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SO 308 Prin of Social Research
Marsh, Patricia


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SO/PS 308 Principles of Social Research

Semester

SP 2013 HO

Faculty

Dr. Patricia A. Marsh

Title

Associate Professor of Psychology

Degrees/Certificates

Ph.D. Social/Personality Psychology
M.S. Psychology; Graduate Certificate in Occupational Health Psychology
B.S. Psychology

Office Location

Mabee Underground (MA) 208B; across from the Copy Center

Office Hours

MW 10 – 11 AM, M 1 – 3 PM, W 12 – 1 PM, T 4 – 5 PM, or by appointment

Daytime Phone

(816) 584-6880

E-Mail

patricia.marsh@park.edu

Web Page

http://www.park.edu/psychology/

Semester Dates

January 14 – May 10, 2013

Class Days

--T-R--

Class Time

2:25 - 3:40 PM in Mabee Underground (MA) 604

Prerequisites

An introductory social science class (i.e., SO141, PS101, CJ100, or SW205) and PS/SO307 or equivalent

Credit Hours

3


Textbook:

Jackson, S. L. (2012). Research methods and statistics: A critical thinking approach (4th ed.). United States:
Wadsworth Cengage Learning.
ISBN-13: 9781111346553

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
ISBN-13: 9781433805615 (soft cover)

Additional readings – mentioned in class, some provided in Doc Sharing

In this course, Park University’s eCompanion will be used with the submission of assignments, announcements, etc.; therefore, students MUST access it at least once a week. Some announcements will be sent via the email function within eCompanion; therefore, students must check their Park email weekly or make sure they have setup a forwarding of their Park email to an account they do access.

Calculator

You will need a calculator for some parts of this class; however, this website might serve as a backup calculator if you currently do not have one, lose it, or misplace it: http://web2.0calc.com/

SPSS & Excel

You will need access to the software programs Excel and SPSS (Statistics Package for the Social Sciences). Because this is a face-to-face class on the Parkville campus, you will NOT need to purchase this software because it is loaded on the campus’ computers. However, if you are a commuter student you will need to allot additional time on campus to complete assignments requiring these software programs.
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:


Research Related

APA style (free) tutorial: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

University of Toronto’s How Not to Plagiarize: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize

LEO—Literacy Education Online: http://leo.stcloudstate.edu/research/apaintext.html

Cengage Learning’s Companion website (For Students):

http://www.cengagebrain.com/shop/ISBN/9781111346553

  • Must allow pop-ups to use features of the FREE tools
  • Under “Related Products & Free Materials” click on the “Access” button
  • In addition to selecting each chapter and utilizing those resources, more information is available under the “Research Methods Workshops” link located under the Book Resources heading (left hand side of the screen).

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:

SO 308 (PS 308) Principles of Social Research: Surveys the range of quantitative (experiments, surveys, etc.) and qualitative (observations, interviews, etc.) methodologies commonly used in social scientific research. Critically examines issues related to formulating research questions, evaluating social scientific literature, sampling, measurement, design, analysis, interpretation, and communication of results. Involves completion of data analysis projects and a research proposal. Prerequisite: An introductory social science class (i.e., SO 141, PS 101, CJ 100, or SW205) and SO 307 or equivalent. 3:0:3

Educational Philosophy:

As a professional in the field of Psychology, I am dedicated to the mission of enhancing students’ learning. I set high expectations for myself and my students in our performance, professional behavior inside and outside of the classroom, and in the ethical and respectful manner in which we interact with each other. Research has shown that learning can be enhanced with activities that generate what Bjork (1994) had called desirable difficulties, because these tasks “trigger encoding and retrieval processes that support learning, comprehension, and remembering” (as cited in Bjork & Bjork, 2011, p. 58). Although learning should be challenging it can also be an enjoyable process. Structure, organization, and details are key elements of my teaching approach along with techniques such as conveying life stories, hands-on activities, “props” (e.g., the Bobo doll), and assignments/tests that reflect the knowledge, skills, and attributes identified by APA (2007) as core to the undergraduate psychology major

Because learning is an ongoing process, students receive multiple forms of feedback and opportunities to engage in the learning process throughout the course. People learn at different paces, through different styles, and from different cultural/societal/family experiences. However, because the course is confined by preset start and end dates, students’ strategies for learning the course material will differ and this is to be expected.  

