Integrating a Psycholgy Curriculum Through the Incremental Building of Computer Skills

心理学（73）这个项目正在重新设计专业的核心心理学课程，作为一个综合的硬件-软件基础设施，旨在逐步建立技术先进的实验技能，因为学生推进到高年级课程。学生的技能是通过定位在大二和大三的核心实验室课程，也通过在课程内的附属课程开发的练习获得。在他们的高年级，学生在他们为期一年的顶点论文项目应用这些获得的技能。在业务上，该项目逐步培养使用E-Prime和BioPac技术的技能。培训开始时，学生们学习将E-Prime编程练习整合到有序的实验室课程中，从“研究方法和分析”开始-这是该项目中所有课程的先决条件。 在评估和社会心理学的初级核心实验室中获得更先进的E-Prime技能，学生还学习如何设计利用BioPac生理记录技术的项目。 在为认知、变态心理学和行为神经科学课程开发的练习中提供了使用这些技术的额外经验。因此，当学生开始他们的顶点研究项目，他们已经在至少两个核心实验室课程的技术培训，并有可能在其他几个课程有额外的培训。由于该项目提供了一个更多的技能驱动，而不是内容驱动的课程，学生的智力收益很可能是转移到各种STEM职业生涯，也产生批判性思维和综合技能。该项目正在通过一个前/后评估工具进行评估，该工具用于项目所涉及的所有课程，该计划对正在进行的基于PCAT工具的部门评估的影响（心理学领域集中成就测试），以及由外部评估人员对我们的顶点论文项目的质量和技术复杂性进行的前后评估。除了出版物和会议介绍外，项目成果和文件也在经社部网站（www.example.com）上传播。 它提供了材料和学生项目开发的详细说明，包括编程协议和在线手册。

Psychology (73)This project is redesigning the core psychology curricula for majors as an integrated hardware - software infrastructure designed to progressively build technologically sophisticated experimentation skills as students advance to upper division courses. Student skills are acquired through core laboratory courses positioned in the sophomore and junior years and also through exercises developed in collateral courses within the curriculum. In their senior year, students apply these acquired skills in their yearlong capstone thesis projects. Operationally, the project incrementally builds skills in use of E-Prime and BioPac technology. The training commences as students learn to integrate E-Prime programming exercises into sequenced laboratory courses, beginning with "Research Methods and Analysis" - a prerequisite for all courses included in this project. More advanced E-Prime skills are acquired in the sophomore-junior level core laboratories of Assessment and Social Psychology where students also learn how to design projects that make use of BioPac physiological recording technology. Additional experiences with these technologies are provided in exercises developed for courses in Cognition, Abnormal Psychology, and Behavioral Neuroscience. Thus, when students begin their capstone research projects, they have had technological training in at least two core laboratory courses and are likely to have had additional training in several other courses. Because the project provides a more skill driven rather than content driven curriculum, the intellectual gains of students are likely to be transferable to a variety of STEM careers and also engender critical thinking and synthesis skills.The project is being evaluated through a pre/post assessment tool used in all courses involved in the project, the impact of the program on an on-going departmental assessment based on the PCAT Instrument (Psychology Area Concentration Achievement Test), and a before/after assessment of the quality and technological sophistication of our capstone thesis projects performed by outside evaluators. In addition to publications and conference presentations, the project outcomes and documentation are being disseminated on the departmental website (www.psych.westminster.edu). It provides detailed descriptions of the materials and student projects developed, including programming protocols and on-line manuals.