SECTION:
190 - 62
Faculty
Overview Of Research And Undergraduate Mentoring
(Forum)
Spring
2015
Tuesdays TIME:
10:00AM - 10:50AM Place: Flipse (FHF) 302
FACULTY MENTOR:
Daniel Messinger, Ph.D. Email: Dmessinger@Miami.edu
Phone:
305-284-8443
Office: Flipse, 5665 Ponce de Leon, Room 308
Office Hours: Tuesdays
12:30 - 2:00, and by appointment.
PEER ADVISOR: Andrew Mudreac (a.mudreac@umiami.edu)
Office Hours:
Tuesdays 8:30-11:00; Wednesdays 1:15-4:30; Thursdays 1:45-3:00
COURSE
DESCRIPTION: This course will provide an orientation to research in
psychology and opportunities for research in the Department with an emphasis
on social, emotional, neural, genetic, psychopathological, and other
components of development. Career opportunities in the field of
psychology will also be discussed. Students, faculty, and support staff
will discuss original journal articles selected from the psychological literature.
This course is the second part of a two semester sequence (FACT FORUM) designed
to provide orientation, advising, and mentoring to psychology and neuroscience
majors in order to facilitate their integration into the community of scholars
at the University of Miami
COURSE
REQUIREMENTS: Credit: Upon completion of this course, students will earn
1 credit hour applicable to the total number of credits to graduate from
UM. This credit will not apply to the Psychology major or minor.
Attendance:
Attendance is mandatory. Students missing more than 3 classes will not
pass. Exceptions will be made for documented medical or legal reasons or
University sponsored events (ex. participation on a sports team or musical
performance). This is a participation class. Grades will be
assigned according to the student’s knowledge of the material as demonstrated
in weekly papers and contributions in class.
Readings:
Weekly readings are listed on this website (below). Students are expected
to come to class prepared to participate in discussion of the weekly readings.
Papers:
A total of 10 short papers will be required. These papers will require
approximately 2 paragraphs – one consisting of a summary of the reading for the
day, and another giving your comments and on the topic. At the end of
each paper, you should also include a question that has come to you as a result
of the reading. The papers must be type-written, single-spaced, and fit
on one page.
There
are 11 opportunities to write papers (one is a special two paragraph
assignment; see below), so you have only one paper you can miss. Please bring
the paper to class and submit on BlackBoard’s SafeAssign.
For
each of the required 10 papers and the special assignment, if the paper is not
handed in by the beginning of class, you will lose one third of a letter grade (e.g.,
B+-->B). If the paper is not handed in by the next week, you will lose two
thirds of a letter grade (e.g., B+-->B-). If the paper is not handed in
within two weeks, the paper will no longer be accepted and you will lose a full
letter grade (e.g., B+-->C+). The goal is to come to class with the reading
and your paper done ready to discuss and participate. In addition, please give
a rating to each article we read from 1 (Terrible) to 5 (Excellent).
Quizzes:
Extra credit pop quizzes may be given from time to time to assess student
preparation for the class.
HONOR
CODE: You will be required to abide by the University of Miami honor code
pledge on each assignment. This pledge states: “On my honor, I have
neither given nor received any aid on this exam/paper/etc.” Cheating
and/or plagiarism will be considered sufficient reason to assign a failing
grade for the course. Please review the undergraduate honor code here
|
Tuesday. |
Reading (paper due) or Activity |
|
1.
1/13 |
Introductions
and tour |
|
2.
1/20 |
|
|
3. 1/27 |
|
|
4.
2/3 |
Burgaleta, M., Johnson, W., Waber, D. P., Colom, R., & Karama,
S. (2014). Cognitive
ability changes and dynamics of cortical thickness development in healthy
children and adolescents. Neuroimage, 84(0),
810-819. doi: http://dx.doi.org/10.1016/j.neuroimage.2013.09.038 |
|
5.
2/10 |
Chen, E., Cohen, S., & Miller, G. E. (2010). How
low socioeconomic status affects 2-year hormonal trajectories in children. Psychological
Science, 21, 31-37.
|
|
6.
2/17 |
|
|
7.
2/24 |
Gottlieb,
G., & Blair, C. (2004). How
Early Experience Matters in Intellectual Development in the Case of Poverty.
Prevention Science, V5(4), 245-252. |
|
8.
3/3 |
Advising. |
|
9.
3/10 – SPRING BREAK – NO CLASS |
|
|
10.
3/17 |
Mattson, W. I., Cohn, J. F., Mahoor, M.
H., Gangi, D. N., & Messinger, D. S. (2013). Darwin’s Duchenne:
Eye constriction during infant joy and distress. PLOS ONE.
|
|
11.
3/24 |
Werker, J. F., Yeung,
H. H., & Yoshida, K. A. (2012).How
Do Infants Become Experts at Native-Speech Perception? Current Directions in Psychological Science, 21(4), 221-226.doi: 10.1177/0963721412449459
|
|
12. 3/31 |
|
|
13.
4/7 |
|
|
14.
4/14 |
|
|
15.4/21 |
Research
opportunities Using
http://www.psy.miami.edu/faculty/
email me one paragraph about a Psychology Department faculty member,
indicating what Division they are in (Health, Child, or Adult), what they
research, what courses they teach, and something else you found interesting
about them. Also email a pretend email as if I were the professor,
and ask whether you can get involved in their research. |