Some students, who seek out additional assistance and/or advising with me, tend to extend the learning process beyond the scope of the course and into their professional development. Learning, mentoring, conducting and applying research, and providing my service to the profession are keys aspects of who I am as a social/personality psychologist. I am also very dedicated and passionate about my career and hope to inspire others to feel that way about their chosen profession. 

Expectations I have for students associated with this course:

Assumed Knowledge & Skills
(i.e., what students have walking into this course)

·        Basic understanding of psychological and statistical concepts, and theories of behavior.

·        Basic understanding of the order of mathematical operations; fractions, proportions, decimals, and percentages; calculations with negative numbers; basic algebra for solving equations (e.g., solve for X); and calculations with exponentials and square roots. For a review visit http://www.mathgoodies.com/standards/alignments/grade4.html

·        Intellectual inquiry and skepticism. 

·        How to critically read a college level textbook; use of eCompanion; database searchers for academic sources (e.g., use of Park’s library services and knowing the difference between peer-reviewed and non-peer-reviewed references), and knowledge of university policies.

·        Self-regulation of one’s learning (e.g., taking notes based on your methods of learning, identifying strengths and areas of improvement in your learning endeavors, receiving and incorporating constructive feedback into your learning process); ability to read/access and follow a course syllabus.

Junior level (assumed because the course is at the 300-level)

·        How to properly cite and reference the source(s) of ideas, concepts, theories, findings, and terminology using APA style 6th edition (e.g., title pages, header and page numbering, main and sub-headings, references page, etc.).

·        Avoid stealing, copying, or taking credit for information that you did not create (i.e., acts of plagiarism).

·        Writing in a professional (non-conversational) manner. Professional writing includes, but is not limited to, the use of complete sentences, clear topic statements and supporting sentences, research or evidenced based rationales instead of unsupported opinions, transition sentences across paragraphs, integrating information from multiple sources, demonstrating multiple applications of critical thinking, and a concluding paragraph.

·        Ability to work collaboratively in teams.

·        Professionalism in one’s behavior and quality of work.

Devoting Time

Students desiring to earn an "A" letter grade in this course will devote on average 6 – 9 hours per week, which includes attending class lectures/discussions. Depending on the number of “Assumed Knowledge & Skills” described above that students have BEFORE entering this course, some may need to devote significantly more hours to achieve their desired grade in this course. 

  Instructor Learning Outcomes

  1. “Interpret basic statistical results”, “… distinguish between qualitative and quantitative methods (APA, 2007, p. 13), and differentiate between parametric and nonparametric statistical tests.
  2. “Distinguish between statistical significance and practical significance” (p. 13).
  3. “Describe effect size and confidence intervals” (p. 13).
  4. “Locate and use relevant databases, research, and theory to plan, conduct, and interpret results of research studies” (p. 14).
  5. “Formulate testable research hypotheses, based on operational definitions of variables” (p. 14).
  6. “Recognize that individual differences and sociocultural contexts may influence the applicability of research findings” (p. 14).
  7. Present work in written and oral forms that demonstrate critical thinking and ethical writing skills at an advanced (junior-senior) level. Demonstrate a working knowledge of APA style (6th edition). Make logical theoretical and/or practical connections across peer-reviewed (academic) sources.
  8. Demonstrate technological competency with Microsoft Word (e.g., Track Changes and Comments); eCompanion—the course management system (e.g., accessing and submitting assignments); and software programs such as Excel and SPSS-Statistics for the Social Sciences.
Class Assessment:
The Core Assessment assignment for this class requires you to write a detailed proposal for research you could conduct. You will not actually do this research (though it might form the basis for a senior research project or some research relevant to your job), but your proposal should be a “blueprint” detailed enough that you could hand to others and guide them through its successful completion. The research proposal will consist of four sections:

1.    Problem Statement: (max. 1500 words) an overview of the topic your research will investigate. It introduces and justifies your research question, key variables, their hypothesized relations, and your guiding theoretical perspective. It explains how your planned research is unambiguous in its goals and methods, concerned with a significant issue that will add to the store of human knowledge, theoretically justifiable and testable, practical and feasible to implement, ethical and respectful of human rights, and builds on existing knowledge in the field.

2.    Literature Review: (max. 1500 words) a critical summary of existing research your project will build upon. Your review will evaluate at least five other relevant research projects from original sources in reputable, peer-reviewed journals. The lit review discusses previous research, as it influences the proposed project. It evaluates the methodological, theoretical, or substantive strengths or weaknesses of those studies and explains how they shape your research plans.

