Oct 28, 2011

Paid Research Assistant Position - Spring 2012

Jointly funded by the College of Behavioral & Social Sciences and the Department of Psychology, there are two great Emerging Scholars research opportunities in psychology now accepting applications for the Spring 2012 semester, and several more open BSOS-wide.  Applicants must have between 30 and 60 credits and a GPA of at least 3.5 to be considered, and will earn $1500 for their work with a commitment of 10 hours per week during the spring semester.

Click here to learn more about the Emerging Behavioral & Social Science Scholars Program.

To see the list of available positions, visit: http://www.ugresopps.bsos.umd.edu/ResearchOpps_List.aspx

For information on creating competitive resumes and cover letters, visit the Student Resources section of University's Career Center website

Application Deadline: November 14, 2011 at 4:00pm

Oct 25, 2011

Registration

Winter and Spring Registration


On Tuesday October 25th registration begins for students who would like to take a winter course. Go to www.winter.umd.edu to check out the course offerings.
Starting Thursday October 27th student registration appointments begin for Spring 2012.Please visit your portal at www.my.umd.edu to see the date and time you have been assigned for registration. If you have any registration blocks listed, please begin to address them immediately. For the best access to classes, it is important that you register on time.  If you have any questions, please feel free to contact the BSOS Advising Center at 301-405-1697.


Udall Scholarship


Are you a Sophomore or Junior strongly committed to making a difference in environmental issues through your studies, community service, and career plans?
 
Learn about the Udall Scholarship in Environmental Issues, a program that seeks to identify future environmental leaders in fields including public policy, engineering, science, education, urban planning and renewal, business, health, justice, and economics. Students from all majors are eligible. The Udall Scholarship provides up to $5,000 for tuition, room and board, or other educational expenses. The University of Maryland campus deadline to apply for Udall Scholarship nomination is Monday, February 6, 2012.

The National Scholarships Office is hosting several information sessions about the Udall Scholarship. Please RSVP to udall@umd.edu


UDALL SCHOLARSHIP INFO WORKSHOPS - FOR SOPHOMORES AND JUNIORS

Monday, October 31 at 4 pm - 2403 Marie Mount Hall
Tuesday, November 1 at 12 noon - 2403 Marie Mount Hall
Wednesday, November 2 at 12 noon - 2403 Marie Mount Hall
Thursday, November 3 at 4 pm - 2403 Marie Mount Hall

National Science Foundation Research Experiences for Undergraduates (REU) Program

Are you a freshman, sophomore or junior interested in summer 2012 research opportunities in natural sciences, engineering, or social sciences???

The National Science Foundation (NSF) funds a large number of paid summer research opportunities for undergraduate students through its "Research Experiences for Undergraduates (REU)" program. The REU program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing NSF-funded research programs or in research projects specifically designed for the REU program.

Please note: Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions.

There are hundreds of NSF REU program sites across the nation and beyond. An REU program sit consists of a groups of around 10 undergraduates who join NSF-funded research projects at universities and other research facilities, gaining valuable research experience. Each student is associated with a specific research project, where he/she works closely with faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. An REU Site may be at either a US or foreign location.

You can view available NSF REU program sites by searching in the NSF REU Database here: http://www.nsf.gov/crssprgm/reu/reu_search.cfm. Students must contact the individual REU project sites for information and application materials. Although application requirements vary widely by project, most include a minimum GPA requirement and previous research experience can be helpful.

The Maryland Center for Undergraduate Research is holding numerous 30 minute information sessions for students interested in learning about and applying for NSF REU Summer research placements - ALL SESSIONS WILL BE HELD IN ROOM 2100D, MCKELDIN LIBRARY.

Thursday, October 27: 10:30, 11:30
Friday, October 28: 9:30
Tuesday, November 1: 3:00, 4:00
Wednesday, Nov 2: 3:30, 4:30
Thursday, Nov 3: 10:00, 11:00
Friday, Nov 4: 10:00
Tuesday, Nov 8: 2:30, 3:30
Wednesday, Nov 9: 3:00, 4:00
Thursday, Nov 10: 11:00, 12:00
Friday, Nov 11: 9:30
Tuesday, Nov 15: 3:30
Wednesday, Nov 16: 4:00
Thursday, Nov 17: 10:00

PLEASE LET US KNOW BY EMAIL TO ugresearch@umd.edu WHICH SESSION YOU PLAN TO ATTEND - SPACE IS LIMITED!!!

