Jamie Krenn

Jamie

Undergraduate Discipline

Psychology

MA (Developmental Psychology), MA, MPhil, PhD (Cognitive Science), Teachers College, Columbia University. BS (Art Therapy & Psychology) CW Post Long Island University (Honors). Krenn leads the “Children & Media: Analysis & Evaluation” area of focus at Teachers College, Columbia University, focusing on research and theories relevant to learning and developing educational materials for children. Her research interest includes cognitive media processing creative preschool curriculum preparation and culinary cognition. She teaches at several institutions as an adjunct associate professor, including Columbia University’s Teachers College, Siena College, and Barnard’s Pre-College Program, as well as Sarah Lawrence College. She previously worked as an educational media consultant for media entities such as Disney, YouTube Originals, and PBSKids. Krenn’s current project is with a production team on a program for Nickelodeon Studios. She’s an expert who knows firsthand that there aren’t many tools to support work-from-home-parents like her and wants to help change this. She hopes to share her experience and training with others in food, parenting, psychology, and product development. SLC, 2022–

 

Undergraduate Courses 2022-2023

Psychology

Psychology of Children’s Television

Open, Seminar—Fall

This course analyzes children’s media, specifically preschool media through middle school, using cognitive and developmental psychology theory and methods. We will examine specific educational television programs with regard to cognitive and social developmental issues related to family life, peer relationships, and education issues. Because media has an enormous impact on children’s behavior, it has increasingly become a subject of interest among researchers and the public. This course addresses this interest by applying cognitive and developmental psychological research and theories for the development and production of educational media. In addition, it helps identify essential elements that determine the positive and negative qualities of media for children. Finally, the course examines and evaluates how psychological theories and frameworks can be used to guide the successful production of children’s media (e.g., social cognitive theory). Projects and assignments will include weekly class discussions on peer-reviewed journal articles, watching television programs, preschool television pitchbook preparation, child observations interacting with screens, and media artifact critiques as assigned.

Faculty

Technology and Human Development

Intermediate, Seminar—Spring

Prerequisite: prior psychology course work

All of us today grow up in a technology-rich environment, which is not only different from the one we grew up in but also is still changing and evolving rapidly. The course examines the use and design of an array of educational technologies (computer programs, multimedia software, television, video games, websites, and so on) from the perspective of basic research and theory in the human cognitive system, development psychology, and social development areas. The course aims to provide a framework for reasoning about the most developmentally appropriate uses of technologies for children and young adults at different ages. Some of the significant questions we would focus on include: How are their developmental experiences affected by these technologies? What are the advantages and disadvantages of using technology as a child, especially for learning? In this class, we will try to touch upon these issues by reading classic literature, research articles, playing games, watching programs, using apps, and discussing our experiences. Projects and assignments will include weekly class discussions on peer-reviewed journal articles and media artifact critiques written by individual students and through group project work.

Faculty