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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 103"
COURSE NAME: "Psychology of the College Experience"
SEMESTER & YEAR:
Fall 2024
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SYLLABUS
INSTRUCTOR:
Carmen Franzese
EMAIL: [email protected]
HOURS:
TTH 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: less than 59 credits earned
OFFICE HOURS:
By appointment
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COURSE DESCRIPTION:
The course, aimed at first-year students, provides an overview of contemporary and classic research in psychology relevant to the college experience. Through a combination of theory, research, and practical applications drawn from different domains of psychological inquiry (e.g., cognitive, social), the course will illustrate how psychological science may help students better understand academic and personal challenges, allowing them to develop the knowledge, skills, and mindset to thrive and make the most out of their college experience.
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SUMMARY OF COURSE CONTENT:
Through lectures, discussion, and in class activities, students will explore the challenges and opportunities of the college experience through a psychological lens. The focus will be on topics such as (but not limited to): Emerging adulthood and the search for meaning; Metacognition, the illusion of knowing, and evidence-based strategies for learning; Time management, self-control, and emotion regulation; Learning from failures and building resilience; Addressing discrimination and microaggressions; Developing friendship and romantic relationships; Handling conflict and cultivating open-mindedness; Building healthy habits.
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LEARNING OUTCOMES:
LEARNING OUTCOMES
By the end of the course students should
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Demonstrate a basic understanding of key concepts and theories in psychology by using and applying them to understand their college experience.
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Develop an understanding of how individual differences, identities, and worldview (our own and other’s) may influence beliefs, values, and interpersonal interactions.
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Develop self-regulation, refine project management skills, and teamwork capacity.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Quizzes | These are intended to check students’ basic understanding of the psychological concepts and theories discussed in class and in the readings. There will be 2 of them. One during week 7, and the other on the last day of class. | 30% |
| Reflection Papers | These brief papers (e.g., 350 words) will allow students to demonstrate their ability to relate course content to their own experience, and to reflect on how individual differences, identities, and worldview can influence beliefs and interactions. There will be six of them throughout the semester. | 30% |
| Final Group Project | This assignment is designed to assess students’ understanding and application of course material as well as help them refine project management skills and teamwork capacity. Students will work in pairs (or small groups) to create an educational video for future students, where they illustrate a psychological topic of their choosing and its relevance to students’ college experience. Details on the project will be provided on the first day of class. | 30% |
| Engagement and participation | Part of your grade will also be based on your active participation in class discussions and activities, your attendance, and engagement with the class (rather than your phone). | 10% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
While attendance is not required, it is strongly encouraged. Part of your grade will be based on your participation and engagement with class activities and discussion. And you can only participate if you are actually there. Please do not arrive late and/or plan to leave early. It will be disruptive to everyone. In addition, you’ll be missing important information that is usually given in the first and last minutes of lecture. The use of a laptop in class is only allowed to take notes. If you are found to use it for other purposes, you will lose this privilege.
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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TENTATIVE SCHEDULE of TOPICS and SAMPLE READINGS
INTRODUCTION TO THE COURSE
PART I. Understanding College Transitions: Lessons from Developmental Psychology
Week 2. Emerging adulthood and the search for meaning.
PART II. Developing Academic Competence: Lessons from Cognitive Psychology
Week 3. Mental resources & the myth of multitasking.
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Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2, 140-154.
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Rosen, L. D. (2017). The distracted student mind—enhancing its focus and attention. Phi Delta Kappan, 99(2), 8-14.
Week 4. Learning & Memory: Learning styles, metacognition, and evidence-based learning strategies
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Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, 417-444.
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Dunlosky, J. (2013). Strengthening the student toolbox: Study strategies to boost learning. American Educator, 12-21.
PART III. Developing Academic Competence: Lessons from Personality Psychology
Week 5. Motivation, grit, and individual differences
Week 6. Managing and regulating emotions
PART IV: Developing Social Competence: Lessons from Social/Cultural Psychology
Week 8. Fitting in: Imposter syndrome and belonging
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Pákozdy, C., Askew, J., Dyer, J., Gately, P., Martin, L., Mavor, K. I., & Brown, G. R. (2023). The imposter phenomenon and its relationship with self-efficacy, perfectionism and happiness in university students. Current Psychology: 1–10, 1–10.
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Students’ sense of belonging matters: Evidence from three studies
Week 9. Creating meaningful relationships
Week 10. Getting along: Cultural competence, implicit bias, and prejudice
Week 11. Working with others: conflict, tolerance, and open-mindedness
PART V: Developing Healthy Habits: Lessons from Clinical/Positive Psychology
Week 12. Stress & Coping.
Week 13. Sleep, Nutrition, & Exercise.
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An Underappreciated Key to College Success: Sleep (The New York Times, 2018)
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Reuter, P. R., Forster, B. L., & Brister, S. R. (2020). The influence of eating habits on the academic performance of university students. Journal of American College Health, 1-7.
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de Vries, J.D, van Hooff, M.L.M, Geurts, S.A.E., & Kompier, M.A.J. (2016). Exercise as an intervention to reduce study-related fatigue among university students: A two-arm parallel randomized controlled trial. PLoS ONE, 11, e0152137.
Week 14. REVIEW & MIDTERM 2
Week 15. FINALS WEEK AND STUDENTS’ PRESENTATION
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