PSYC 265 - PSYCHOLOGY IN BUSINESS AND INDUSTRY DR. KIRNAN

This course is of value to anyone who will eventually enter (or return to) the world of work, whether your career takes you into counseling, education, sales, computer programming or appraisal; it considers various management styles and working conditions. Be prepared for the workplace by learning the psychological principles that apply to these topics. This course is required for the I/O Track and is open to all other students.

COURSES OF SPECIAL INTEREST FOR FALL 1997

PSYC 312 - PHYSIOLOGICAL PSYCHOLOGY DR. PHILLIPS AND DR. RUDDY

Explores relationships between biological mechanisms and human behavior. Students learn how neurotransmitters and hormones may influence (and be influenced by) sleep, eating, exercise, addiction, sexuality, nurturance, aggression, pain and other sensations, stress, anxiety, depression (unipolar, bipolar, SAD, premenstrual), memory, attention deficits, obsession/compulsions, and schizophrenia. This course will educate you to understand the possible benefits and the possible limitations/side effects of pharmacological interventions -e.g., Prozac, Ritalin, Haldol, Melatonin ... (Please note: If you are planning to take the GRE's, you are advised to take this course before senior year.)

PSYC 314 - COGNITIVE PSYCHOLOGY DR. BAENNINGER

Dr. Baenninger is teaching Cognitive Psychology in Fall 1997. Cognitive Psychology is an interesting and exciting discipline that focuses on what goes on when people think, speak, and solve problems. The course addresses the perspectives of traditional cognitive psychologists, as well as "neural network" theorists, computational modelers, and cognitive neuropsychologists. Cognitive Psychology fulfills a requirement. Prerequisites PSYC 101-102

PSYC 317 - PSYCHOLOGY OF GENDER DR. PAUL

What does it mean to be male or female in our culture and others? "Gender" refers to the ways in which society and culture interpret sex: male or female. Look around and you will realize that notions of gender are everywhere. Newspapers, magazines, television all flash headlines about ways in which men and women are different and ways in which they are the same. In this exciting new course, we will untangle social and psychological messages, myths, theories and research about gender. We will do this through class lectures, discussions, exercises, and investigative projects. This course is relevant to all; males and females are welcome!!

COURSES OF SPECIAL INTEREST FOR FALL 1997

PSYC 365 - CONSUMER PSYCHOLOGY DR. KIRNAN

Do you own a car? Have you ever brought a CD, a six pack of beer, or a pair of jeans? Well, don't look now, but you're a consumer! Join us for a fun course that applies psychological theory and research tools to the understanding of our behavior in relation to consumer products and services. We'll explore interesting topics such as subliminal messages, persuasive techniques, consumer decision making, and children as consumers. You'll never look at an ad the same way again. This course counts as an elective in the I/O Track. This course is only offered in the Fall.

PSYC 367 - ORGANIZATIONAL PSYCHOLOGY DR. KIRNAN

We are all part of numerous organizations - family, school, and extra-curricular one to name a few. When you finish school, you will join another organization as you begin your career. This course will help you understand the dynamics of organizations - how people behave, why they behave that way, and methods of bringing about change - all within the organizational context. Our goal is to promote an understanding of basic psychological principles of perception, learning, and motivation as we seek to better understand the critical topics in the workplace of leadership, interpersonal communication, understanding diversity, and team development. This course is required for the I/O Track and is open to all others. This course is only offered in the Fall.

TEACHING EXPERIENCE FOR FALL 1997 (This is a type of internship in teaching; you will work closely with the professor discussing teaching methods and preparing materials.)

PSYC 368 - TEACHING EXPERIENCE IN PSYCHOLOGY

PSYC 101 - INTRODUCTION TO PSYCHOLOGY DR. BAENNINGER Dr. MaryAnn Baenninger is looking for two students to be Teaching Assistants for PSYC 101: Introduction to Psychology. Being a teaching assistant is a great personal and educational experience, and it also helps build your resume. If you are interested in serving as a teaching assistant, you must have earned a B+or higher in Introductory Psychology, and have taken at least one of Dr.Baenninger's courses, please contact her at ext. 2254.

