Sexual Violence Prevention and Response Training for B.C. Post-Secondary Institutions

Short Description:
The Safer Campuses for Everyone training is a 75 minute online, self-paced, and non-facilitated training on preventing and responding to sexual violence in post-secondary institutions. This training is recommended for all members of the campus community: students, faculty, administrators, and staff. This implementation guide is intended to support post-secondary institutions in customizing and delivering the Safer Campuses for Everyone training. It includes information about how to adapt and edit the course content using the web application Articulate Rise and how to share the course through a learning management system such as Moodle, Blackboard, Canvas, and D2L.

Long Description:
The Safer Campuses for Everyone training is a 75 minute online, self-paced, and non-facilitated training on preventing and responding to sexual violence in post-secondary institutions. This training is recommended for all members of the campus community: students, faculty, administrators, and staff. This implementation guide is intended to support post-secondary institutions in customizing and delivering the Safer Campuses for Everyone training. It includes information about how to adapt and edit the course content using the web application Articulate Rise and how to share the course through a learning management system such as Moodle, Blackboard, Canvas, and D2L.

Word Count: 6286

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This textbook introduces students to the fundamental principles of what it is like to think like a psychology researcher in the contemporary world of psychology research.

Innovation in expression, as realized in media, tangible objects, performance and more,  generates new questions and new potentials for human engagement. When and how does expression engage us deeply? Many personal stories confirm the hypothesis that once we experience deep engagement, it is a state we long for, remember, and want to repeat. This class will explore what underlying principles and innovative methods can ensure the development of higher-quality “deep engagement” products (artifacts, experiences, environments, performances, etc.) that appeal to a broad audience and that have lasting value over the long term.

This course provides an introduction to important philosophical questions about the mind, specifically those that are intimately connected with contemporary psychology and neuroscience. Are our concepts innate, or are they acquired by experience? (And what does it even mean to call a concept ‘innate’?) Are ‘mental images’ pictures in the head? Is color in the mind or in the world? Is the mind nothing more than the brain? Can there be a science of consciousness? The course will include guest lectures by Professors.

A Guidebook for Optimizing Learning Contexts

Short Description:
Students enrolled in an undergraduate seminar in Educational Psychology each wrote three essays on how course content may apply to a learning context of their choice. Course content included Cognition, Self and Identity, Motivation, and Metacognitive Self Regulation. Learning contexts to which this material is applied span Early Childhood Education, Creative Writing, Math, Cheer Coaching, School Counseling, and Occupational Therapy.

Long Description:
In the summer of 2019, I entered into a teaching swap. An early career orchestra teacher gave me beginning guitar lessons and I created for her a tailored seminar in educational psychology topics selected just for her. After her first year on the job, she realized she had many questions about students related to cognition, identity, and motivation that were not addressed in her teacher-preparation coursework. The swap ended up being of value to both of us. And really, what a delightful way to spend a summer! We both love teaching and learning and music and shared our expertise with each other for nearly two months. As the next school year started, my friend felt that what covered was really beneficial. How wonderful.

As such, early in January 2020, my reading list and discussion notes in hand, I developed a proposal for a new course reflecting that summer “seminar” experience. I pitched the course to music education majors, and described it as an extension to the standard educational psychology coursework they were required to take. That is, I pitched it as an elective. By the time students began to register for summer and fall 2020 courses, the corona-virus had taken hold of our lives, and the format of summer school had to change. My thinking about the course had changed too. Rather than limit enrolled students to one kind of teaching application, I realized that we would all get more out of the course if it were expanded to include a variety of teaching (or coaching, mentoring, or therapy) experiences. And with that, enough students enrolled in the course to make it a “go.”

