Semester CORE Course

EDUC/PSYC 430: Human Development in Culture

Course Description and Objectives
This course provides with understanding on how people grow, develop and adapt at different life stages. Students will be introduced to theories related to human development (i.e., normative physical, intellectual, cognitive, emotional, and social development of personality) and the impact of culture on it. Developmental psychology aims to research how humans learn, mature and adapt to their environment in order to promote the expression of their potential. Students will be encouraged to carry out some academic social research in order to apply theoretical knowledge in a natural environment.

In studying this subject, students will be given the opportunity to reflect on the notion that even though individuals and groups of individuals differ from each other, some ideas, values, and behaviors may be universal and shared by all humans in all cultures (e.g., the capacity to learn a language, raise children, and fall in love). In particular, they will apply this reflective process to their own cultural experiences and personal development while in Italy. This course is ideal for students majoring in psychology or education.

Course Objectives
In this course, you will:

relate theoretical models to everyday experiences and real life examples;
gain a deeper knowledge and understanding of the Italian Culture;
learn ways of integrating with different cultures; and
understand the implications of growing in a multi- cultural society.

Service Learning Project
You will investigate the principles and psychological outcomes of the Italian, Montessori, and American education systems through theoretical and direct experience in the Italian classroom setting. The class will first visit a Montessori elementary school in Perugia to observe classroom organization, style, and activities as well as interactions among students and teachers, which will be used as a mode of gathering data for an ethnographic research project on the implicit school curriculum. For the second visit, you will prepare and lead English language activities in the classroom collecting information on students’ responses and interactions while teaching the language.

Course Materials
Mandatory course reader including:

Heine, S.J. (2008), Cultural Psychology . New York: W.W. Norton & Company
De Vijver, F.J.R., Chasiotis, A. & Breugelmans, S.M. (2011). Fundamental questions of cross-cultural psychology. Cambridge: Cambridge University Press
Rogoff, B. (2003). The cultural nature of human development. New York, US: Oxford University Press
Matsumoto, D. & Juang, L. (2004). Culture and Psychology, 3rd Edition. Belmont, CA: Wadsworth/Thomson Learning
Gannon, M.J. & Pillai, R. (2012). Understanding Global Cultures: Metaphorical Journeys Through 31 Nations, Clusters of Nations, Continents, and Diversity. Thousand Oaks, US: SAGE Publications, Inc.]

Semester Course

COMM/PSYC 290: Intercultural Communication

Course Description

This course serves as an introduction to contemporary concepts, practices, and processes of intercultural communication and methods of analysis in the field. You will participate in critical assessment of intercultural communication theories and apply the explicit goal of addressing a variety of topics. These topics range from the nature of culture and cultural definitions, to linguistic analysis of implicit and explicit communication, underlying conceptual meaning in discourse, representation of individual stereotypes, culture and identities in popular media, and the relationship between language, culture, and identity.

We will observe differences in verbal and postural behavior in various Italian social situations. How do people behave in public meetings, in the bank, at the post office, waiting in line? What aspects are interpretable, predictable, and which ones confirm or contradict stereotypes? The course will also help you better navigate the intricacies of Italian culture and intercultural communication during your study abroad experience.

Each of you will be expected to bring personal insights into the classroom and use communication theories to understand, analyze, and evaluate intercultural experiences. Questions that will be examined include: How does human interaction and language shape our lives? What are different elements to communication (e.g., verbal, non-verbal, paralanguage, behavior, posture, and gesture)? How can we recognize these different elements and interpret or analyze them? How do these different elements contrast across cultures? The answers to these issues will be explored through lectures, class discussions, readings, examples from everyday discourse, writing assignments, and research activities. This course will also help you better navigate the intricacies of Italian culture and intercultural communication during your study abroad experience.

Course Objectives
In this course, you will:

• understand theories and practices in the field of intercultural communication;
• develop skills to research, observe, and analyze communication in everyday life, popular media, and other mediated discourse;
• develop an awareness and appreciation for respectful, mindful, reflective, and responsible dialogue regarding cultural and individual differences;
• deepen knowledge about verbal and non-verbal intercultural communication; and
• identify and understand various benefits and challenges involved in competent and socially just intercultural communication in understanding the difference between tolerance and inclusion.