PSYC 101 - INTRODUCTION TO PSYCHOLOGY I DR. HALL Interested in a good review for the GRE's and a way to learn more about teaching methods in psychology? Dr. Ruth L. Hall is teaching two sections of Introduction to Psychology 101 and is seeking one or two students to assist in the course. Specifically, the students will help with tutoring, exam review sheets and sessions, grading the objective portions of exams, and generating short answer questions. You will teach at least one class and have input into class activities. You must have received an A, A-, or B+ in Psychology 101. Graduate schools look for students who have had a variety of undergraduate experiences. Interested students should schedule an interview with Dr. Hall. Contact Dr. Hall in FH 439 or x2643.

PSYC 312 - PHYSIOLOGICAL PSYCHOLOGY DR. RUDDY Dr. Betsy Ruddy seeks students to assist with Physiological Psychology (PSYC 312). Assistants will serve as mentors and editors for students' papers, will conduct review sessions, and will supervise laboratory experiences involving collection of physiological data (heart rate, EEG, etc.)

PSYC 368 - TEACHING EXPERIENCE IN PSYCHOLOGY

PSYC 301 - RESEARCH METHODS IN PSYCHOLOGY DR. SARAFINO

Dr. Sarafino is scheduled to teach two sections of Research Methods and is seeking one Teaching Assistant (TA) for each section. The TAs will help students design research projects, work with students who need help with their statistical analyses, review and give feedback on drafts of student papers, review and write comments on papers and assignments students have submitted as course requirements, meet with students to provide tutoring, and to explain the feedback they receive on their papers. TAs must have earned a grade of a least B+ in the PSYC 301 course (with any instructor) at The College Of New Jersey to be eligible for this opportunity. Please contact Dr. Sarafino.

PSYC 313 - LEARNING, MEMORY & MOTIVATION DR. SARAFINO

Dr. Sarafino is scheduled to teach one section of Learning, Memory, & Motivation and is seeking one Teaching Assistant (TA) for that course. The TA in this course will help students design behavior change projects, meet with students to provide tutoring and review their work sheets for homework assignments, review and write comments on papers and other assignments students have submitted as course requirements. To be eligible for this opportunity, you must have taken the PSYC 313 course with Dr. Sarafino and earned a grade of at least B+. Please contact Dr. Sarafino if you are interested.

PSYC 224-ADOLESCENT PSYCHOLOGY PSYC 331-ABNORMAL PSYCHOLOGY DR. KRAUTHAMER

In each of these classes a Teaching Assistant (TA) will learn by helping students as a mentor who provides feedback on exams, and reviews and writes comments on papers and other assignments which students submit as course requirements. TA's will help students with their research projects and will have the option of conference participation when they accompany student presentations at major psychology conferences.

COURSES OF SPECIAL INTEREST FOR FALL 1997

PSYC 390 - SEMINAR IN INTERVIEWING

DR. WATERMAN

This seminar is designed to acquaint students with the full range of interview techniques used in psychology and to promote the development of the students' interviewing skills. This course is particularly appropriate for students who may use interviews in their future work in the areas of clinical or counseling psychology (particularly in the area of personnel), of as part of their research endeavors. Among the topics covered in the course will be (a) the appropriate use of structure, semi-structured, and unstructured interviews, (b) how to design an interview, including the writing of open-ended and close-ended questions, the verbal and body language communications of the interviewer and respondent, and (d) means for assessing honesty when conducting interviews, with feedback provided toward the improvement of interviewing skills.

PSYC 390 - CAREER DECISION MAKING SEMINAR

DR. ARCHER

This course is especially designed for junior psychology majors, although seniors are welcome. Are you wondering what you are going to do professionally when you graduate?

In this course you become the client and focus on yourself as a potential professional. We (a) examine career counseling as an occupation, (b) assess career theories in terms of their application to your vocational development, explore your awareness of your abilities, skills, values, strengths and weaknesses, (d) share knowledge extensively about occupational and postgraduate educational opportunities that we have researched, (e) develop job search skills, preparing resumes, personal statements, and practice self presentations, and (f) build some work world savvy. Throughout you will be sensitized to job search and decision-making skills for your future.

