PSY 355-01 Psychology and Media in the Digital Age

Spring 2026• Mon-Wed-Fri • 11:00-11:50 am

Syllabus

(revised 20260111)

Summary of Syllabus

Instructor: Fr. Vincent W. Hevern, S.J., Ph.D.

E-mail:  hevern@lemoyne.edu

Personal Homepage: www.hevern.com

Course Format

The course will be conducted in person in Grewen Hall 207. As I have already explained in an email, I do not use Canvas. If there is an upsurge in either the pandemic or the spread of other respiratory viruses such as the flu among the members of the class, we might go to a Zoom presentation format. In that case I will notify you.

Office Hours

I will hold office hours in Reilly Hall 222 on Mon from 2:00-4:00 pm and Tues 2:30-4:00 pm, either in person or via Zoom. Students can also request to meet with me via Zoom at other times and days.

Texts:

• Alter, A(dam) L. (2017). Irresistible: The rise of addictive technology and the business of keeping us hooked. New York: Penguin Press. [hardcover: ISBN-13: 978-1594206641; paperback ISBN-13: 978-0735222847; Kindle version: Amazon ASIN B01HNJIK70). A copy of this text is on reserve in the Noreen R. Falcone Library.

• All other readings for this course are listed at and links are available at the course webpage on the right side of the Schedule & Assignments page. As the semester goes on, I may substitute or change some of the readings listed there.
  

Course Webpage:

Everything related to this course will be found at the course webpage that can be accessed via my homepage

www.hevern.com

Schedule & Assignments are all at this link. Readings are due on the day they are scheduled.

Assignments for Course (% value of final grade)

1. The Media World: Then and Now (10%; Report and Reflection due Fri, Feb. 13)
   
2. 12-Hour Digital Media Abstinence Project [DMAP] (15%; Report/Reflection due Mon, May 04, the last day of classes)
3. Take Home Test (20%; distributed Wed Feb 11; due Fri, Feb 27). There is no final exam in this course
4. Comments on Alter's Irresistible (5%; due at each class in which we discuss Alter's book). • For each chapter, one paragraph on what you most learned from the chapter and one question that the chapter raised for you. Pass/Fail for each submission. Grade on this is the sum of P/Fs.
   
5. Group Presentation to Class (15%) Common work in groups generally of 4 students on topic. Your ranked choices for topics will be due by Mon Jan 26. Presentations begin toward the end of the semester, that is, from April 17 onward. During the semester, each group will be able to meet in class on four occasions in order to discuss and plan what they will be presenting.
   
6. Final Written Reflections on Group Presentation (15%) Due by Friday, May 09
   
7. Class & Discussion Participation (10%) Attendance without active participation is equal to a participation grade of B
   

Class Attendance. 5 cut limit. Extra credit for perfect attendance or only absence. Athletes should send me the schedule from a coach of any absences for games (these are not covered by limit).

Covid-19/Respiratory Virus College Guidelines

Here is a link to the 2-page set of guidelines of the College regarding health and safety guidelines for the Spring 2026 semester.

The major focus of the guidelines are respiratory illnesses including influenza, Covid-19, RSV, and pertussis (whooping cough). As we begin the semester, New York State is experiencing very high levels of the flu and other illnesses. Students should read through these guidelines carefully. Our best hope to avoid unsafe health will be for all of us to follow these guidelines.

Now, read the rest of the syllabus below

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Detailed Syllabus

Required Texts

• Alter, A(dam) L. (2017). Irresistible: The rise of addictive technology and the business of keeping us hooked. New York: Penguin Press. [hardcover: ISBN-13: 978-1594206641; paperback ISBN-13: 978-0735222847; Kindle version: Amazon ASIN B01HNJIK70). A copy of this text is on reserve in the Noreen Reale Falcone Library. Note, though, this text is not particularly expensive and you might do better to get a copy of your own.
  

