October 26, 2011; Volume 6, Issue 2

• Breaking News: 2012 Registration Highlights

• Hot Off the Presses: Summer Classes!

• January Interim Again… With Even More Classes to Choose From

• Psychology and Human Development Club Updates

• Psi Chi Updates

• Did you know…About Double Counting?

• Independent Studies and Honors Projects: A Student Perspective

• Teaching Assistantships: A Student Perspective

• Recycling Registration Resources

• Interested in a Research or Teaching Assistantship, Internship? Check Out the Department Want Ads

Breaking News: 2012 Registration Highlights

Welcome to the registration-themed fall issue of the PF. Here are some hot-off-the-presses news items designed to help you pick classes wisely for the new semester.

1. Priority registration for Human Development classes: As usual, HUM DEV majors and minors will have priority registration access to our upper-level courses for the first couple of weeks of registration (until November 18th). Classes that also meet requirements for other majors (e.g., HUM DEV 331 for Psychology students) will also include those majors and minors in the priority registration period.

2. Hybrid vs. Internet classes and the tuition plateau: Hybrid classes offered through the department are included within the “tuition plateau” for full-time students, meaning their cost is included within the flat rate you pay for taking between 12 and 18 credits during a semester. Internet classes, usually offered through the Adult Degree program in the Fall and Spring semesters, are not included in the tuition plateau, and that could mean that full-time students are charged several hundred dollars for them above and beyond their full-time tuition rate. Only Student Billing can tell you what the cost would be in your specific situation, so please consult with them if you have any questions.

3. Dying, Death, and Loss returns: Popular long-time faculty member Dr. Illene Cupit (formerly Noppe) returns from sabbatical for the spring semester, meaning that Dying, Death, and Loss also returns to our Human Development course offerings!

4. Four sections of Developmental Research Methods available: HUM DEV 302 was in high demand this semester, so we will have 4 sections available to students for spring!

5. Getting an error message? Check that class section number!: We commonly hear from students once registration begins because they are getting an error message saying they don’t meet pre-requisites for a class when they believe they have. In many cases, this is because they are trying to register for a HUM DEV or PSYCH-prefix class that is offered through the Adult Degree program. Those classes have as a pre-requisite that students must have a major in Nursing or Interdisciplinary Studies (an Adult Degree program), which is why you get the error message. They are also typically Internet classes (see highlight #2 about the tuition plateau issue above!). You can easily identify these classes by looking at the section number. They will have a section number that begins with a “1” (e.g., 1800), while our department courses have section numbers beginning with a “0” (e.g., 0001, 0002). If you do really want to take one of these classes and are not an IST or Nursing major, you will be able to register (if there is still space available) after about one month of priority access for their students only. There is no guarantee space will be available.

6. Sociology/Anthropology requirement for Human Development majors: HUM DEV majors under our most recent catalog years need a specific upper-level sociology or anthropology course. None of those courses are being offered for Spring, other than in Internet format through Adult Degree. Because those classes require an IST or Nursing major and may cost full-time students more, we are offering the following options to Human Development majors who are graduating in May or August 2012 only (if you have some other special circumstance, consult with the Chair). Those students may take instead: DJS 333 Area Studies in Democracy and Justice: Eastern Europe; HUS 360 Globalization and Cultural Conflict; or SOCIOL 203 Ethnic and Racial Identities. They can also consult with their advisor about the possibility of changing their catalog year (if eligible), which could mean that they would not have to meet this requirement. If you are graduating next semester and take one of these alternative courses, you will need Dr. Vespia to complete a Course Substitution form. She will not do this until next semester when students are actually in the course. At that point, you will be able to file the e-form request with her.

Hot Off the Presses: Summer Classes!

Summer classes? Really? Are we thinking about that in October? You bet! The schedule of summer classes should be posted to students on-line at some point in December; registration for summer will begin on January 11, 2012. To give you a sneak peak at Human Development and Psychology offerings, here’s what we hope to offer during Summer 2012.

Community Sciences: COMM SCI 205 Social Science Statistics

Human Development: Introduction to Human Development; Infancy and Early Childhood; Middle Childhood and Adolescence; Dying, Death, and Loss (in person); Developmental Psychobiology (in person); Family Development

Psychology: Drugs and Behavior; Social Psychology; Psychology of Women; Psychology of Cognitive Processes; Psychology of Emotion; Abnormal Psychology

Note that all of these classes are expected to be Internet/Online unless “in person” is specified. They are, though, offered through our departments (not Adult Degree), so you won’t need to be one of their students to register as you do in Fall and Spring. The tuition plateau issue still applies, but it usually is not a problem for students in the summer because they don’t tend to be full-time in the summer term and are paying by the course anyway. A $60 Internet course fee does apply. Consult with Financial Aid and/or Student Billing if you have questions about summer costs and aid eligibility.