PSYC 397 - INTERNSHIP DR. BRELAND

Do you work regularly with older people? If you would like to explore getting internship credit for this experience, please talk to Dr. Nancy Breland at x2643.

PSYC 397 INTERNSHIPS: INSTRUCTIONS FOR INTERNSHIP STUDY APPLICATION

A. APPLICATION PROCESS AND DEADLINES

Complete the College's Internship Study Enrollment Form. Be sure to indicate the correct Course ID number: PSYC 397. This form may be filed during walk-in registration, the drop/add period or the first week of classes. However, filing of the form constitutes a preliminary registration ONLY. To be fully registered, the student must also receive approval of a detailed proposal from the Independent Study/Internship Committee of the Psychology Department. Instructions for preparing this proposal are detailed below. It is suggested that the proposal be filed at the same time as the college-wide form. However, students have until the first week of the semester to file the approved proposal. Should a proposal not be filed by this time, the student will not be registered for internship during that semester.

The committee cannot guarantee a timely review of Proposal applications received after May 2, 1997 for the Summer and Fall 1997 semesters. The deadline for Spring, 1998 semester is December 2, 1997.

B. PROPOSAL CONTENT

1. Internship Title (10 to 15 words)

2. Learning Objectives and Methods of Learning Explain what you will learn and how it will be learned, emphasizing the psychological principles involved in this placement. Identify the academic value of this work experience. Learning may take place in a formal or informal context both within the job and outside the job. There should be some reading component as part of your learning objectives. Detail these sources in a reading list.

3. Evaluation of Student Performance Detail the method of assessment agreed upon by you and your faculty sponsor. All internships include a substantial written assignment requiring research and/or creative work as the primary academic component. This might be a library research paper in a topic area which is relevant to the placement of a project (such as conducting a survey, or writing/revising training materials).

If you have not started the placement yet, you maybe unsure as to your topic. Please indicate, to the extent you can, what general direction the paper/project will take. List the topic areas in which you are interested and are currently pursuing as possibilities. Talk with your faculty sponsor and work supervisor to get ideas. The more specific you can be in describing your project, the easier it is for you. If you have decided on a topic, describe it in detail: the purpose, depth, and resources which you will use.

PSYC 397 INTERNSHIPS: INSTRUCTIONS FOR INTERNSHIP STUDY APPLICATION (CONTINUED)

Additionally, you and your sponsor should include periodic journals or logs, employer/supervisor evaluation, and on-site visit(s) by faculty sponsor.

4. Time Line Again, if a topic has been selected, detail the time frame for completion of major parts (target dates for completion of library research, writing, construction of questionnaires, collection of data, data entry, data analysis, etc.) If the topic is undecided, indicate a date by which an agreement will be reached with your faculty sponsor.

5. Reading List Attach a list of preliminary reading materials. This might include materials provided by the employer, specific articles and books for a selected topic, or general articles and books which will aid you in selecting the topic. Follow current APA format in citing these features.

6. Job Description and Intent to Hire Obtain from your prospective employer a letter of intent detailing your title, immediate supervisor, job duties and proposed work schedule (dates of internship and weekly hours). If a variety of job duties will be performed, this letter should provide approximations of the time you will spend each activity. Attach this to your proposal.

7. Submission of Application Meet with faculty sponsor to review and revise this proposal.

When all revisions are completed, submit (5) copies of this proposal to your faculty sponsor. Students applying for Internship must submit the Psychology Department Internship Application and a College-Internship Enrollment Form.

DEADLINE FOR PROPOSAL: Proposals must be submitted to Dr. Paul, the committee chair by May 2, 1997 for the Summer and Fall 1997 semesters. The committee cannot guarantee a timely review for proposals submitted after that date.

PSYC 399 - INDEPENDENT STUDY - PSYCHOLOGY

All full-time faculty can supervise independent study projects. Faculty listed below are interested in working with students on specific projects. (If you have a project YOU want to do, you must first find a professor willing to supervise your work.) A formal proposal must be prepared and approved by the Psychology Department Independent Study Committee before the semester begins. Your faculty supervisor will know the details about the paperwork required.

NOTE: Participation with Independent Study is an excellent way to get involved in exciting projects. Independent Study can also give you the kind of research experience that many graduate schools value highly and might even require.