Before the course began I polled students about their interests and I made sure to include at least one reading that would be clearly related to their particular interests and experiences. Over the span of 4 weeks, the students and I dove in to the course content undaunted by our Zoom connection. Enrolled students entered with a variety of interests. Some had extensive teaching experience already, others had none. All, of course, had quite a bit of experience as students though, and so as the class rolled along, while learning new content we also learned about how it might apply to many different teaching and learning contexts. It really was a fantastic course.

In the chapters that follow, you will see how each student took the course material and applied it to a context of their own choosing. Each section is comprised of three chapters, all tailored to the context: Early Childhood Education, Creative Writing, Math, Cheer Coaching, School Counseling, and Occupational Therapy. While the authors are undergraduates, the knowledge they’ve gained and shared here is sound. Readers can trust that the recommendations are couched in empirical research and theory. We hope that you enjoy reading and that you find it useful as well! And if you want to read further yourselves, you will find the class reading list in the appendix.

Word Count: 32121

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Short Description:
Students in an undergraduate seminar in Cognitive Science share what they've learned, regarding the state of the field in AI research. While AI work is remarkable, even the most astonishing projects are a far cry from replicating human intelligence. Why is that? Well, for one, humans have yet to pin down their own intelligence.

Long Description:
Students in an undergraduate seminar in Cognitive Science share what they’ve learned, regarding the state of the field in AI research. While AI work is remarkable, even the most astonishing projects are a far cry from replicating human intelligence. Why is that? Well, for one, humans have yet to pin down their own intelligence. While work in AI may eventually point humans towards an answers to pressing questions regarding the nature of consciousness and matters of intelligence, at this present moment, the hard problem of consciousness is still that: a problem without a solution.

Word Count: 17607

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In this course you will learn about social cognition—the part of psychology that deals with how individuals understand and make sense of the social world. You will learn about research that allows you to better understand how people think about and act upon their social environment and the people who inhabit it. On the one hand, social cognition is a theoretical, fundamental part of psychology. It can give us answers about such fundamental questions as: how do people form opinions? Or: why do people sometimes do good things, and sometimes they behave unfairly or in a morally questionable way? On the other hand, social cognition is also a practical part of psychology because it allows you to make sense of social phenomena, which can in turn be applied to areas such as consumer decisions. The course covers classical psychological research about social cognition, and also discusses current debates in the field.

The aims of the course are to help you gain knowledge and understanding about theoretical and empirical perspectives, and to practice making judgments about the scientific literature we address. Specifically, on successful completion of this course, you will be able to

- explain key ways through which social settings influence cognitive functioning and overt behavior,
- explain the key theoretical concepts applied to explain of classical effects found in the social cognition literature,
- explain the design of classical studies in social cognition,
- interpret the results of classical studies in social cognition,
- compare the results of classical, more recent and replication studies in social cognition,
- illustrate selected cognitive and behavioral findings from the social cognition literature,
- plan your future approach to studying established scientific literature on social cognition while integrating state-of-the-art findings.

The contents are:
- History & Concepts
- Memory
- Heuristics & Biases
- Deliberate Decisions
- Affect, Mood & Emotions
- Automaticity
- Stereotypes
- Social Comparison
- Prosociality & Morality
- Consumer Behavior
- Approach & Avoidance

Word Count: 61991

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This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

This is a 3-credit, 10-week course.

This course is intended to serve as an introduction to the emerging and evolving fields of the sociology and psychology of physical activity. This course considers the many specialized facets of these topics in a review fashion, and selected topics, owing to their significance and/or empirical basis, are covered in more depth. This course considers both historical and contemporary developments in exercise psychology and sociology, and examines the social and psychobiological predictors and health-related consequences of physical activity behaviors.

An opportunity for graduate study of advanced subjects in Brain and Cognitive Sciences not included in other subject listings. The key topics covered in this course are Bipolar Disorder, Psychosis, Schizophrenia, Genetics of Psychiatric Disorder, DISC1, Ca++ Signaling, Neurogenesis and Depression, Lithium and GSK3 Hypothesis, Behavioral Assays, CREB in Addiction and Depressive Behaviors, The GABA System-I, The GABA System-II, The Glutamate Hypothesis of Schizophrenia, The Dopamine Pathway and DARPP32.