3.    Ethics & Conduct of Research: (max. 1500 words) summarizes potential ethical dilemmas, political consequences, and practical challenges associated with designing, conducting, implementing, and disseminating your research. It explains where your research process might go wrong and the safeguards you will put into place to minimize those risks.

4.    Design & Procedures: (max. 2000 words) describes and justifies your plans for measurement, sampling, design, analysis, and interpretation of results. It explains which data you would collect, when you would collect it, and what you would do with it to make sense of your topic and shed new light on your research question — and how and why. This section is a set of “how to” instructions for actually turning your “good idea” into a real plan for scientifically answering your original question. Your research proposal is a carefully constructed argument for why your question should be answered and how a valid and reliable answer might be obtained. It should be a meticulous set of instructions for generating an answer according to the rules of scientific method, and it should make the case to interested parties for how such an answer can be achieved.
 

Modifications to the Core Assessment’s Instructions 

The maximum word limit for the entire assignment (i.e., 6500 words) is approximately 19 – 20 pages double spaced, which does NOT include the title, abstract, or references pages or the Tables, Figures, or Appendices that students might include. The description above will serve as the basic format of the Core Assessment (CA) assignment in this class with the following modifications: 

  • If deemed necessary by the topic being covered, students could go beyond the maximum within a given section, such as in the literature review section.
  • The required MINIMUMS for each area are as follows:
    • Problem Statement: at least 750 words
    • Literature Review: at least 1200 words
    • Ethics & Conduct of Research: at least 750 words
    • Design & Procedures (also called the Method section): at least 1000 words
  • An additional section of the paper will be added called “Planned Analyses” which does NOT have a minimum or maximum word limit. This section will cover the statistical tests students would use if they were to actually collect and analyze the data. Peers who have completed statistics courses and/or have experience with conducting analyses for research studies can be consulted to help other students with this section of their paper. All variables mentioned in the Method section must be discussed/addressed within the Planned Analyses section.
The course rubric for the Core Assessment provides formative and summative feedback for assessment purposes. The formative feedback can help students identify how close their project meets the expectations of the department and make improvements throughout the course; the summative serves the same purpose but only at the end of the course. Keep in mind that other evaluative (grading) rubrics will be used for sub-assignments linked to the final Core Assessment project. These other rubrics will contribute to students’ final points (grade) in the course.
 
 

Detailed Class Assessment:

Unless otherwise stated, all assignments are to be completed, submitted, uploaded, and/or turned-in by the start of class period (i.e., 2:25 p.m.) as indicated in the schedule portion of the syllabus.

 

Assignment
(Grade %)

Points

Brief description

Exams

(300 points, 30%)

3 * 100 points

There will be 3 exams, each worth 100 points. I reserve the right to keep the exams.

Ethics Training

(3%)

30 points

(must pass the training and present the certificate by the due date/time to earn these points)

Students must complete and pass the Investigator Education Program (i.e., the National Institute for Health’s—NIH Office of Extramural Research training); passing the training also makes students eligible to submit research proposals to Park’s Institutional Review Board (IRB).

http://phrp.nihtraining.com/users/login.php

Students are “required to submit a copy of their program completion certificate” (Institutional Review Board, n.d., para. 24) to their professor by the deadline as an email attachment or hard copy (print out). Reading the modules and passing the embedded quizzes can take multiple hours (3-5 hours depending on comprehension speed), thus plan accordingly.

Core Assessment Assignment
(210 points, 21%)

50 points

20 points

20 points

20 points

100 points

Core Assessment [Research Proposal]. This assignment will be broken down into smaller components; see class schedule for associated due dates.

CA Part 1: Problem Statement & Literature Review sections of the CA as described earlier in the syllabus; a minimum of 1750 words for the combined sections.

CA Part 2: Design & Procedures (first attempt)

CA Part 3: Design & Procedures (final attempt)

CA Part 4: Ethics & Conduct of Research and Planned Analyses

CA Final Paper & PowerPoint Presentation: Last submission of the CA paper (all parts approximately 18 – 22 pages)

Learning Assessments

(104 points, 10%)

25 points &

10 points

10 points

25 points &

10 points

Up to 24 points

(1) RMS Assessment Test & Survey (beginning of spring semester) – Online and in the Testing Center

  • (full version) Two-part Pre RMS Assessments: For those who did not take PS/SO 307 with Dr. Marsh

OR

  • (December version) Two-Part Post RMS Assessments: For those who did not finish these at the end of Dr. Marsh’s fall 2012 PS/SO307 course

(2) Pre APA Test – in class; points earned for completing the assignment

End of the semester

 

(3) Follow-up RMS Test & Survey; online and the Testing Center. Any score above 25 correct responses (out of 44 items) will count as extra credit toward students’ total points in the course.

