presentations from Nicol & Pexman,
2010 Read Presenting Your
Research from Prinstein & Patterson, 2013 Read 1) Presenting a
Research Talk and 2) Presenting a Poster from Silvia et al., 2017 Discussion of formal presentation
do’s and don’ts |
|
11/29 |
APA presentations |
|
12/6 |
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) |
12/11 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.).
Hale, C. (2013). Sin and syntax: How to craft wickedly
effective prose (Rev. ed.). New York: Three Rivers Press.
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.
Silvia, P. J. (2015). Write it up: Practical strategies for
writing and publishing journal articles. Washington, D.C.: American
Psychological Association.
Smyth, T. R. (2008). The psychology thesis: Research and
coursework.
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.
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.
Zinsser, W. (2006). On writing well (30th
anniversary ed.). New York: HarperCollins.
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.
(2012). Careers in psychology:
Opportunities in a changing world (4th 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.) (2017). 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.
Cummings, G. (2012). Understanding the new statistics: Effect
sizes, confidence intervals, and meta-analysis. New York: Routledge.
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. (2016). College teaching: Practical insights from
the science of teaching and learning. Washington, D.C.: American
Psychological Association.
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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