Humans are social animals; social demands, both cooperative and competitive, structure our development, our brain and our mind. This course covers social development, social behaviour, social cognition and social neuroscience, in both human and non-human social animals. Topics include altruism, empathy, communication, theory of mind, aggression, power, groups, mating, and morality. Methods include evolutionary biology, neuroscience, cognitive science, social psychology and anthropology.

Facilitator’s Guide for Use with Post-Secondary Students

Short Description:
"Starting a Conversation about Mental Health: Foundational Training for Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable training resource covers foundational mental health and wellness information for post-secondary students and ways to respond to peers who are experiencing distress. It can be used for a two-to three-hour synchronous training session or for self-study.

Long Description:
Starting a Conversation about Mental Health: Foundational Training for Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource covers foundational mental health and wellness information for post-secondary students and ways to respond to peers who are experiencing distress. It can be used for a two-to three-hour synchronous training session or for self-study. This resource has a decolonized perspective and was guided by the following principles: accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed. Handouts include a wellness wheel self-assessment tool, information on coping strategies, mental health resources, and scenarios and responses written by post-secondary students.

Word Count: 33363

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Short Description:
"Starting a Conversation About Suicide: Foundational Training for Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers sensitive, respectful, and detailed training on suicide awareness and response. It can be used for a two- to three-hour synchronous session, and it can be offered by counsellors and other trained staff to post-secondary students interested in creating safe and supportive environments on their campuses.

Long Description:
Starting a Conversation About Suicide: Foundational Training for Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers sensitive, respectful, and detailed training on suicide awareness and response. It was developed to reduce the stigma around suicide and to help students acquire the skills and confidence to ask if a peer is considering suicide, listen in a non-judgmental way, and refer them to appropriate resources. It can be used for a two- to three-hour synchronous session, and it can be offered by counsellors and other trained staff to post-secondary students interested in creating safe and supportive environments on their campuses. It was created to be accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed.

Word Count: 33760

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The purpose of this course is to provide background in the ways in which psychologists evaluate data collected from research projects. A researcher may gather many pieces of data that describe a group of research subjects and there are common ways in which these pieces of information are presented. Secondly, statistical tests can help investigators draw inferences about the relationship of the research sample to the general population it is supposed to represent. As a student of psychology or any other discipline that uses research data to explore ideas, it is important that you know how data is evaluated and that you gain an understanding of the ways in which these procedures help to summarize and clarify data.

Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Word Count: 5791

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Do poems think? Recurrent images of the poet as an inspired lunatic, and of poetry as a fundamentally irrational art, have often fostered an understanding of poets and their work as generally extraneous to the work of the sciences. Yet poets have long reflected upon and have sought to embody in their work the most elementary processes of mind, and have frequently drawn for these representations on the very sciences to which they are thought to stand - and sometimes do genuinely stand - in opposition. Far from representing a mere departure from reason, then, the poem offers an image of the mind at work, an account of how minds work, a tool for eliciting thought in the reader or auditor. Bringing together readings in British poetry of the eighteenth and nineteenth centuries with writings from the emergent sciences of psychology and the physiology of the brain, this interdisciplinary course will explore the ways in which British poets, in years that witnessed the crucial development of these sciences, sought to capture an image of the mind at work. The primary aim of the course is to examine how several prominent genres of British poetry - the lyric, for instance, and the didactic poem - draw from and engage in this period with accounts of cognition within the sciences of psychology, physiology, and medicine. More broadly, the course aims to give undergraduates with some prior experience in the methods and topics of literary study an introduction to interdisciplinary humanistic research.

This course focuses on families with members who are substance abusers, and the ways in which these families function. The course explores the methods and resources available for helping such families.

Successful Aging

Word Count: 64519

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