• Additionally, other materials for this course will be drawn from sources available either online or reserved at Le Moyne College’s Falcone Library. The attached preliminary schedule indicates the some of the readings for the course. Others may be suggested as the semester proceeds. Note that all students need to have ready access to the World Wide Web (WWW), be able to read documents in pdf format, receive/send email messages, and to play standard online video formats such as Adobe Flash and mpgs (such as found on YouTube).

The course webpage is located at this link and is always available via Fr. Hevern's personal homepage.

Catalog Course Description

Contemporary life increasingly challenges us to cope with many different and quickly emerging forms of communication and information media. Since the advent of the “Digital Revolution” of the late 20th century, the penetration of these new forms of media into daily life has spawned profound questions about the relationship of human beings and the technologies represented by communications, information, and entertainment media. We will explore various psychological theories (such as phenomenological/sensory-perceptual, narrative/cultural, & social network/systems approaches) that address how and why we engage with digital media and its products. This course will put these psychological insights into dialogue with traditions of media analysis, particularly the media ecology approach of figures such as McLuhan, Ong, and others. In doing so, we will consider a wide range of issues such as media-based violence, the media's impact on personal relationships and identity, problematic Internet use, online sexuality, and others. We will raise questions regarding the ethical and psycho-developmental implications of media consumption. Students will be invited to examine their own uses of media and how these may be affecting their current lives. Prerequisite: PSY 101 or permission of the instructor.

Course Overview

This course will involve a broad mixture of lectures by the instructor, student presentations, and small- and class-wide group discussions.

• As the attached class schedule shows, we will begin with an orientation to the general nature of both contemporary media and recent psychological approaches to the self. 
  
• Students will then consider how both the general public and they themselves use digital media, particularly in the online environment, across daily life. 
• We will explore ways of understanding media within two distinctive traditions of analysis and research: from the viewpoints of (i) media ecology and (ii) various psychological approaches (such media effect studies, embodied cognition, narrative immersion, cultural exchange). 
• We will examine the notion of digital media as promoting "behavioral addiction" and the underlying psychological principles that may govern such "addiction" (if it really exists).
  
• The course then examines a range of important topics with a strong media ecology focus: some of these topics student groups will research and give a presentation about (printed in bold blue with an asterisk *) and other topics I will present for discussion (printed in black):

• Artificial Intelligence and the Future of Human Affairs
  
• Celebrities, Fandoms, and Audiences: How We Relate to Media Personalities*
• Consumer Behavior: How Online Media Influence Buyers and Help Sell Products*
• Disinhibition Online: Cyberbullying, Trolling, and Self-Revelation*
• Ethnicity and Difference: How Media Shape Our Perceptions of One Another in a Diverse and Multiracial Society*
• Fake News? Propaganda, Politics, and Media Manipulation*
• Neuropsychology of Contemporary Media
  
• Privacy & Surveillance: Is Technology Intruding in Our Lives Too Much?*
• The Psychology of the Walt Disney Company
• Social Media and Mental Health
  
• Sexuality Online
  
• Violence in the Media: Traditional vs. Online Media*
  

Note: This semester PSY 355 is being taught in three 50-minute periods each week. Each of these class periods will be long enough for the presentation of one student group.

Learning Objectives

At the end of this course, you should be able

1.    To understand the origins, scope and nature of contemporary forms of media

2.    To describe and reflect upon your own uses of contemporary media as these affect your daily life

3.    To analyze important forms of contemporary digital media and their effects on major aspects of personal and interpersonal functioning from several psychological perspectives

4.    To employ media ecological approaches in the analysis of emerging and differing forms of contemporary media

The Media World: Then and Now. In the first several weeks of the course, each student will interview someone who graduated from high school before 1981 or college before 1984 about how they led their lives with the media available to them when they were young. Students will summarize their findings and compare what they learned from their interview with their own lives today: what is the same and what is different? I will distribute instructions for the interview and review by Monday, January 23. HERE IS A COPY OF THE INSTRUCTIONS. The Report and Reflection will be due on Friday, February 13