The Cognitive Neuroscience of Criminal Psychopaths

Department of Psychology Colloquium
Wednesday, November 2 at 12:00 p.m.
BPS 1243

The Department of Psychology is extremely excited to announce that Dr. Kent Kiehl from the University of New Mexico will be speaking at the Departmental colloquium on "The Cognitive Neuroscience of Criminal Psychopaths."

Dr. Kiehl’s research focuses on understanding the clinical neuroscience of major mental illnesses, with special emphasis on criminal psychopathy, substance abuse, and psychotic disorders. He utilizes non-invasive techniques for measuring brain function, including event-related potentials (ERPs) and functional magnetic resonance imagining (fMRI) to elucidate the abnormal functional processes believed to underlie these clinical disorders. His research is critical in understanding how psychological and/or pharmacological treatment modulates these neural processes in order to effectively diagnose and treat these clinical conditions.

Oct 24, 2011

HLSA 391 - Humor Your Way to Good Health

WINTER TERM 2012
M, T, W, TH 12 PM - 3:30 PM
3 CREDITS

Discover your own humor talents while exploring the many aspects of humor practices including jokes, performance arts, graphic expression, story telling, anecdotes, and games.  Explore public health issues, social determinants of health and health behaviors.  Create humor-based activities and help children and older adults in the community learn about healthy lifestyles.  Inter-active and reflective class sessions, scholarly readings related to various academic disciplines, collaborative multi-disciplinary teamwork, and application of scholarship to practice in community based sites.

GLINER CENTER ON HUMOR COMMUNICATION & HEALTH
SCHOOL OF PUBLIC HEALTH

Black Psychology Association Meeting

NIDA - National Institute on Drug Abuse
Black Psychology Association

Career Paths in Psychology - Careers in Science and Funding Opportunities

This is a great opportunity to learn what you can do with your Psychology Degree and receive insight on how to go about accomplishing your career goals.  Plus, use this opportunity to network with an accomplished Psychologist!

Come on out, enjoy refreshments, network, and learn something new!  Open to all University of Maryland students, faculty, and staff.

Meeting
When: October 27, 2011
Where: Biology/Psychology Building Room 1142
Time: 5:15pm

Oct 22, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 21, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 20, 2011

Gallaudet University School Psychology Program

Do you have an interest in learning about deaf culture and sign language?  If so, Gallaudet University School Psychology Program in Washington, DC might be the right place for you. To learn more about the Gallaudet School Psychology Program, here is the link:  http://psychology.gallaudet.edu/Psychology/Graduate_Programs/PsyS_School_Psychology.html

If you are interested in learning more about the Gallaudet University campus and our graduate programs in general, or to an online application to the Gallaudet University School Psychology Program, here is the link to the Gallaudet Graduate Admissions Office:  http://aaweb.gallaudet.edu/GradAdmissions.xml

If you are interested in learning more about the profession of school psychology in general, please check out the following link at the National Association of School Psychologists:
http://www.nasponline.org/about_sp/index.aspx

Educate an autistic 18 year old male

Be trained to educate an autistic 18 year old boy. Curriculum includes Applied Behavioral Analysis, augmentative communication, Intellitools computer programs, Adapted Reading books, and life skills. 

Tuesday and/or Wednesday 4:30 to 7:30 pm. Potomac, need car. $14/hour. Contact Rochelle at rbobroff@verizon.net

Project Linus: Fleece-a-thon, 11/7

GESC is organizing a Fleece-a-thon to donate blankets to Project Linus, which helps children with debilitating illnesses. The Fleece-a-thon is set to take place on Mon, 11/7 from 6-8PM in STAMP's Prince George's Room. Stop by anytime to help out! Blanket-making is nothing more than cutting and tying knots, so it's definitely doable by all. We'll also make cards to accompany the blankets.

