Affiliated Departments & Programs
Andrea White joined the Kenyon faculty in 2006 after nine years teaching lifespan development at Ithaca College. Her primary research interests focus on identity development in emerging adulthood and midlife. She and her students have studied the influence of identity processes on political beliefs, religiosity and spirituality.
White is particularly interested in the ways which social cognitive processes influence individuals' adjustment to life transitions, such as the adjustment to college or the diagnosis of a chronic illness. When she is not in her office, she enjoys reading memoirs and traveling.
Areas of Expertise
Adult development and aging; health psychology; identity development.
Education
1999 — Doctor of Philosophy from Syracuse University
1995 — Master of Science from Syracuse University
Courses Recently Taught
This course will examine the brain physiology of stress and sleep, the impact of these systems on everyday human behaviors and functions, and the impact of everyday human behaviors on sleep and stress. Sleep and stress interactions with physiological systems relevant to physical and mental health will be studied. We will look specifically at the interactions of nutrition, screen use, and studying (learning and memory) with both sleep and stress, and discuss their implications for both personal behavior and public policy. This course is designed for first year students: some emphasis will be placed on discussing the neuroscience of current research on stress management, sleep interventions, study techniques, and other issues affecting and affected by college life. Student projects will include reflective engagement on the course topics and the development of techniques to apply what is learned. This is a non-majors introductory course. This course paired with any neuroscience course counts toward the natural science diversification requirement. Open only to first-year students. No prerequisite.
This course introduces students to the basic experimental design and data analysis approaches used when conducting research in neuroscience. It will provide you with an understanding of the ways in which neuroscientists design studies, analyze data and communicate the results of their investigations of the brain and its relationship to behavior. You will be exposed to the style and language of scientific writing through reading and critiquing primary sources of scientific information. We will also discuss ethical considerations in using human and non-human research subjects, the appropriate use of common parametric and non-parametric statistical tests, effective graphical representation of data, and factors that affect the analysis and interpretation of data such as small sample size, reliability, statistical rigor and chance. This course paired with any neuroscience course counts toward the natural science diversification requirement. This course is required for the major. Prerequisite: NEUR 212.
This course will examine the emerging scientific human and animal research findings of how the brain changes during adolescence. Coverage will include associated psychological and social functioning, including cognition, multi-tasking, emotional processing, sleep and some pathologies. With an emphasis on the vulnerability and resiliency of the adolescent brain, we will examine appetitive behaviors (e.g., drug use, gambling), risky decision making, changes in and management of daily mood and the onset of some psychiatric disorders in social and cultural contexts. We will connect these to the structural, functional and chemical changes in the brain during the second decade of life. While implications for clinical treatments will also be discussed, the primary emphasis will be normal development and some diseases that emerge in adolescence. This course paired with any neuroscience course counts toward the natural science diversification requirement for the major. This counts toward the Biology elective requirement. Prerequisite: NEUR 212 or PSYC 100.
This combined discussion and laboratory course aims to develop abilities for asking sound research questions, designing reasonable scientific approaches to answer such questions, and performing experiments to test both the design and the question. We consider how to assess difficulties and limitations in experimental strategies due to design, equipment, system selected, and so on. The course provides a detailed understanding of selected modern research equipment. Students select their own research problems in consultation with one or more neuroscience faculty members. This course is designed both for those who plan to undertake honors research in their senior year and for those who are not doing honors but who want some practical research experience. A student can begin the research in either semester. When a year of credit is earned, it may counts toward the research methods course requirement for the major. This course is repeatable for up to 1.50 units of credit. Prerequisite: BIOL 109Y-110Y and NEUR 212. Permission of instructor required.
This course will examine the brain physiology of stress and sleep, the impact of these systems on everyday human behaviors and functions, and the impact of everyday human behaviors on sleep and stress. Sleep and stress interactions with physiological systems relevant to physical and mental health will be studied. This course is designed for first year students: some emphasis will be placed on discussing the neuroscience of current research on stress management, sleep interventions, study techniques, and other issues affecting and affected by college life. Student projects will include reflective engagement on the course topics and the development of techniques to apply what is learned.
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.
Health psychology addresses the cognitive, social and emotional factors related to health and illness, with an emphasis on the prevention and modification of health-compromising behaviors. A biopsychosocial approach is used to address topics such as: promotion of good health and prevention of illness; the recovery, rehabilitation and psychosocial adjustment that correspond with health problems; and the role of stress and coping in illness. This counts toward the clinical issues and health requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5; declared psychology majors only. Offered every other year.