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Course Criteria
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2.00 Credits
A seminar focusing on the use of service and community engagement as a pedagogy for higher education. Students study the definitions, theories, and assessments of community-based service-learning as text. The role of reflection in fostering student learning is explored in depth. This is the first of a two-part sequence on service-learning theory and practice and culminates in the design of a service-learning component for an existing course. Credit: Two semester hours. Prerequisite: One service-learning course.
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2.00 Credits
A seminar and practicum focusing on the use of service and community engagement as a pedagogy for higher education. Students carry out the service-learning plan designed in the preceding course and serve as peer mentors for students in INTDS 201. This is the second of a two-part sequence on service-learning theory and practice and culminates in a formal presentation on the service-learning project undertaken. Credit: Two semester hours. Prerequisite: INTDS 201.
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1.00 Credits
Required of all students in Allegheny-sponsored off-campus programs. This course provides grounding in cross-cultural learning and communication, and guidelines for reflection on experiential learning. It provides a framework for students to explore the dimensions of their time off-campus differences and similarities among people, lifestyles, learning styles, and even knowledge itself. Students must complete the pre-departure orientation requirements (readings, assignments, paperwork submissions, etc.), on-site blogs, and re-entry assignments (final paper & poster session) upon return to Allegheny. The course is posted to their transcript the semester they return to campus. Credit: One semester hour.
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2.00 - 4.00 Credits
A short-term intensive course usually offered between semesters or after spring semester. Travel Seminars typically include travel in the U.S. or abroad, and incorporate direct observation of or involvement in activities that complement or illustrate the subject matter. The seminars integrate students' experiential learning activities with theory and research in various fields. Students are exposed to diverse ideas, peoples, cultures, or ways of living and thinking. The courses are designed and taught by Allegheny faculty. Individual Experiential Learning Seminars are reviewed by the International Working Group and approved by the Curriculum Committee. Credit: two, three, or four semester hours.
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4.00 Credits
An exploration of important issues about language and its impact on people's perceptions of one another. Topics include the comprehension of spoken and signed languages in social contexts, the acquisition of language, analysis of styles and registers, the role of language in maintaining social structures, and the cognitive and social aspects of bilingualism. Special attention is given to the ways in which language can contribute to stereotypes, discrimination and conflict, as well as to understanding and cooperation. Prerequisites: Psychology 206 and 160, 162 or 164.
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4.00 Credits
An examination of the encoding, storage, and retrieval processes of human memory: Special attention is given to classic and current models of memory from the fields of cognitive psychology and cognitive neuroscience. This discussion-oriented course critically examines arguments and techniques presented in primary sources. Topics covered include individual differences in memory, constructive memory, emotional memory, and memory across the lifespan. Prerequisites: Psychology 206 and Psychology 164 or 150.
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4.00 Credits
An examination of developmental issues associated with reading and the use of books in therapeutic settings. Topics include cognitive processes in word recognition, reading comprehension, reading development, reading difficulties, teaching reading, and the science behind biblio-therapy. Special focus is given to the practical applications of reading research and how reading can be used to improve thinking, language and learning. The course includes a service-learning component. Prerequisite: Psychology 160 or 164.
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4.00 Credits
An examination of the psychological processes underlying the perception of justice and fairness. The distinction between procedural and distributive justice is developed. The personal and social implications of justice norms, including equity, equality, responsiveness and reciprocity, are explored. The course is primarily discussion and emphasizes the analysis of original research. Prerequisites: Psychology 206 and 160, 162 or 164.
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4.00 Credits
An examination of the research/theory concerning attitude formation and change. Beginning with learning approaches to attitude formation, the course explores the variables that affect attitude change, propaganda, and persuasion. Learning, functional, consistency, and cognitive theories are developed through an examination of original research. The course is primarily discussion. Prerequisites: Psychology 206 and 160, 162 or 164.
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4.00 Credits
An application of psychological research/theory to the judicial process with an emphasis on social psychology. The course focuses on criminal justice models of justice as well as applications of research/theory from arrest through trial. Topics include confession, eyewitness testimony, jury selection, expert testimony, and punishment. The course format is lecture/discussion. Prerequisites: Psychology 206 and 162, 164 or 170. Psychology 162 is recommended.
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