If you're interested in helping out, please sign up at our website:  studentorg.umd.edu/gesc/ 

If you have any questions, email us at umdgesc@gmail.com



National Residence Hall Honorary

National Residence Hall Honorary is an honors society on campus that recognizes top leaders. Our members are leaders who contribute to improving the campus community, including the residence halls. We are a sister organization of RHA and have the goal of making the best living environment and community possible. We participate in fun and beneficial service events, in addition to working to recognize other leaders on campus.

Interested? Come to our info session on Monday, October 24th at 6pm in 2123 JMZ. Applications are due November 13th and can be found at nrhh.umd.edu. You must live in the residence halls for at least 2 semesters, have at least a 3.0 cumulative GPA, and be in good academic standing to apply.

Have questions? Email us at marylandnrhh@gmail.com

INROADS Information Session/Application Blitz

Want PAID, consecutive summer internships that can provide you with real-world experience with a corporate sponsor like Lockheed Martin, Target, United Technologies, and more?

Apply to INROADS in order to apply to many of these corporate sponsors simultaneously. INROADS is a non-profit organization that helps college students obtain paid, consecutive summer internships with the goal of the students non-competitively converting from intern to full-time professional right after college.

You must have at least two (2) summers before college graduation with a 2.8 minimum GPA pursuing (or intending to pursue) a business-related or engineering major and career in business or engineering. For more information, e-mail the INROADS Student Association at inroadssa.umd@gmail.com

Thursday, October 27, 2011
6:00-8:00 p.m.
0108C (Letters & Sciences Conference Room) in the Hornbake Library

Note: Please bring your laptop!

Women's Fair

On October 26th, join the Panhellenic Association for the first annual Women's Fair! Stop by the PG Room in Stamp between 11 am and 3 pm to get resources from on and off-campus organizations that will help you maximize your time at Maryland.  All are welcome!


 

Active Minds - Meeting TODAY

Come to our meeting this week as we promote positive body image among college students by decorating sticky notes that will be used for our Eating Disorder Awareness Event.

Thursday, October 20th at 7 pm
Thurgood Marshall Room, Stamp

Friday 10/21 - Eating Disorder Awareness Event: Help Active Minds at Maryland post notes around campus with positive body image messages on them!

Hope Foundation

We are doing a Trick or Treating for Cans event on Sunday 10/30 from 2-6 pm. The cans will go to local cancer patients' families in the area. If you are interested in attending, sign up on our website. We especially need drivers who are willing to drive to the neighborhood where we are trick or treating, so if you can drive people please e-mail us back at umdhope@gmail.com 

AMSA General Meeting

AMSA will be having our first speaker of the semester, Dan Kelliher, a lawyer with his own firm from Columbia. He has bipolar disorder and he will share his experiences with diagnosis and treatment.  He is coming from NAMI (National Alliance on Mental Illness). Food will be provided. Hope to see you there!

Tuesday, 10/25, 7pm
STAMP Banneker Room

AMSA - Community Service Bingo Night at Hillhaven Nursing Home

AMSA will be visiting Hillhaven Nursing Home on the evening of Monday 10/24 to volunteer to help with Bingo night! We can take up to 10 volunteers. The dress code is casual professional and NO OPENED TOED SHOES. We will meet at 5:30 and volunteer from 6:00-8:00. We need at least one additional driver so please contact Alicia if you would be willing to drive. This event will fulfill a service point. Remember, you must get your service points to be an active member!


WHEN: Monday, 10/24, 5:30pm
WHERE: contact Alicia @ amcdonne@umd.edu

Kaplan MCAT Course Auction - TODAY

Are you planning on taking the MCAT in the next year? Interested in an MCAT course to help you boost your scores? Come join us in the Jimenez Room for a KAPLAN MCAT Course Auction where you could get a course at a discounted price! Don’t miss out on this great opportunity, hope to see you there!