(4) Post APA Test – in class; points based on the actual score earned on the test.

Homework & Class Activity assignments

(30%)

300 points

(maximum)

There will be various homework and individual/ group activity assignments (in addition to the other individual and one group project assignments). Some of these assignments will be planned (e.g., appear in the syllabus’ schedule and others will be more spontaneous. Although the possible points may slightly exceed the maximum number, students should NOT rely solely on being able to make up all points missed earlier in the semester.

Group Project: Observation Study Paper (6%)

60 points

Each group will submit one (1) miniature version of an APA research paper based on the observation study they designed, collected data for, analyzed, and wrote.

Extra Credit

(3 – 5% extra)

20 points

15 points

(maximum; lack of absences policy)

(maximum; participating in research studies or equivalent research experience)

Total

1004

 

 

Students who completed these assessments (item #1) at the end of fall 2012, walked into this class with those 35 points already earned.

Grading:

Grades in the course are based on the number of points earned by the last day of class and points earned on the final exam. Adjustments on individual assignments/tests are rare and at my discretion. Adjustments to students’ total points at the end of the semester will NOT occur. For example, if students are 1 point away from the next letter grade, I will not simply move them up one point. I do not know what each student’s total points for the course are until I compile grades at the end of final’s week; therefore it is each students responsibility to keep track of his/her own total points and to increase performance during the semester if additional points are needed for the grade he/she wishes to earn in the course.

Final course grades will be determined as follows:

Points

Letter Grade

904 - 1004+

A

803 - 903

B

703 - 802

C

602 - 702

D

< 602

F

Late Submission of Course Materials:
Assignments Eligible for Late Submission & Associated Point Reductions

  • Papers are to be uploaded in the Dropbox within eCompanion as a .doc, .docx, or .rtf file format by the start of class time (i.e., 2:25 p.m.) on the day they are due. Late papers will be subject to a 10-point deduction for each 24-hour period including weekends, holidays, etc.  The 24-hour period starts 2 minutes after the start of the scheduled class time.
  • Point-based class activities can be made up if arrangements have been made with the instructor prior to or on the day of the absence. After 1 week these activity cannot be made up.
  • Late submission of the NIH (ethics) training certificate will result is a 4-point deduction for each 24-hour period that it is late, including weekends, holidays, etc.  The 24-hour period starts 2 minutes after the start of the scheduled class time.
  • Exams 1 and 2 can be made up within 1 week of the absence; otherwise they can be made up on the day of the final exam.
  • The Core Assessment (CA) PowerPoint presentation, under extreme circumstances may be made-up. Instructor must approve the absence and students MUST provide professional documentation (e.g., funeral pamphlet, doctor’s note, military orders, jury summons, etc.). The opportunity to make up the presentation is NOT guaranteed; therefore a case-by-case judgment will be made.

Assignments NOT Eligible for Late/Make up Policy

  • Homework assignments
  • Pre/post Assessments
  • Extra Credit, unless otherwise stated
  • Final Exam; however, exceptions, such as in extreme circumstances, will be evaluated on a case-by-case basis.

 

Classroom Rules of Conduct:
Phone/Pagers: These items are to be placed in the silent, vibrate, or off mode during class. Use of these devices in class (e.g., text messaging) is both rude and disrespectful. At the professors discretion (i.e., decision), students may be subjected to a 25-point deduction in their final course points for each incident. 

Drop Policy: In compliance with Park University’s policy. Students will be dropped from the course after two consecutive weeks of unexcused absences. Although faculty/instructors submit attendance on a weekly basis, being dropped is an administrative function of the attendance system and faculty members are not involved in that part of the policy.

Attendance Policy: Students are expected to attend all classes and this reflects expectations once they graduate (e.g., expectations of employers and graduate programs). To encourage the active engage and participation of students, extra credit points will be allotted to students at the end of the course based on their level of attendance throughout the semester. Regardless of the type of absence (i.e., excused vs. unexcused), students with 0 – 2 absences will earn an addition 20 points toward their total course points. Those with 3 – 5 absences will earn 10 points. Those with 6 or more absences will not earn any additional points.