12-Hour Digital Media Abstinence Project (DMAP): Report & Reflection. Students will choose a 12-hour period [beginning no later than 8 am and ending no earlier than 8 pm] during the first 12 weeks of the course during which you will refrain from using any digital media whatsoever (with the exception of what you have to do to attend classes online, job-related demands, and any emergency issues involving your family or self). Using guidelines prepared by the instructor and distributed to you in a few weeks, you will compose a descriptive report on the experience and respond to a series of reflection questions about the experience. The report should be 4 to 8 pages in length. You will be expected to talk about your experience when we treat the topic at the end of the semester. The report and reflection will be due on Monday, May 04

Take Home Test. There will be a single "take-home" test in this course which will be given out on Wed, Feb 11 and due back on Fri, Feb 27. This exam will challenge you to summarize and integrate the materials found in the first third of the course. There will be no final exam in this course.

Comments on Alter's Irresistible. For each chapter, you should prepare one paragraph on what you most learned from the chapter and one question that the chapter raised for you. Your comments/questions should be handed into me in typed form (multiple pages must be stapled together) with your name on the top of the submission. They are due on the day we discuss that chapter. Pass/Fail for each chapter submission. Grade on this is the sum of P/Fs.

Group Presentation: Oral Presentation & Summary (handout, PPT, or similar). Working in groups generally of 4 students per group, students will prepare a report for class on one of seven topics to be covered in the syllabus. In preparing the group presentation, students will link the focus of their presentations as far as possible to include the psychological and/or media ecology perspectives discussed earlier in the course. The group will be expected to present their report in any manner they choose (e.g., using PowerPoint [PPT], videos, or the like) and provide a summary handout of their findings for the rest of the class. They will also be expected to help lead small group discussions about issues raised by their topic. The presentations will begin on Friday, April 17 and continue to  Friday, May 04. Students will be asked to indicate their choice of group topic in rank order by Monday, Jan 26. The same grade will be given to all members of each group.

Final Written Reflections on Group Presentation. Each student will choose to provide 5-8 pages of reflections on the personal impact and ethical dimensions of any of the group presentations that they either delivered themselves or heard from their classmates. This report will be due by 5 pm on Friday, May 09 (at the end of Final Exam week).

Class & Discussion Participation: What do I mean by participation? You demonstrate participation in ways such as the following:

• regular attending class as described above (which, by itself, is only equal to a participation grade of B)
• making comments, raising objections, or giving observations about topics in the course, particularly those which tie in the classroom material to "real world" problems, link current with past topics, or otherwise try to integrate the content of the course
• providing examples to support or challenge the issues talked about in class
• dealing with other students and/or me in a respectful fashion

• Sometimes students feel uncomfortable making comments or asking questions in the classroom. So, I will also count as participation your submitting questions or comments to me via email. Note that all email sent to me should have a Subject: line which begins with the number of the class, namely, "SUBJECT: PSY 355 xxxxx" where "xxxxx" tells me the content of the message.

• I am serious when I also say to students that there are NO "stupid" questions. So, please do not hesitate to ask something for fear that you might appear in some negative way.
  

In general, a participation grade of A- or A is given to students who make contributions (asking questions, making observations, etc.) in at least half the classes. A participation grade of B+ is given to students who make contributions at least once in every 5 to 6 classes. 

A Note on Issues of Sexuality and Violence. At some points in this course, we will discuss matters involving sexuality, violence and other potentially offensive matters which are encountered online or through various digital media. I do not expect that we will (or need to) be viewing any sexually-explicit or grossly-violent images in doing so. We will, however, hear verbal descriptions of and be discussing matters of sexuality and violence (including possibly pornography and the exploitation of children). Treating such issues in this course may be personally upsetting to some individuals and/or evoke strong moral objections. Students in this course will be asked to affirm in writing their understanding of and agreement to deal with these issues in this academic context. I will hand out a form for you to indicate your consent to treating these issues on Monday, Jan 26 and ask you to return the form by Friday, Jan 30.