Psychology and Human Development Club Updates

Hello members, I hope you all survived midterms!

The main even that we have coming up is the annual Meet the Professors Night! We will be going bowling at Suamico again this year. This event has been lots of fun in the past, and we hope you will be able to join us! The exact date is not set yet, but it will be during the second or third week of November, so keep your eye out for upcoming information!

If you have any questions or would like to join PHD Club, please e-mail me, Kaitlyn Florer (President) at florkj22@uwgb.edu.  I would love to hear from you!

Psi Chi Updates

Hello Psi Chi members! First I would like to welcome our 27 new members; we look forward to getting to know you!

Our upcoming events are:

Journal Club: 10/27, 11/10, 12/1, 12/8 all @ 5:30 in the Fireside Room in the Mauthe Center (the Ecumenical Center) – there will be a new topic each journal club, and that topic will be sent out a week before we meet, so that if you are interested in joining us for that week, we can get you the links to the articles (usually 2, not too long). This is a pretty informal gathering where we read some fun articles and spend some time chatting about them. This week’s (10/27) topic is behaviorism. If you would like to come this week, please send an e-mail to florkj22@uwgb.edu, and I’ll get you the articles!

Victoria’s Dinner: 11/11/11 @ 6:00 – Victoria’s is a delicious Italian restaurant very close to campus. We do this each semester, as it’s a great way of socializing with other Psi Chi members and especially for getting to know our new members! If you are interested in joining us or have more questions, please e-mail florkj22@uwgb.edu. Please RSVP by 11/9 so we have an idea on numbers. Members will receive a Psi Chi email invitation to the dinner next week, and you can RSVP by simply responding to that message when you get it.

Meet the Professors Night with PHD Club: date TBD, but will be sometime during the second or third week of November. We will be going bowling at Suamico again; it was a lot of fun last year and we hope that you can join us!

Did You Know… About Double Counting?

In this feature, we address the issue of “double counting”. Did you know…that you can “double count” across different majors/minors/programs, but not within the same major/minor/program? For example, HUM DEV 331 Infancy and Early Childhood could double count by applying both to your Human Development AND Psychology major or minor since they are separate programs. However, HUM DEV 350 Developmental Psychobiology would only count as either the Biological Course for the Human Development major OR the Advanced Specialization course for the Human Development major (not both) since these two requirements are within the same major. These double counting rules hold true for Gen Eds as well. You can count a course toward both Gen Ed AND your major, but you can’t use 1 course to double count for 2 Gen Ed requirements.

Independent Studies and Honors Projects: A Student Perspective

In our second installment of articles about students’ individualized learning experiences, we asked Stephanie Freis to share her experiences about her honors project and independent study since she has been fortunate enough to do both.

1. Who are you working with for your independent study?

I am currently working with Dr. Vespia.

2. How did you find out about the independent study and go about getting it?

I was presented the opportunity by Dr. Vespia when we were both in Washington D.C. this summer for the 2011 APA Convention. After talking about it more formally at the beginning of the school year, we decided how many credits worth of work I would like to take on and outlined the major projects I will complete for this semester.

3. What kinds of things do you get to do for your independent study?

I’m gaining better experience in survey methodology and literature research. I will also gain experience in analyzing the data we collect. Before the semester is over I hope to take what we learn from our survey and apply it. The end goal is to profile past PSYCH & HUM DEV graduates on the UWGB website to give students a better idea on what they can do with a Bachelor’s degree.

4. Who did you work with for your honors project?

I had worked with Dr. Gurung.

5. How did you find out about the honors project and go about getting it?

To complete an honors project there is a GPA prerequisite. Since my GPA met the requirement, I was able to approach Dr. Gurung about an honors project and discuss my interests/plans for the semester. I had previously done a Research Assistantship with him so we knew each other’s work ethic and style – I was very happy to be able to continue working with him.

6. What kinds of things did you get to do for your honors project?

In general, I crafted a live discussion activity to immerse participants in a prejudiced Facebook situation. By working through the research challenges from conception, I was able to enhance my understanding of what it takes to be successful in the design, implementation, analysis, and report of a research study. The process also included extensive literary research.

7. What do you see as the major similarities vs. differences for independent studies and honors projects?

I think both an independent study and an honors project take a great amount of dedication as well as a proactive attitude. You need to be able to outline goals for yourself and stay on track throughout the semester. In my experience, I haven’t noticed astounding differences between the two opportunities. I think it matters more who you choose as a mentor and what topic/methods you plan to pursue. Otherwise, the GPA requirement is the main difference between the two.

