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Viewing: PSYCH 4003W freys : Topics in Psychology-Behavioral Science - Writing Intensive

Last approved: Thu, 03 Nov 2016 20:49:57 GMT

Last edit: Thu, 03 Nov 2016 20:49:57 GMT

Proposal Type

Writing Intensive

Contact Information

freys
Scott
Frey
freys@missouri.edu
573/882-8065
Psychological Sciences
Are you submitting this proposal on behalf of an instructor?
No
Instructor for whom you are submitting proposal:
freys
Scott
Frey
freys@missouri.edu
573/882-8065
Psychological Sciences
Subject Area’s Department Chair/Director:
navehbenjamine
Esther
Naveh-Benjamin
navehbenjamine@missouri.edu
573/882-9944
Psychological Sciences

Term for Proposal

 
Spring 2017

Course Catalog Information

A&S
Psychology (PSYCH)
Psychology
4003W
1
6
30
Topics in Psychology-Behavioral Science - Writing Intensive
Organized study of selected topics in psychology. Particular topic and earnable credit may vary by semester. This course carries behavioral science distribution credit for non-psychology majors. Repeatable upon consent of department.
Behavioral Science
Lecture/Standard
A-F (allow student to choose S/U option)
PSYCH 1000. This course may be restricted to Undergraduate Psychology Majors during Early Registration.
 
 
 

Instructor Information

freys
Scott
Frey
freys@missouri.edu
573/882-8065
Psychological Sciences
(numbers only)
Tenured Professor
Scott Frey, Ph.D., Ed.M.
Miller Family Professor of Cognitive Neuroscience
University of Missouri
Department of Psychological Sciences
McAlester Hall
Columbia, MO 65211
No, instructor has never attended
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

In masonry, a “capstone” is the crowning piece that sits atop a completed construction. It is typically carved from harder material than the underlying stones, serves to drawn them together into a stable structure and to shield them from the erosive effects of the weather. While tempted, I will not ask for your help in rebuilding my garage this semester. Instead our “capstone” will be one of the crowning pieces of your psychology program. It will draw together some of what you have learned during your time as an undergraduate science major. By virtue of its being a writing intensive course, it will also help you to sharpen your skills in written communication. Regardless of where your post-collegiate adventures lead, the ability to communicate effectively and efficiently in writing will, like a capstone, serve your education in an encompassing manner.
Our focus is on action, a topic that until recently has been given little attention by mainstream psychology. By contrast, the study of action is central to the interdisciplinary field of Cognitive Neuroscience, my own area of expertise. Actions are goal-directed and undertaken by choice. That is, we decide which actions to pursue based on our perceptions, memories, motivations, personalities, emotional states, etc. Action is therefore a perfect focus for an integrative “capstone” course. As opposed to the more traditional topics that preoccupy cognitive psychologists (e.g., memory, perception, attention), actions are what natural selection operates on. The probability that an organism (including you) will reproduce does not depend directly on any of these isolated mental events. It depends instead on how the organism behaves, how it acts in the world. The study of action therefore serves to connect psychology to the rest of biological science.
Action is an enormous topic. We will devote our limited time to what is currently known about how we use information from vision and our other senses to select and guide fundamental actions in the world (e.g., reaching, grasping and manipulating objects, gesturing and using tools). This particular area of cognitive neuroscience has undergone a major revolution in the past thirty years, brought about by advances in our understanding of the human brain. My own research has played a role in this revolution, and I will endeavor to share the inside stories from these experiences, which have involved using the latest brain imaging and brain stimulation techniques, and also studying some fascinating patients whose brain injuries have revealed the inner workings of action mechanisms. When relevant, we will consider the implications of these findings for improving rehabilitation for those with brain, spinal cord, or bodily injuries.
 
Face-to-face
Self paced?

 
30
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Reaction papers
Complete weekly one-page reaction papers based on readings and class discussion
o Your professor will provide thought questions to motivate these short pieces. These brief papers will provide an opportunity to further develop your critical thinking and analytical skills and to refine your writing. They will also facilitate your developing a broad understanding of the field of action research in cognitive neuroscience.
Length of assignment:
15
Graduate TA
15
Graduate TA/Professor
30

Analytical Manuscript
Choose a focused topic in the study of action that is relevant to one or more of the readings in class. Research this topic and prepare a 4 -5 page manuscript using the APA style. You will be provided with feedback and given the opportunity to iteratively revise this piece prior to receiving your final grade for the assignment.
Length of assignment:
5
Graduate TA
5
Graduate TA/Professor
10

Total pages for all assignments:
First drafts:
20.00
Revisions:
20.00
40.00
Please note that reaction papers are written for 15 weeks and are one page per assignment.

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
 
• Reaction Papers: Complete weekly one-page reaction papers based on readings and class discussion
Your professor will provide thought questions to motivate these short pieces. These brief papers will provide an opportunity to further develop your critical thinking and analytical skills and to refine your writing. They will also facilitate your developing a broad understanding of the field of action research in cognitive neuroscience.
• Analytical Manuscript. Choose a focused topic in the study of action that is relevant to one or more of the readings in class. Research this topic and prepare a 4 -5 page manuscript using the APA style. You will be provided with feedback and given the opportunity to iteratively revise this piece prior to receiving your final grade for the assignment.
Each of 15 weeks, students are responsible for writing and submitting a one-page reaction paper. They will also write and revise a final analytical paper using APA format of four-five pages in length.
65
%
 
1
My TA will likely be assigned to me. I will send the TA to attend the writing intensive course and hope to attend myself as well. I will also review the work of the TA and provide her with feedback on a regular basis.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement


Additional Comments

 
Patricia Luckenotte (luckenottep) (Thu, 03 Nov 2016 20:49:53 GMT): I have added PSYCH 4003W, 01 to the Spring 2017 Schedule of Classes and cancelled the regular section of PSYCH 4003, 01 for Spring.
Key: 605