Course Materials
Mandatory course reader

Semester Course

BUS/PSYC 460: Organizational Behavior: An Evidence-Based Approach

Course Description
This course will introduce you to the basic concepts in Organizational Behavior at three levels, including the individual, interpersonal, and group. You will learn about decision-making, motivation, and personality at the individual level; power, influence, and negations at the interpersonal level; and leadership and organizational context at the group level.

Effectively using Organizational Behavior concepts means being a leader – i.e., being able to diagnose problems, communicate clearly, and make effective decisions that will motivate and influence others to effectively drive organizational change all within a diverse environment. This course will help you achieve true leadership skills within a structured classroom environment designed to support students.

Semester Course

ART/PSYC 250: Art Therapy

Course Description
Art therapy uses different forms of creative expression to help people explore and transform feelings, thoughts, and ideas. It can help to process and cope with emotional issues as well as facilitate self-awareness, understanding, healing, and well-being. Art therapy can be especially useful for people who find it difficult to talk about their thoughts and emotions. In this course, students will examine theories and models of art therapy from an international and cross-cultural perspective. Through discussion of readings, sharing of experiences, group work, and art therapy activities, students will increase their understanding of the history, theory, practice, and applications of art therapy in various settings. No artistic aptitude or background is expected or necessary.

Course Objectives
By the end of this course, students will be able to:

• have a deeper understanding and recognition of non-verbal communication;
• critically think of personal beliefs, values, and judgements about health and wellness;
• improve communication skills;
• explore the history, theories, and applications of art therapy;
• gain hands-on experience with the creative process as an approach to therapy and healing; and
• describe, analyze, reflect, and evaluate their experiences of art therapy.

Course Materials and Lab Fee
Malchiodi, C. (2007). Art Therapy Sourcebook. McGraw Hill Professional.

Semester Course

PSYC 450: The Science of Behavioral Change: A Community-Based Approach

Course Description
Psychologists and economists have joined forces in the last three to four decades in order to study how people behave, think and feel. This research, which has been given the name ‘behavioral economics’ or ‘behavioral science’, has provided an understanding of how people’s behaviors, thoughts, and feelings deviate from the “optimal” and the consequences of such deviations. This course is devoted to understanding the nature, causes, implications, and applications of these deviations and how they can inform the design and development of interventions to help people do, think, and feel better.

Qualitative Community Research Project Description
You will collaborate with community partners using field research methods to understand and evaluate an area in need of improvement and test possible solutions for that area. At the end of the semester, you will present your project to the Umbra community.

Course Objectives
By the end of this course, you will have:

• a heightened awareness of cultural differences;
• learned the value of productive generosity;
• gained new knowledge of aligned fields like psychology, philosophy, linguistics, decision-making, and marketing;
• taken initiative to develop a set of collaborative research projects with community partners;
• integrated theory with practice, appreciating how research can help us understand and influence people’s lives; and
• gained career relevant experiences in research, collaborative work, and community engagement.

Course Materials
Mandatory course reader

Semester Course

PSYC/SOC 250: Criminal Behavior

Course Description
This course tries to give an answer to why people commit crimes by considering personality factors of the offender in response to situational variables. The focus will be on theories of crime, biological and psychological models of criminal behavior, crime and mental disorders, human aggression and violent crimes, cyber crimes and other specific offenses. Students will learn how to distinguish delinquent behavior from criminal behavior, how to profile an offender in base of their actions, risk factors in human development and policies of crime prevention. Recent research findings will be incorporated in the readings.

Course Objectives
By the end of the course, students will be able to demonstrate:

• knowledge of key concepts and propositions of psychological models of criminal behavior;
• capacity to identify the different perspectives on human nature that underlie the theoretical development and research of criminal behavior;
• familiarity with research methodologies commonly employed in the field of criminal psychology, as well as a capacity for analyzing their strengths and weaknesses; and
• ability to examine critically specific offenses and apply psychological models of criminality to case studies.

Course Materials
Anthony Walsh, Criminology: The Essentials, Second Edition, Sage Publications, 2014.
A mandatory course reader

Semester Course

EDUC/PSYC 353: Education in Italy: Seminar and Practicum

Important Note: Spots are limited. An application is required, which you will receive by email. The Umbra Institute will not be able to guarantee enrollment to all that apply.

Course Structure
This course has two main academic components: one experiential (practicum) and one reflective (seminar). The practicum provides you with direct experience in an inclusive professional setting for 3 hours per week. The seminar meets every week for 1.5 hours to explore disciplinary theory through readings, discussions, and personal reflection.