Course Grade. Your final course grade will consist of the sum of each component listed below with a total of 500 possible points which can be earned across all components:

• The Media World: Then and Now (50 points or 10% of the final grade)
• 12-hour Digital Media Abstinence Project (DMAP): Report & Reflection (75 points or 15% of the final grade)
• Take Home Test (100 points or 20% of the final grade)
  
• Comments on Alter's Irresistible (50 points or 10% of the final grade)
  
• Group Presentation: Oral presentation & summary (75 points or 15% of the final grade)
• Final Reflections on Group Presentation (100 points or 20% of the final grade)
  
• Class Participation (50 points or 10% of the final grade)

Calculating Final Grade. Your final grade will be calculated on the basis of the following conversion criteria out of the total of 500 points offered in the course:

A =      450-500 points (90%+)	C+ =    365-389 points (73-77%)
A- =     440-449 points (88-89%)	C =      350-364 points (70-72%)
B+ =    415-439 points (83-87%)	C- =     340-349 points (68-69%)
B =      400-414 points (80-82%)	D =      315-339 points (63-67%)
B- =      390-399 points (78-79%)	F =       below 315 points (< 63%)

Because the actual work of a course sometimes changes or deviates from an original plan, I reserve the right to change, add, or drop, within reasonable bounds, any weight or grading component listed above. Such a change, addition, or elimination will apply to all members of a class section, not just to an individual.

Extra Credit. The only two circumstances in which I offer “extra credit” in this class are the following:

(1) In order to encourage attendance in class, I will give extra points (out of 500) to

    •    Students who have no absences on record = 9 points

    •    Students who have 1 absence on record = 5 points

(2) From time to time I may offer a limited number of “extra credit” points for participation in research projects sponsored by the Psychology Department. No more than two opportunities per student will be eligible for extra credit purposes. Each such opportunity will gain a student 5 points. I will announce when and if such projects are eligible for these points as they occur in the semester.

What about absences, that is, your not participating in the class lecture?  Normally I require students to miss no more than 5 classes (5 "cuts") without a serious or compelling reason. Examples of a serious & compelling reason for additional absences would be a documented visit to a physician's office or participation at a funeral. If you are absent from school to attend a funeral, you must file a notice with either the Dean's Office or the Campus Ministry Office.

If you become sick and expect to be out of class for 3 or more days or if you are required to quarantine yourself, you are supposed to contact the Student Health Services office: (315) 445-4440  Email: healthservices@lemoyne.edu. Note, because of HIPPA rules, the college will notify your professors if you are absent BUT THEY ARE NOT ALLOWED TO TELL YOUR INSTRUCTORS WHY YOU ARE ABSENT. So, please send me (and your other teachers) an email to explain any extended absences, particularly if they relate to quarantine.

I will try to be understanding about absences. The pandemic over these last years has been a difficult experience for many of us and some reports even in early January 2025 suggest that influenza is particularly widespread. However, if you do consistently miss many of your classes, I reserve the right to lower your final grade. I will deduct up to 5 points for each excessive absence. If you are not in class, you are clearly not participating.

As usual, however, students participating on school-sponsored athletic teams are not subject to these limits. However, if you are on a team, you must give me a copy of the team's travel schedule that your coach will give you for my records.

Observance of Religious Holidays. As provided in New York State Education Law Section 224-a, any student who is unable to register for class, attend class, or participate in any examination, study or classwork requirements on a particular day because of his or her religious beliefs is eligible for an equivalent opportunity to register for classes or make up any missed examination, study, or classwork requirements, without penalties or additional fees. Students who require such an opportunity must contact the registrar (for registration) or their instructor (for examination, study, or classwork requirements) at least two weeks in advance. A full copy of the College's policy on the observance of religious holidays can fe found at either dean's office.

