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 University of Cincinnati

Courses Recently Taught

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.

This course involves the study of cognitive, developmental and motivational processes that underlie education. We also examine teacher behavior and other applications of psychology to education. Research and theory on student learning, motivation and development provide the core readings for the course. Individual and group differences as applied to learning environments are addressed. Other topics include multicultural education, achievement motivation, special education, public policy with respect to education, education outside of schools and recent trends in schools and education. Students develop their own teaching philosophy. Connections among a variety of disciplines (e.g., history, sociology, political science) are stressed, as well as links to the real world beyond the classroom. This course is appropriate for those interested in teaching, coaching or mentoring. 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.

This course provides 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 are covered. Influences on adolescent development such as family, peers, school, work and culture are also explored. This counts toward the person and society requirement for the major. Prerequisite: PSYC 250. Generally offered every other year.

This course focuses on the application of psychology to social settings and social services. We examine a selection of social problems and the influence of social systems on individuals. In addition to regular class meetings, students spend five out-of-class hours each week at a local community agency (Knox County Head Start). This commitment to community-engaged learning allows students to integrate service experiences into course-related material. This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Junior standing. Generally offered every fall.

This is the first semester of the two-part sequence required for senior psychology majors. Each section has a different topic, but in every seminar, students read and discuss psychological literature, write and discuss critiques of research articles, review the literature and develop a research proposal on a topic related to the seminar's topic, and make a formal oral presentation to the class. This theoretical framework lays the groundwork for the execution of a project in the second half of the practicum. This counts toward the Senior Capstone requirement for the major. Senior standing and psychology major. Offered every fall.

This is the second semester of the two-part sequence required for senior psychology majors. This class features hands-on experience in creating and conducting research to allow students to learn by doing. We investigate the procedure of generating research from start to finish through the lens of theory learned in the first semester. This course strongly and equally emphasizes strengthening scientific writing skills, generating research designs and quantitative reasoning and application. Along the way we practice evaluating research designs and perfecting APA style. This course is designed to prepare students for a career in research in psychology. This counts toward the Senior Capstone requirement for the major. Prerequisite: PSYC 475. Senior standing, psychology major. Offered every spring

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, 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 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 likely a paper written in the style of the American Psychological Association. Additional assignments may be required, including a public presentation. The amount of work required for the individual study should approximate that required of other 400-level psychology courses. It is possible for students to pursue a group project, but more work is expected for the completed project and each student writes 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 by the semester before, so that there is time to devise the proposal and seek departmental approval.