Course Description
In the seminar, you will examine educational psychology, pedagogical models, and English language teaching methods.

In the practicum, you will be assigned to a local high school (liceo scientifico), a middle school, or an elementary school to work closely with English language teachers and Italian students. Depending on the placement and the teachers’ needs, you may assist with lesson planning and classroom instruction or design and implement English language workshops with a specific theme such as music or travel. At the end of the semester, you will present your practicum experience to the Umbra community.

You are encouraged, but not required, to enroll in PYHD 430: Human Development based on the complementary nature of your practicum placement.

Course Objectives
By the end of this course, you will have:

• a heightened sense of intercultural awareness;
• an appreciation for how the community partner, as part of the host culture, conveys an identity and sense of place;
• a body of disciplinary knowledge and theory with which to interpret and analyze the internship experience; and
• critical thinking and communication skills as a result of integrating theory with practice and synthesizing learning into a final project.

Course Materials
Selected readings will be provided in class

Semester Course

EDUC/PSYC 355: Critical Disabilities Studies: Seminar and Practicum

Important Note: Spots are limited. An application is required, which you will receive by email. The Umbra Institute will not be able to guarantee enrollment to all that apply.

Course Structure
This course has two main academic components: one experiential (practicum) and one reflective (seminar). The practicum provides you with direct experience in an inclusive professional setting for 3 hours per week. The seminar meets every week for 1.5 hours to explore disciplinary theory through readings, discussions, and personal reflection.

Course Description
In the seminar, you will examine theories and models on critical disability studies from an international and cross-cultural perspective. Through discussion of readings, sharing of experiences, group work, and focused assignments (e.g., guided journals), you will increase their understanding on how culture influences our perspectives and behaviors towards disability, as well as reflect on the several approaches underlining the integration and inclusion of people with disabilities into society.

You will complete your practicum with VIVA Sports Association, the first athletic program for kids and adults with motor and/or intellectual disabilities in Perugia. You will assist the staff in managing the athletic activities, helping individuals with a variety of disabilities play sports such as fencing, ping pong, and basketball to develop social and motor skills. In addition, you will collaborate with the professional staff in designing new activities focused on music, theater, work, and other themes relevant to integrating those with disabilities into society. To get a closer look into VIVA, view this video. At the end of the semester, you will present your practicum experience to the Umbra community.

Important Note: The Critical Disabilities practicum will be on Wednesday afternoons. For this reason, you will not be able to enroll in other courses that will conflict with these afternoon meetings. You will receive an individual email regarding their course schedule in order to work out any necessary changes.

Course Objectives
In this course, you will:

• gain a heightened sense of intercultural awareness;
• improve critical thinking and communication skills;
• connect with an organization that strives to move beyond “compassion” and “medical help” in order to integrate people with disabilities into society;
• empower people with disabilities to be independent and self-supported;
• develop a theoretical framework to analyze and reflect on the practicum experience; and
• increase understanding on how culture influences perspectives and behaviors towards disability.

Course Materials
Selected readings will be provided in class

Semester Course

IS 298/398/498: Independent Study in Psychology

Course Description

An Independent Study course is a student-centered learning experience that provides deeper academic understanding of a specific topic. The course allows you to study a specific area of interest with the support of a faculty mentor and is ideal for those who have previously studied a particular topic and would like to continue exploring it in more depth. The nature and scope of an Independent Study course may vary depending on student interests and needs. Independent Study courses are assigned an appropriate disciplinary code and the appropriate academic level depending on the nature of the specific course/project.

Students interesting in pursuing an Independent Study course must submit a proposal to the Umbra Institute Academic Director at least one month prior to the beginning of the semester. Once approved, an appropriate faculty member will then be identified as the advisor. During the first two weeks of the semester, a more detailed syllabus will be developed in consultation with your faculty advisor. Throughout the semester, you will work independently and meet weekly with your advisor to discuss your progress.

Approximately two weeks before the end of the semester, you will give a short oral presentation to your advisor about your work. You will then submit final assignments and participate in the Special Academic Events Week to present a summary of your Independent Study course to the Umbra community.

Evaluation
Independent study projects are evaluated based on the criteria established in the syllabus and approved by your faculty advisor.

Please Note: This course may incur additional charges.

Course Fees
Please contact the Umbra Institute regarding your independent study and the additional fees it may incur.  Fees may vary based on the nature and scope of the project.

Semester Course

Elective Courses

https://www.umbra.org/courses/