Registration Update: Fulfilling the Anthropology/Sociology Requirement for the HUM DEV major

There are three classes being offered in Spring 2013 that meet the Anthropology/Sociology Requirement for the HUM DEV major. They are ANTHRO 304 (1 section) and ANTHRO 320 (2 sections). Both are Internet classes and both are Adult Degree classes. If you are interested in these courses, make sure you carefully read our breaking news story above to avoid registration frustration! For seniors graduating in May 2013 or August 2013 only, we will also accept the following in-person classes as meeting this requirement. You will need to have the HUM DEV Chair (Dr. Kris Vespia) sign off on a course substitution form after the semester begins to get SIS to recognize that substitution. These additional class options for graduating seniors are: HUM STUD 327 Religion and the Social Order (no pre-requisites) and SOCIOL 404 Criminology (pre-requisites of Sociol 202 or Soc C D 204).

One More Reminder About Summer Classes

Even though registration for summer classes has been open for four months, there are still quite a few sections open for both Psychology and Human Development classes this summer.  In fact, at the time that this was written, there was at least one space available in every one of these classes. 

Here’s what is being offered:

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; Family Development

Psychology: Drugs and Behavior (in person); 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. Most are 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. Just make sure the section number begins with a “0.” If not, you may need permission from an Adult Degree instructor to register for the class. 

Breaking Registration News: What You Need to Know for a Successful Registration Experience

Keep reading to learn all you need to know to have the most successful registration experience possible. There are some changes for fall to be aware of, and some important reminder/tips that will make the process go more smoothly.

1. Change to Tuition Plateau Policy: As you have already been notified by e-mail, administration made a few changes related to tuition and fees that will take effect with the fall 2012 semester. One that we want to highlight for you relates to the “tuition plateau” (the idea that full-time students pay one flat rate to enroll in anywhere from 12 to 18 credits). As of the fall semester, Internet courses will now fall within the plateau, where they did not previously. If you are a full-time student taking 12-18 credits, that means you can now take Internet courses and not have to pay for them by the class above and beyond what you pay for your full-time tuition. A $20 per credit Internet course fee for any online classes does still apply. There is no Internet course fee for hybrid classes. Keep in mind that most, if not all, online classes in human development and psychology during the fall and spring semesters are offered by the Adult Degree program (see article in this issue on avoiding registration errors because there is still a priority for their students on those classes).

2. 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 April 20th). 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.

3. 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. The one class on this list that we know will be offered in the fall is the in-person section of ANTHRO 320 from 11 AM to 12:20 PM on Tuesdays and Thursdays. If, for some reason, this class will not fit into your schedule and you are graduating in December 2012, please consult with your advisor or the Human Development Chair (Dr. Vespia) to explain your special circumstance, and we will see if another option might be possible. We hope that more options will be available in the spring semester.

Avoiding Prerequisite Error Messages in Registration

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. As mentioned already, the tuition plateau policy for these classes, which are online, is changing for fall. However, Adult Degree Internet classes still 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 if you are instead a human development or psychology student. 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, 0800). 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 with instructor consent (only if there is still space available) after a month or more of priority access for their students only. There is no guarantee space will be available. To add to the confusion, remember that not all Internet classes are Adult Degree courses, so they don’t all have that prerequisite. Again, the key is to look at the section number.

Summer Classes Still Available

We first mentioned summer classes last October when it seemed like summer was never going to get here.  We’re back at it, though, at a time when the weather makes us feel like summer has come and gone.

 As you probably know, registration for summer classes has been up and running since January.  There are still some sections open for both Psychology and Human Development, though, so take a look. 

 Here’s what is being offered:

 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; Family Development

 Psychology: Drugs and Behavior (in person); 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. Most are 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. Just make sure the section number begins with a “0.” If not, you may need permission from an Adult Degree instructor to register for the class.  

Internships: A Student Perspective (Special Bonus Edition)

In preparation for fall registration, which will be upon us before you know it, the PF is proud to bring you interviews with not just one, but two students who recently completed internships! See below to learn more about how the students (Chris Kuhn and Bao Thao) found their internships and what they learned. If you are interested in pursuing an internship yourself, make sure that before you do anything else you read the appropriate human development and psychology internship policies and then consult with a faculty member who would be an appropriate sponsor for you. Please also remember that internships are not the only way to gain this great, applied experience; volunteer work and paid employment opportunities can be equally valuable.

Brown County United Way by Chris Kuhn

1. Where did you complete your internship?

Brown County United Way

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

I talked with my Psychology advisor about opportunities in the community that I could get involved with. She was a board member for the Brown County United Way, and suggested that I intern with their organization. She set up a meeting with who was to become my internship supervisor, and we went from there.

3. What kinds of things do you get to do on your internship?

I interned specifically with the Community Partnership for Children department of the Impact Council. My main project was working through data to collect information on the developmental milestones of children age 0-3. The data was used to create a tool that could be used to measure healthy development in the community’s infants. Besides working on that project, I was able to observe the 2-1-1 Call Center (a hotline that connects community members with local services.)

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

Many of the classes that I had taken relate to the healthy development of children. Infancy and Early Childhood stressed the importance of childhood development and how it has long-term implications throughout life. The work I was a part of showed the effort the community was making in order to ensure that healthy development.

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

The internship brought my knowledge full circle with its real-world application. Sitting in class, students are only able to learn about the topics in theory. Being able to experience the issues in an applied setting really highlighted the lessons that were being taught in class. Drawing the connections between class content and application was a very valuable learning experience.

Phuture Phoenix by Bao Thao

1. Where are you doing your internship?

I did my internship with Phuture Phoenix and worked on campus and at Preble High School.

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

I talked to my advisor about my future plans, and she suggested that doing the Phuture Phoenix internship would help me to get experience and work towards my future goals. I also saw the internship advertisement in the Pink Flamingo newsletter. From there, I contacted the Phuture Phoenix advisor and was then given an interview.

3. What kinds of things do you do on your internship?

As a fall semester intern (compared to a spring semester intern), I had the opportunity to experience, behind the scenes, about 1,400 fifth grade students come on campus and spend a day in the life of a college student. We did much planning for the two Phuture Phoenix days, and it was another year of success! Also, throughout the semester, I co-ran an extracurricular activity at Preble High School called FLITE (Future Leaders Inspired Through Empowerment). During this time, high school students came in to gain college knowledge and hear from different professionals in a variety of careers (arranged by us). In addition to that, I tutored at-risk high school students at Preble High School and served as a role model to them.

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

The internship relates a lot to my Middle Childhood and Adolescence class. This was because I worked with students that were in the adolescence stage, and I used much of the knowledge I gained from this course. Another class that my internship experience related to was Multicultural Counseling and Mental Health where cultural competence and cultural sensitivity is important, for I worked with many students of different cultural backgrounds.

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

This internship has made a big impact on me. It has helped confirm that school counseling is what I want to go into, and that high school students are the population I would prefer to work with. I feel that this internship has given me more experience and has benefitted me in many ways. Even though my internship has already expired, I decided to continue tutoring because knowing that not only has this internship made an impact on me, but that I have also made an impact on these students gives me great satisfaction.

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.

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.