Education | Ecological Psychology
P660 | 5529 | Dr. Myrtle Scott


l. To acquire an ecological perspective.

2. To develop a cognitive map of the theory in ecological,
environmental, and ecosystem psychology.

3. To acquire a sound knowledge base re the findings in these three

4. To acquire rudimentary skill in using research methods in
ecological psychology.

5. To begin to acquire some sense of how theory and data in these
areas might be applied to real life problems and work in your area.

Implementation Strategies

l. Readings
2. Discussions
3. Field experiences
4. Design exercises
5. Others

Evaluation Strategies

l. Mid-term Exam (60%) - To cover basic theory and research findings
in the area.

The remainder of the grade (40%) is to be apportioned by each student
across the following two events with the constraint that neither event
may be assigned less than l5%.  Turn in your apportionments January

2. Research Design - Each student will submit a design for a research
study on a problem of interest which utilizes the methods (and perhaps
theory and/or findings) from ecoenvironmental psychology.  Research
ordinarily addresses questions to which we do not yet know the
answers.  It may address a new area, extend one that has been begun,
move current theory and/or methods into a different area, etc.  The
design should be about 5 to l0 pages in length and contain the
following sections:

A. A crisp, clear statement of the problem, including a very brief
(l-2 pages) background and precise statement of the research question.
You do not need to do a
complete review of the literature here; just give us enough
information to understand the problem and its context.

B. Specification of the methods - a detailed outline of all procedures
to be used (who, what, when, how, where).

C. A brief (l/2 to l page) speculation as to the expected results.

Sufficient copies of this design for all class participants are to be
available on April 11.

3. Application Design -   Each student will submit a design for
application of ecological theory or findings to some practical problem
in your area.  Assume that no new research data
are to be collected; instead, provide a plan to use whatever
ecological theory and data are available to solve some practical
problem of interest to you in ANY area.  The length of this design
should, again, be about 5-l0 pages and include the following sections:

A. Select some practical problem in your area, e.g., "How can I get
teachers to adopt a new developmental strategy in teaching?"  or "How
can I reduce the incidence of AIDS related behavior in Bloomington?"
or "How can I improve the intake procedures in the counseling center?"
(The main difference between an application design and a research
design is that, in the application design you are doing something to
affect the problem of interest versus studying it.

B.  Very briefly describe the theory or findings from ecoenvironmental
psychology that you think are especially applicable to some problem in
your area.

C. Application.  What/how, EXACTLY, would you do to apply this
theory/research to this problem?

Copies of this design are to be available on April 18.

Special Request

An awkward problem sometimes comes up for classes that meet in small
rooms like this.  It has now come up enough times that it seems better
to deal with it before it occurs.  Today's
modern perfumes and colognes are VERY powerful.  A number of students
have indicated to me that they are sensitive to these chemicals,
either because of allergies (I am also among this
number), or personal preference.  Because this building has a closed
ventilation system, may I request that all of us refrain (on
Wednesdays) from wearing a scent that can be detected
by our neighbors.  Thanks.  I appreciate your help with this emerging
problem of modern pollution and technology!

Grading Guidelines

School of Education
Indiana University


1.  The following definitions of letter grades are a guide to the
evaluation of student performance and an indication to students as to
what level of performance earns a given grade.

A Extraordinarily high achievement; shows unusually complete command
of the course content and exceptionally high degree of originality
and/or scholarship.

A- Outstanding achievement; thorough command of the course content.

B+ Very good work; above average in performance and comprehension.

B Good work; solid and acceptable performance.

B- Fair; acceptable performance on most but not all aspects of the

C+ Not wholly satisfactory; marginal performance on several aspects of
the course.

C Marginal; minimal performance or comprehension regarding important
aspects of the course.

C- Largely unsatisfactory; inadequate performance or comprehension
regarding most aspects of the course.

D+ }
D  }Unacceptable work; performance or comprehension falls
substantially below acceptable standards.
D- }

F Wholly unacceptable; little or no command of the course content.

Counseling by the department is recommended if the final grade is C or
below; Students' suitability for continuation in the program should be
reconsidered if the final grade is below C-.

2.  The above definitions are to be applied to all levels of graduate
courses in the School of Education.  In 400 and 500 level Education
courses taken for graduate credit the modal grade is expected to be B.
This means that more Bs (including B+ and B-) will be awarded than any
other grade.  Cs should not be unexpected, particularly in larger
enrollment classes.  Students in 600 and 700 level Education courses
are assumed to be more highly selected and more highly motivated than
those in lower numbered courses, consequently they are expected to
perform very well.  It would not be unusual, therefore to have
distributions with more A's than any other grade in these classes.

NOTE:  The School of Education requires an average of 3.0 to remain in
good standing.  No grade lower than a C counts toward a degree.  Any
graduate program expects students to earn more A's than C's, but C's
will be given for marginal work.