Students with Personal Problems. Students who encounter personal problems of any kind, especially  problems that might affect their academic performance, are encouraged to contact the Wellness Center for Health  and Counseling (https://www.lemoyne.edu/Student-Life/Student-Services/Wellness-Center). The Center is  located in Romero Hall; appointments may be arranged by phone at 445-4195. The Center provides both individual and group counseling on a strictly confidential basis. The professional staff is also available on an emergency basis. When the Wellness Center is closed, for example, at night, the Le Moyne Security office (315-445-4444 or ext. 4444 on campus) can contact the professional staff for an emergency.

Le Moyne subscribes to the My SSP online 24/7 service. You can contact My SSP at this link, or download the My SSP app, or call 1-866-743-7732. As their site explains: "Call. Chat. Anytime. Anywhere. My SSP connects students with free, confidential emotional health and wellbeing support conveniently available 24/7 via the app, telephone and web."

Student Athletes and Absences. Students representing Le Moyne College as members of interscholastic sports teams will not be penalized for missing classes. You should give me a listing of your team's schedule from your coach at the beginning of the semester so that I know when you are scheduled to be away.

Other Guidelines

Academic Honesty. Students are expected to observe at all times the highest ethical standards as members of the academic community.  Any form of dishonesty makes a student liable to severe sanctions, including expulsion from the College. If I have any questions about academic dishonesty or plagiarism (see further below), I reserve the right to submit your paper to various online testing agencies or engines such as www.turnitin.com or to employ software testing procedures (such as the Cloze technique) to determine if your paper as a whole or in part is originally written by you. Students should recall that any deliberate plagiarism in an academic course results in a mandatory Failure (F) grade for the course on the first instance and dismissal from the College on a second instance. Instructors are required to submit the name of any student who cheats or commits plagiarism to the Academic Dean.

Cheating and Plagiarism. Cheating and lying are unacceptable at Le Moyne as stated clearly in the Student Handbook. The "Ethical Principles of Psychologists and Code of Conduct" (especially General Principle C [Integrity] and Ethical Standard 8.11 [Plagiarism]; http://www.apa.org/ethics/code/index.aspx) remind you of the importance of honesty in psychology. Plagiarism or cheating in any form is simply wrong. Please reread the section on "Academic Standards" in the Student Handbook to review what is meant by these terms. Recall that plagiarism involves the submission of any thoughts or formulations of other people without their being cited or given credit for those thoughts/formulations. For this reason, in any written materials submitted to me:

•       You must put quote marks (" ") around any direct quotation of another person's writings and you must cite the source and page number.

•       You must cite the source for any thoughts or even, for ways of expression which you have changed "into your own words".

Note that the use of ChatGPT or similar AI sources for any written work falls under the plagiarism rubric above unless you specifically cite the AI source and what part of your written material comes from that source. For example if you submit to me a book report or your final paper, I may check to see whether it was generated by AI. I might also call you into the office and ask you to complete what is known as the Cloze Technique to estimate whether an essay was really written by the supposed author.  If you fail to acknowledge your reliance on such a resource or any other resources, you will receive a grade of F for that work.

Special Needs. If you have a disability and need accommodations, please meet with me withing the first two weeks of the semester to review your accommodation sheet. You should meet with someone from the Office of Disability Support Services each semester to review your documentation. The Office is located in the Library (1st floor; 445-4118; dss@lemoyne.edu).

Privacy and Copyright.  Both other students and I have an expectation that classroom discussions and presentations are meant only for class participants. We also have a reasonable expectation that students and the instructor will respect each others' privacy including, as noted earlier, maintaining confidentiality about personal matters discussed in class.