Absences due to representing Park University (e.g., conference presentation, debate, fieldtrip for another class), taking a university test (e.g., exit exam for your major), will count as officially attending. For this policy to be validated, the instructor must be informed at least 24-hours before the start of class and/or have proper documentation (e.g., letter from another professor associated with the university-related event).

Obtaining lecture notes for missed classes is the students’ responsibility, which means contacting a classmate for the notes/materials. If you know in advance that you will miss class on a major due date or for long periods of time, please notify me immediately! Ideally any missed work is completed in advance of the due date. Attendance does NOT mean that you show up to class and read a newspaper or text message your friends. Individuals who exhibit behaviors that the professor considers disrespectful or a hindrance to the learning process will be asked to leave the classroom.

Email policy: Unless I am sick or out of town, I will usually respond to emails within a 48-hour period when regular classes are in session, Monday - Friday. Such policies do not apply during breaks (e.g., spring, summer, fall, or winter breaks), official Park holidays, or during school closings. 

    • Please do not be surprised or upset if you do not receive an immediate response to your emails. 
    • When sending an email to me (or any of your professors), you need to include your first and last name, course name, and the class time. Your professors/instructors teach multiple classes and, in some cases, multiple sections of the same course. Therefore if you wish a professional response then you must provide sufficient information regarding your inquiry and identity.
    • Students MUST use @park.edu email to ensure I receive your communication; otherwise, I am not responsible for emails lost to the Park’s email spam filter.

Be Respectful (both inside and outside of the actual classroom): As a student in this class, you should know upfront that you will encounter new ideas, topics, images and discussions, which may challenge your worldview. Some students may find this information personally offensive, uncomfortable, distasteful, or upsetting. Because the field of psychology addresses positive, neutral and negative aspects of human and animal behavior, we will discuss a broad range of topics that may not be pleasant for everyone. Please be respectful to your classmates and your instructor(s). Debates on relevant issues are encouraged, however no one should engage in personal attacks inside or outside of the classroom.  

Student BehaviorAt the instructor’s discretion, student behavior deemed disruptive to the educational environment will result in disciplinary action consistent with the university’s academic policy. Consequences of disruptive behavior include, but are not limited to, removal from the classroom and administrative withdrawal of the student from the course.

Students will receive a public warning to cease the activity.  On the second occurrence the student will be instructed to leave the class room. If the student fails to leave the class room, Public Safety Officers (police) will be contacted and the student escorted from the class room.

Office Hours
: Specific times for office hours are listed on the front page. Individual appointments are available upon request. Please take advantage of appointments. These times are set aside so that questions or concerns can be addressed, assistance and resources discussed, or for meetings about your professional development (e.g., academic and career). 

Inclement weather/emergency closings: If we miss a class because of a snow/ice day, the exam schedule will remain as planned in the syllabus. The only exception is if a snow day occurs on an exam day. In that case, the exam will take place on the next day we return to class. 

Course Topic/Dates/Assignments:

I reserve the right to keep this schedule flexible, which means small modifications might occur depending on circumstances throughout the semester. Such announcements are mentioned in class and may be conveyed in Course Announcements within eCompanion.

All assignments are due by the start of class time (i.e., 2:25 p.m.) unless otherwise stated. Papers MUST be uploaded in the eCompanion Dropbox within eCompanion as a .doc, .docx, or .rtf file format. 

Week

Dates

Readings

Activities/Due Dates

1

1/15

Chapter 1: Thinking Like a Scientist

Introductions; Discussion of various Pre Assessment assignments

1

1/17

Ch. 1

Pre APA Test (in class)

2

1/22

Ch. 1

Class activity, based on links in the “Descriptive Methods” PP slide

Due: RMS Assessments (Test & Survey)

2

1/24

Ch. 1

Chapter 2: Getting Started—Ideas, Resources, and Ethics

Due: Homework (HMWK) for Ch. 1

Class activity: Identifying elements of a research study

3

1/29

Ch. 2

Class activity—Dissecting a research article

3

1/31

Ch. 2

Due: HMWK for Ch. 2

Class activity, based on links in the “Ethical Standards in Research” PP slides

4

2/5

Ch. 2

Chapter 3: Defining, Measuring, and Manipulating Variables

Due: Certificate from the NIH Office of Extramural Research training

4

2/7

Ch. 3

5

2/12

Ch. 3

Due: HMWK for Ch. 3

5

2/14

Exam 1 (chapters 1 – 3, plus additional readings that expanded upon content in these chapters)

