Integrating a Psycholgy Curriculum Through the Incremental Building of Computer Skills

通过逐步培养计算机技能来整合心理学课程

• 批准号: 0836546
• 负责人: Alan Gittis
• 金额: $ 12.51万
• 依托单位: Westminster College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-05-01 至 2011-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0836546&HistoricalAwards=false
• 关键词: Integrating; Psycholgy; Curriculum; Through; Incremental

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.

心理学 (73) 该项目正在重新设计各专业的核心心理学课程，作为一个集成的硬件-软件基础设施，旨在随着学生升入高年级课程，逐步培养技术复杂的实验技能。学生技能是通过大二和大三的核心实验室课程以及课程内的附属课程中开发的练习来获得的。在高年级，学生将这些获得的技能应用到为期一年的顶点论文项目中。在操作上，该项目逐步培养使用 E-Prime 和 BioPac 技术的技能。培训从学生学习将 E-Prime 编程练习整合到有序的实验室课程中开始，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。 更先进的 E-Prime 技能是在评估和社会心理学的二年级至三年级核心实验室中获得的，学生还学习如何设计利用 BioPac 生理记录技术的项目。 为认知、异常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更多经验。因此，当学生开始他们的顶点研究项目时，他们已经接受了至少两门核心实验室课程的技术培训，并且可能还接受了其他几门课程的额外培训。由于该项目提供了更多技能驱动而非内容驱动的课程，因此学生的智力收益可能会转移到各种 STEM 职业，并培养批判性思维和综合技能。该项目正在通过项目涉及的所有课程中使用的前/后评估工具进行评估，该项目对基于 PCAT 工具（心理学领域集中成绩测试）的正在进行的部门评估的影响，以及质量的前/后评估 以及由外部评估者执行的我们的顶点论文项目的技术复杂性。除了出版物和会议演示之外，项目成果和文件还在部门网站（www.psych.westminster.edu）上传播。 它提供了所开发的材料和学生项目的详细描述，包括编程协议和在线手册。