The college's policy is that students must receive written permission from an instructor before sharing or posting in any other location any recording of class lectures or distributing comments or discussion materials involving the instructor or any students in the class. The penalties for unauthorized recording, sharing, distribution or retention of materials may range up to expulsion from the college. Note that this policy is college-wide, that all my own class lectures and presentations are Copyright © 2026 by me, and that violation of this policy allows me to penalize an offender with a failing mark in the course.

Please Note... Students have the right to voice opinions contrary to those offered by the instructor and/or other students. Equally, a faculty member has the right - and the responsibility - to ensure that all academic discourse occurs in a context characterized by respect and civility. The accepted level of civility would not include attacks of a personal nature or statements denigrating another on the basis of race, sex, religion, sexual orientation, age, national/regional origin or other such factors. Students who are not respectful, not civil, or disruptive in any way may be asked to leave the class.

Bias-Related Incidents. Le Moyne College defines a bias-related incident as behavior that constitutes  an expression of hostility against the person or property of another because of the targeted person’s race, religion, sexual orientation, ethnicity, national origin, gender, age, or disability. Bias-related incidents include, but are not limited to, non-threatening name calling and using degrading language or slurs that are directed  toward a person because of his or her membership or perceived membership in a protected class and that create a hostile environment for that person.

Students who believe they have experienced bias or discrimination are encouraged to report the incident. Please refer to Le Moyne’s Bias-Related Incident Reporting webpage to submit a report and for further information.

Title IX. Students who believe they have been harassed, discrimination against, or involved in sexual  violence should contact the Title IX Coordinator (315-445-4278) for information about campus resources and  support services, including confidential counseling services.
 
Le Moyne faculty are concerned about the well-being and development of our students and we are available to discuss your concerns.  As faculty, we are obligated to share information with the College’s Title IX coordinator to help ensure that the student’s safety and welfare are being addressed, consistent with the requirements of the law.  These disclosures include, but are not limited to, reports of sexual assault, dating violence, domestic violence, and stalking.
 
Please refer to Le Moyne's Sexual Misconduct Resources webpage for contact information and further details.

Letters of Recommendation. If you choose to ask me for a letter of recommendation, please give me at least three weeks' notice before the letter is due. I have a form I ask all students to fill out before I will write a letter. See me in the office for the form. You should also sign up to see me for an interview after turning in the form before I write anything in order to brief me about your graduate school plans, goals, etc. In these ways, I can fashion a letter which is both personal and focused.

Behavioral Expectations

Note that you are expected to behave politely and in a manner which fosters the overall academic atmosphere and quality of the class. Some students don't seem to have a good sense of what kinds of behaviors are inappropriate in a college classroom. So, let me list the sorts of behaviors you should avoid:

• Leaving the class before the end of the class period without mentioning the reason for leaving to me before the start of the class by sending me a CHAT note. Note, however, that if a student feels sick or needs to excuse herself or himself for a medical reason, the student should do so without waiting to get my permission. The student should leave quietly.

• Refrain from using any cordless or cellular telephone during a class except for students who are emergency service workers on call, parents of sick children, or caretakers of sick adults on call. These individuals should mention their need to monitor a call during the class to me before the start of that class. Students should not have a cell phone visible in class unless a presentation calls for their use or I have been notified about the need to have one visible.
  

• Appropriate for a psychology and media class: "Texting" and/or receiving any SMS (short-message system) or cellular telephone messages. You cannot fully concentrate on class if your are texting and texting may also disturb students who are seated near you. NO CELL PHONES.
  

• Talking to others or making audible remarks during class lectures by me or while another student is talking.

• Eating food (e.g., bagels, donuts, pastries, sandwiches) during class or drinking beverages during class which are not in containers with a lid or can be closed by a screw top. Students with a medical condition requiring the consumption on food or beverages should see me. If you come to class with your lunch, please eat it outside.

• Creating an environmental mess by leaving garbage on the classroom floor rather than by putting debris in an appropriate trash container. This is our place to learn and we need to keep it clean.