6

2/19

Chapter 4: Descriptive Methods

6

2/21

Ch. 4

Due: Core Assessment (CA) Part 1

7

2/26

Ch. 4

Class activity

7

2/28

Ch. 4

Class activity

8

3/5

Ch. 4

Due: HMWK for Ch. 4

8

3/7

Ch. 4

Due: Core Assessment (CA) Part 2

9

3/12

Spring break/recess

No classes

9

3/14

Spring break/recess

No classes

9

3/15

3/16

For Your Information: Friday/Saturday—Great Plains Psychology Convention (Omaha, NE)

http://www.greatplainsconvention.com/

At the end of spring break

10

3/19

Chapter 9: The Logic of Experimental Design

10

3/21

Ch. 9

11

3/26

Ch. 9

Due: Core Assessment (CA) Part 3

 

Due: HMWK for Ch. 9

11

3/28

Exam 2 (chapters 4 & 9, plus additional readings that expanded upon content in these chapters)

12

4/2

Chapter 8: Introduction to Inferential Statistics; Chi-Square Goodness-of-Fit Test (pp. 216-218)

Class activity/calculation

12

4/4

Chapter 10: Inferential Statistics—Two Group Designs; Nonparametric Tests (pp. 264-272)

Due: HMWK for Ch. 8

13

4/8 –

4/11

For Your Information:

Park’s Student Research and Creative Arts Symposium (Monday – Thursday)

http://www.park.edu/symposium/

 

13

4/9

Ch. 10 Nonparametric Test

Due: Core Assessment (CA) Part 4

Class activity/calculation

13

4/11

Ch. 10 Nonparametric Test

Chapter 13: Quasi-Experimental Designs

Due: HMWK for Ch. 10

14

4/16

Ch. 13

Class activity

14

4/18

Ch. 13

Due: HMWK for Ch. 13

15

4/23

Ch. 13

CA Presentations

Due: CA paper (final version)

15

4/25

CA Presentations

Due: CA paper (final version)

16

4/30

CA Presentations

Due: CA paper (final version)

16

5/2

CA Presentations

Due: CA paper (final version)

Due: Follow-up RMS Assessments (Test and Survey)à by Friday 5/3

Course evaluations

Remember that only one Core Assessment (final version) paper is due per student. The final version of the paper is due on the day students present their research proposal to the class; hence, the repeating due dates for the same assignment.

5/9 (R), 1 – 3 PM 

  • Final Exam (Portions of chapters 8 & 10, chapters 13)
  • Make-up exams, if applicable

Full final exam schedule can be found in: http://www.park.edu/Spring2013ClassSchedule.pdf

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 95
(Additional) Policy on Cheating/Plagiarism:

Cheating on examinations and/or plagiarism of written material, REGARDLESS OF WHETHER THE ACTS WERE INTENTIONAL OR UNINTENTIONAL, will be handled in a manner consistent with the university's academic honesty and plagiarism policies. Students who are caught cheating, plagiarizing, or (un)knowingly providing false information may be reprimanded with a (a) failure grade on assignments or exams, (b) failure of the course, or (c) potentially other disciplinary actions. Again, these consequences can occur for unintentional, intentional, or other reasons for such acts.

Park University's Resources on Plagiarism: http://www.park.edu/cetl/quicktips/plagiarism.html

Plagiarism.org (Learning More about Plagiarism; http://www.plagiarism.org/)

University of Toronto's How Not to Plagiarize: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize

LEO—Literacy Education Online: http://leo.stcloudstate.edu/research/apaintext.html

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 98
(Additional) Attendance Policy:

ATTENDANCE WILL BE COLLECTED DURING THE FIRST 10 MINUTES OF CLASS.  If you are late to class you will be marked late, which will be counted as an Excused Absence and it will count as an absence toward the extra credit points associated with lack of absences; see Course Policies.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


References cited in this syllabus

American Psychological Association—APA. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved from www.apa.org/ed/resources.html


Bjork, E. L., & Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York, NY: Worth Publishers.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/11/2013 2:48:22 PM