WHEN: Thursday, 10/20, 7:30pm
WHERE: STAMP Jimenez Rm

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 19, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 18, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 17, 2011

WORKSHOP - Career Options for Psychology Majors

Tuesday, October 25, 2011
04:00PM - 05:00PM
Biology-Psychology Building 1208

Event Details: Not sure about your career options as a PSYC major? Attend this workshop to learn about career pathways within and outside of traditional Psychology related fields. Sponsored by the University Career Center & The President’s Promise. For additional information about this event: contact Crystal Sehlke at csehlke@umd.edu

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Presentation on the Psychology of Rumors

Here's a great opportunity to attend a presentation on the psychology of rumors... thank you to Psi Chi for spreading the word on this one:

http://umdpsichi.blogspot.com/2011/10/nationally-known-researcher-nick.html

Oct 16, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 15, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 14, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 13, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         If you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Oct 12, 2011

Strategies for Success in PSYC 100

Suggestions for Doing Well in PSYC100

Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         If you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Of course, if after consulting these various resources you still have questions or concerns please follow up with me and we’ll schedule a time to meet and discuss everything.  I’m confident that with the right approach and the proper support you can do well on the rest of the course.

Oct 10, 2011

More Job & Internship Opportunities for PSYC Majors

Careers4Terps is a free web-based service providing students and alumni access to full-time, part-time, and internship positions posted by employers looking to hire UM students and alumni. http://www.careercenter.umd.edu/ To read more about the positions below, log on to your Careers4Terps account and paste the ID number (listed beside the position titles below) in the “Search” box.


Spring Semester Intern (52056) DC Pretrial Services Agency - Washington, District of Columbia Intern Opportunities:• Conducting pretrial interviews;
• Tracking and reporting compliance with conditions of release;
• Evaluating defendant eligibility for PSA Supervision Programs;
• Coordinating treatment placements;
• Referring defendants to appropriate social service organizations;
• Conducting individual and group ... POSITION TYPE: Internship (Fall or Spring Part-Time)

Human Resources and Corporate Recruiting (51982) AFLAC - Rockville, Maryland
Master the intricacies of recruiting, interviewing & benefit planning along with other vital HR duties. Upon completion of this PAID internship, you will know more than most current corporate recruiters. This is the opportunity of a lifetime for students who want real world experience and an impressive resume builder. POSITION TYPE: Internship (Fall or Spring Part-Time), Summer Internship

Spring 2012 Intern for US EPA headquarters in Washington, DC (51969) US Environmental Protection Agency (EPA) - Washington, District of Columbia
The Environmental Protection Agency is seeking a number of interns in our program offices. Students should be motivated, hard-working and interested in environmental issues. There are several positions available:
Office of the Press Secretary: Interns will work first-hand with Administrator Jackson’s press secretary and staff, assisting ... POSITION TYPE:
Internship (Fall or Spring Part-Time)

Event Intern - Heart's Delight Wine Tasting & Auction (51944) American Heart Association - Arlington , Virginia
The Heart's Delight Wine Tasting and Auction is looking for an event intern to assist with event logistics and planning for the 13th Annual Heart’s Delight Wine Tasting & Auction. This opportunity focuses mainly on assisting with event administrative needs which may include but are not limited to, event correspondence, updating event contact ... POSITION TYPE: Internship (Fall or Spring Part-Time)

National Sexual Assault Online Hotline Internship (44024) RAINN - Washington, District of Columbia
The National Sexual Assault Online Hotline is the first secure web-based hotline providing live and anonymous support through an interface as intuitive as instant messaging.
To learn more about the Online Hotline Internship please visit http://rainn.org/about-rainn/intern-at-rainn/online-hotline
Duties:
•Be on time for shifts schedule ... POSITION TYPE: Internship (Fall or Spring Part-Time), Summer Internship

Case Worker (51830)
Advocate Support Services - Baltimore, Maryland
This is a great opportunity to really make a difference in people's lives, and to work with a group of professionals who love what we do.
This is a Full-Time Position (40 hours per week), with an anticipated caseload of 25-30 clients.
Benefits: (after 90 days)
Opportunity for a monthly bonus
Health Insurance (2 plans to choose from ... POSITION TYPE: Entry Level (Full-Time)

Submit Your Blog Post Request Here

If you have an announcement or opportunity you would like to post on the PSYC E-News Blog please complete the PSYC Blogpost Request Form