Editors’ Notes: Independent study is also commonly used to engage in self-directed study with a faculty sponsor of a specific content area. In these cases, students don’t collect data or do their own research, they do more “class-like” work, such as reading and writing papers. They are studying a more in-depth topic of their choice, however (e.g., trauma in female military veterans), and one in which the faculty member has expertise. You need consent of instructor to do an independent study, and we can only sponsor so many of them and those within our content areas. Students interested in this option should approach the faculty member who seems most appropriate with a very specific idea of what they wish to study and how (maybe even with a tentative reading list!). Students interested in doing an honors project should also approach a faculty member who has expertise in an area they hope to study for the project. However, UW-Green Bay requires that students have a 3.5 GPA in the major (a 3.75 for all upper-level major courses) to do an honors project.

Teaching Assistantships: A Student Perspective

In honor of our all-registration issue, we’re including a bonus third installment about individualized learning experiences – a more recent interview with student Tonya Filz, who served as a teaching assistant for Introduction to Psychology.

1. Who did you work with for your teaching assistantship (TA)?

Dr. Gurung

2. How did you find out about the TA and go about getting it?

I had multiple TAs in other classes, but never really thought about applying for one. That is, until I was meeting with my advisor, Dr. Gurung. He was seeking TAs for a large lecture hall section of Introduction to Psychology with 250 students. At the time I was facing great uncertainty regarding future plans, and whether it would include graduate school or not. He suggested I apply for his final open TA position, which I ended up applying and subsequently being chosen to fill.

3. What kinds of things do you get to do for your TA?

The types of things you get to do for a TA vary with each faculty member that hosts TAs. In my teaching assistantship with Dr. Gurung, each TA was assigned a “pod” of 50 students to host review sessions for, and be the first contact point for questions and concerns about the course. Between the 5 TAs we reviewed in-class assignments, and took part in weekly meetings to discuss pedagogical issues in teaching such as making large lecture classes feel less like a large class, and more like a small class. Perhaps my favorite part of my TA came in the final week when each TA gave a lecture on a portion of the abnormal psychology section. I was terrified of speaking in front of so many students, and never considered myself a strong public speaker. However, I ended up receiving positive reviews and really enjoying lecturing. It was during the final week of class that I considered for the first time becoming a professor.

4. How do you think the TA relates to what you have learned in your classes?

I took Introduction to Psychology the first semester of my freshmen year, and completed my TA in the second semester of my junior year. By the time I completed my teaching assistantship, I had forgotten large amounts of what I learned in my own Introduction to Psychology course. It was extremely helpful for me not only to review the material, but also acquire a deep understanding of it to make sure I was able to explain it to my pod during review sessions. The depth of understanding I gained has helped me strengthen my foundation of psychology, which has led to greater ease of understanding more complex concepts that are presented in upper-level classes, as well as preparation for the GRE Psychology Subject Test.

5. How important has this TA been to your educational experience at UWGB, and why?

My TA shaped not only my educational experience at UWGB, but also my entire career goal. For my research project as a TA I was assigned to look at literature regarding specifically Undergraduate TAs. I became so fascinated by this material that I wanted to research this for my honor’s project; which over the next year I completed. The passion I first had for teaching quickly grew into a passion for researching a variety of topics. Since my TA I have had a 4.0 each semester, and am presently applying to Ph.D. programs in Clinical Psychology, in hopes of one day becoming a professor and being able to mentor undergraduates. In summary my TA experience made me a more confident, determined, and overall stronger student, and a more competitive applicant for graduate school. In fact, I have always said my TA was the first time I felt like a true psychology major, and not just a student.

Interested in a Research or Teaching Assistantship, Internship? Check Out the Department Want Ads

If you’re interested in research or teaching assistantships, internships, or even volunteer work, you should check out the Human Development and Psychology Want Ads, a website where faculty can post these opportunities. This is a particularly good time to look because most faculty members are looking for their spring semester assistants right now. Keep in mind that not all professors will post openings on the website, so if you don’t see someone listed, you may want to visit the faculty links on the Human Development and Psychology websites, see if that person indicates whether or not he or she usually works with RAs or TAs, and then e-mail the individual to express your interest.

To visit the Want Ads website click here. Don’t forget, though, that these are just internal positions, and that the Phoenix Recruitment Online (PRO) System through Career Services is where your job search should start. We also have very few internal internship positions. Your internship search might also involve PRO and the list of some of our past internships, but it should begin by making sure you meet pre-requisites and by talking with a faculty member (see our internship policy).