DR. NANCY BRELAND - Are you interested in developing a proposal for studying some aspect of adult development and aging? Dr. Nancy Breland would to talk with you about your ideas. Students need not have taken PSYC 325, Adult Development and Aging, to pursue independent study in this area.

DR. MARYANN BAENNINGER is conducting several ongoing studies. You may discuss them with her and select PSYC 399-INDEPENDENT STUDY, or undertake PSYC 467,477 SENIOR HONORS THESIS, two semesters. Dr. Baenninger works with children on the development of perceptual and cognitive memory, and she would be happy to work with independent study and/or Honors Thesis students on these and related topics. Her current projects include conducting research on the factors that influence sex differences in spatial ability, and studies of children's recognition of faces, and their tendency to be fooled by disguises. Some of the questions addressed are: Is differential experience in childhood, not biology, the cause of sex differences in spatial ability? Does a woman's facility with verbal description impact negatively on her ability to do nonverbal tasks? What's the best way to present children with "Mug Shots" or "Line-ups" to increase the probability that they can identify someone they've seen previously? Do children pay more attention to the overall shape of the face, or individual characteristics, like glasses or mustaches? If you are interested in working with Dr. Baenninger on an independent study or on an honors thesis, stop in Room FH 455 and talk with her.

DR. CHAFFIN - MEMORIZING FOR PERFORMANCE: A CASE STUDY OF A CONCERT PIANIST. How does a concert pianist memorize for performance? To answer this question I am conducting a case study of a concert pianist preparing a piece for performance. If you can read music and are interested in this question, then this may be the research project for you. I am looking for two students to work with me on this project. If you would like to learn more about the project, Dr. Chaffin can be reached during the Spring semester at 771-2640.

PSYC 399 - INDEPENDENT STUDY - PSYCHOLOGY (CONTINUED)

DR. CHAFFIN - LEARNING THE MEANING OF NEW WORDS. We continually encounter new words and figure out their meanings from the context. How people do this is something of a mystery since most contexts do not allow the reader to correctly infer the meaning of the novel word. This project examines the idea that speakers learn new words meaning by building on their knowledge of words that they already know. I am looking for two students to work with me on this research. If you would like to learn more about this project, Dr. Chaffin can be reached at 771-2640.

DR. RUTH L. HALL - My research interests are: Eating Disorders and Body Image: I am currently conducting a study on bulimia, body image, and ethnic identity. People of Color. I am interested in the role of culture in the lives of African American, Asian American, Latino and Native American people. My current study examines the role of culture and ethnic identity and its relationship to cross-racial experiences. I am also interested in identity issues for bi-racial men and women. A third area is the role of culture in the diagnosis and assessment of people of color. Students can either participate in my ongoing research or design a project of their own. Athletes. I am interested in performance enhancement, psychosocial issues, and health concerns for athletes. My current research explores ethnic identity and cross racial experiences of athletes. Students interested in sport psychology as a discipline and would like to write a paper or conduct a study should contact me. Students can assist me in my research or select a topic within the field. Interested? Contact Dr. Hall in FH 439 or phone x2643.

DR. BETH PAUL- I am interested in sponsoring Independent Studies in the areas of personal relationships, gender and/or the college transition. Projects for Fall, 1997 include: 1) the development of an agenda for programs to prepare high school students for the college transition, and 2) research on "social network tension." I am open to other related student interests as well.

PSYC 399 - INDEPENDENT STUDY - PSYCHOLOGY (CONTINUED)

DR. ED SARAFINO - Psychological and biological factors in asthma. This topic reflects part of Dr. Sarafino's interest in Health Psychology, a relatively new field that examines the interplay of biological, psychological, and social factors in health and illness. Asthma is a respiratory disorder that appears to be affected by all three factors. The projects we will do will be based on a large amount of data that I have already collected on asthma and other illnesses in children. Students working on this research will meet with me weekly, do library research, conduct statistical analyses, and write papers. These data have already produced some exciting findings and research papers that are clarifying the role of psychosocial and biological factors in asthma.

DR. ALAN WATERMAN- Studies of personally expressive behavior. Students will contribute to the design and carrying out of research studies of how intrinsically motivated activities become personally meaningful experiences.