Dana Krieg joined the Kenyon faculty in 2001 after receiving her doctoral degree in developmental psychology from Loyola University Chicago. As a graduate student, she taught at Loyola and the Chicago School of Professional Psychology. During that time, she coordinated a violence prevention project for the Cabrini Green Youth Program.
Krieg teaches courses related to child and adolescent development and quantitative research methods. Her research focuses on transitions along the developmental path. She is particularly interested in the transition from high school to work or college, emerging adulthood, parenting and the development of family over the course of young adulthood. She has recently published in Early Child Research Quarterly, Parenting: Science and Practice, Journal of Early Adolescence, Journal of Educational Psychology and Genetic, Social and General Psychology Monographs.
Krieg encourages students to apply their knowledge of psychology to practical settings. She teaches…
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Dana Krieg joined the Kenyon faculty in 2001 after receiving her doctoral degree in developmental psychology from Loyola University Chicago. As a graduate student, she taught at Loyola and the Chicago School of Professional Psychology. During that time, she coordinated a violence prevention project for the Cabrini Green Youth Program.
Krieg teaches courses related to child and adolescent development and quantitative research methods. Her research focuses on transitions along the developmental path. She is particularly interested in the transition from high school to work or college, emerging adulthood, parenting and the development of family over the course of young adulthood. She has recently published in Early Child Research Quarterly, Parenting: Science and Practice, Journal of Early Adolescence, Journal of Educational Psychology and Genetic, Social and General Psychology Monographs.
Krieg encourages students to apply their knowledge of psychology to practical settings. She teaches a service learning course (Psychology in Context) and is the faculty advisor to the Off-Campus Activities Program in Psychology (OAPP). She is married to Brian Krieg, an engineer, and they have four children, Sabrina, Nathan, Isabel and Lydia. They are all devoted fans of the Chicago Cubs and Cincinnati Bearcats.
Areas of Expertise
Social and cognitive development, late adolescence and emerging adulthood, parenting practices.
Education
2001 — Doctor of Philosophy from Loyola University Chicago
1997 — Master of Arts from Roosevelt University
1993 — Bachelor of Arts from Univ Cincinnati
Courses Recently Taught
PSYC 200
Statistical Analysis in Psychology
PSYC 200
This course is for psychology majors (or intended majors). Students will learn to conduct a variety of statistical tests that are commonly used in psychological research. The course also builds the skills of choosing the appropriate statistical tests for particular research designs and writing and interpreting the results of statistical analyses. In addition to regular course work, students will have a lab section that focuses on the use of the statistical software package SPSS. This counts toward the foundations requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every semester.
PSYC 223
Child Development
PSYC 223
This course focuses on normal human development from conception through adolescence. Biological and social influences on development are considered with an emphasis on their interaction and the context in which they occur. Students will have the opportunity to participate in community engaged learning (CEL) in this course. This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every year.
PSYC 323
Child Development
PSYC 323
This course focuses on normal human development from conception through adolescence. Biological and social influences on development are considered with an emphasis on their interaction and the context in which they occur. Students will have the opportunity to participate in community engaged learning (CEL) in this course. This counts toward the developmental and perspectives requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every year.
PSYC 348
Adolescence
PSYC 348
This course will provide students with an overview of important issues in adolescent psychology, from early adolescence to young adulthood. The major physical, cognitive, social and emotional developments that occur during this transitional period will be covered. Influences on adolescent development such as family, peers, school, work and culture will also be explored. This counts toward the person and society requirement for the major. Prerequisite: PSYC 250. Typically offered every other year.
PSYC 350
Psychology in Context
PSYC 350
This course will focus on the application of psychology to social settings and social services. We will examine a selection of social problems and the influence of social systems on individuals. In addition to regular class meetings, students will spend five out-of-class hours each week at a local community agency (Knox County Head Start). This commitment to community engaged learning (CEL) will allow students to integrate service experiences into course-related material. Students will integrate these service experiences with course-related material. This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5 and junior standing. Generally offered every fall.
PSYC 450
Advanced Research in Psychology Laboratory
PSYC 450
Students conducting advanced research in psychology will work with a faculty member and possibly a small group of students to conduct research in the faculty member’s research area. Students will critically analyze published research in the topic area and collect, analyze and write reports on data they have collected with a small group of students. Students will be expected to work independently and collaboratively and the course will emphasize effective written and oral communication. This course is offered only on a credit/no credit basis. Permission of instructor required.Prerequisite: PSYC 250 and related intermediate level study.
PSYC 475
Psychology Senior Seminar
PSYC 475
This is a required course for senior psychology majors. Each section will have a different topic, but in every seminar students will read and discuss psychological literature, write and discuss critiques of research articles, develop a review paper on a topic in psychology develop a research proposal on a topic in psychology and make a formal oral presentation to the class. This counts toward the senior capstone requirement for the major. Prerequisite: senior standing and psychology major. Offered every fall.
PSYC 493
Individual Study
PSYC 493
Individual study in psychology allows students the opportunity to pursue research on a topic of special interest. The course is designed in consultation with a faculty mentor. The level of credit can range from 0.25 to 0.5 unit of credit and students may take more than one semester of individual study. Typically, only juniors or seniors may pursue this option. To enroll, a student must first identify a member of the psychology department who is willing to mentor the project. The student must give the department chair a written description of the project, including the nature of the proposed work and a list of references. The project should include reading and reviewing scientific literature and will likely entail a research project in which original data are collected. The student and faculty member are expected to meet, on average, once a week. The final project will likely be a paper written in the style of the American Psychological Association. Additional assignments may be required as well, including a public presentation. The amount of work required for the individual study should approximate that required of other 300-level psychology courses. It is possible for students to pursue a group project but more work will be expected for the completed project and each student will write her or his own individual paper. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline.
PSYC 497Y
Senior Honors
PSYC 497Y
This is a program for senior candidates for honors in psychology, culminating in a senior honors thesis. The course will consist of a research project in some area of psychology. A student who wishes to propose an honors project must meet each of the following three criteria: (1) the student must have a GPA of 3.7 in psychology and an overall GPA of 3.5; (2) the student must have participated in a psychology department-approved research experience (which might be research in a research methods course, independent study or summer lab work); and (3) the student must have completed a minimum of 4 units in psychology and have taken the appropriate core courses for the proposal before the senior year. To continue in honors, students must earn an A in PSYC 475 during the fall of their senior year to continue in the honors program. Students enrolled in this course who successfully complete PSYC 475 with an A will be automatically added to PSYC 498Y for the spring semester. Permission of instructor and department chair required.
PSYC 498Y
Senior Honors
PSYC 498Y
This is a program for senior candidates for honors in psychology, culminating in a senior honors thesis. Students will be required to successfully complete PSYC 475 (earn an A) and PSYC 497Y. Permission of instructor and department chair required.