Syllabus PSYC 1005-E01
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This 21 page Class Notes was uploaded by Stephanie Notetaker on Tuesday September 6, 2016. The Class Notes belongs to PSYC 1005-E01 at University of Colorado Denver taught by Dr. Michael Zinser in Fall 2016. Since its upload, it has received 4 views. For similar materials see Introduction to Psychology II in Psychology at University of Colorado Denver.
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Date Created: 09/06/16
COURSE SYLLABUS Introduction to Psychology II Online Psychology 1005 Section E01 Fall 2016 SYLLABUS HYPERLINKS Instructor Information Required Material Course Overview Course Goals Hardware and Software Requirements, Communication Policies My Approach to Assignments and Grading Mistakes: Yours and Mine Graded Items Study Aids: Optional But Strongly Encouraged Grading Scale Incomplete Grades Student Conduct and Academic Honesty Disability Accommodations Student Grievances Schedule Fall 2016 Academic Policies and Deadlines INSTRUCTOR INFORMATION INSTRUCTOR: Michael Zinser TERM: Fall, 2016 OFFICE: NC 5002L LOCATION: Fully Online PHONE: 303 5564660 WEBSITE: Canvas Course Shell EMAIL: email@example.com OFFICE HOURS: By appointment Drop by and say hi sometime. I’m in the office a lot. I like to meet my students. TA: Gene Russell, Eugene.firstname.lastname@example.org Our course is also supported by TAs who offer help on course requirements. They hold office hours Monday through Thursday in North Classroom 5010 A. REQUIRED MATERIAL Good news: W.W. Norton, the publisher of the text we will use this semester, has offered free access to the required course material, for this semester only. This grants you access to an etext and a suite of learning materials. You will need to register in Canvas to access these materials and to complete course requirements. Should you wish to have a paper copy of the text you can purchase one through the publisher or numerous other sources (Amazon, eBay, Textbooks.Com, etc.). We will use this text: th Gazzaniga, Heatherton & Halpern (2015). Psychological Science, 5 Edition. W.W. Norton. COURSE OVERVIEW The Psychology Department offers two courses that cover the broad range of material in an introduction to psychology. The University of Colorado at Denver Catalog provides the following description of our course, Introduction to Psychology II (PSYC 1005): “Introduces the scientific study of behavior, including an overview of the history of psychology, development, personality, psychological disorders, therapy, health psychology, and social behavior.” The other course in the series, Introduction to Psychology I (PSYC 1000), is not a prerequisite for our course. The material for our course will draw from eight of the chapters in the text. This threeunit course is approved by the Colorado Department of Higher Education for statewide guaranteed transfer, GTSS3. It counts toward fulfillment of the Behavioral Sciences core requirement. I adhere to the terms of my syllabi. At times, it becomes necessary for sound and compelling reasons to change provisions. I reserve the right to do this; in such cases I give ample notice (via announcements). COURSE GOALS I have several goals for this course. I aim to provide you with an overview of the major findings and approaches to have emerged from research in the areas described above. We will explore what is known, as well as the methods and theories used in psychological research that have yielded this knowledge. Pervading the course is the assumption that the scientific method is essential for a solid understanding of human behavior and mental processes. The goals are thus to foster student understanding of how the scientific method is applied to psychological research, and to promote the ability to think critically about psychological methods and claims. Indeed, there is much to think about, and I strive to extend this thinking beyond the confines of our class. The theories, findings concepts and methods apply richly to each of our lives, and to the pressing concerns that face our species. I aim to deepen understanding through such application. More fully than any other discipline I know, the study of psychology engages both the mind and the heart. I aim for this course to stimulate both in you, by piquing your curiosity and by deepening your compassion. I seek an appreciation of how we humans are profoundly alike as well as importantly different, and a respect for both. Our course meets department and college curriculum goals and essential learning outcomes, specifically: Establishing a solid foundational knowledge of psychological concepts, methods and findings. Introducing students to the psychological research methods. Applying psychological findings, theories and approaches to the real world. Developing critical thinking skills. Honing written communication skills. Fostering ethical reasoning to meet personal and social responsibilities. HARDWARE AND SOFTWARE REQUIREMENTS, COMUNICATION POLICIES Hardware and Software The following computer policies might seem strict to some students, but they are here for a good reason: they assure the integrity and quality of the course. This is a fully online course, which requires that students both have an appropriately equipped computer, know how to use it and know how to use Canvas. Helpful resources are available at the Instructure Canvas website. Ensure that your computer and software meet all technical requirements. You will need a highspeed, reliable internet connection. Students are expected to have access to a backup computer that meets the above requirements. There are several student labs on campus that serve this purpose, and there are many other sources in the community. Please note: computer or connection problems on your end will not be considered as excuses for failure to meet course requirements. Problems in course delivery from CU Online and Canvas would be considered, but these are rare. In cases where a student says there were problems with the system, and CU Online/Canvas says there were none, I will have to go with their explanation and impose the full penalty. This usually means a zero on the assignment, test or quiz. If you’ve done your best but still have questions about the above technical concerns contact CU Online at (303) 3153700 (open Monday through Friday business hours). If your question is about Canvas, call (855) 6312250 for excellent, 24/7 support. Communication Use the tools I have provided for questions that relate to course policies and procedures: the threaded discussion in “Instructor Virtual Office.” Contact me via email for concerns that are individual to you, that do not affect the class as a whole. Use your university account only, as I will not be able to receive email from other accounts. This is a university requirement. If you email me, make sure the “Subject” field of your email starts with our course number: PSY 1005 EO1. Thus, your email title might look something like this: PSY 1005 EO1: My Grade on the Paper. I expect students to log in to the course multiple times each week, with such logins distributed throughout the week. If you miss critical information I’ve posted because you haven’t checked in, the consequences could be unpleasant. This has happened. All students are required to check for announcements on every login and read them carefully. Course requirements posted in announcements carry the full force of provisions described here. As noted above, our learning goals require both structure and flexibility; such flexibility may require updates described in announcements. The course operates on a MondaytoSunday schedule EXCEPT FOR THE LAST WEEK OF THE SEMESTER (FINALS WEEK), THE WHICH ENDS ON A SATURDAY. ALL REQUIREMENTS MUST BE MET BEFORE THEN. All student communications must be respectful. This applies to all postings fellow students may read, and indeed applies to email communications as well. If you disagree with someone in a threaded discussion, it is fine to be passionate but be sure to address ideas – not personal characteristics. I reserve the right to delete posts that are inappropriate or disrespectful, either to individuals or the educational process. This happens only very rarely, I’m happy to say. We have great students at UCD. MY APPROACH TO ASSIGNMENTS AND GRADING Missed Deadlines. I hold to a firm policy for missed deadlines or late submissions. One a deadline passes, that assignment deadline passes, that assignment can never be taken again. This applies to all graded items (e.g., (test, quiz, lab, exercise, discussion, etc.), papers excepted. Late papers incur a penalty for each day late. I know that bad things happen to good students, however, and have developed policies that allow all to survive and thrive. I detail these policies below, where I describe each of the elements that go into your score on graded items. The policy described here means that there will be no avail in arguing for extensions or exceptions, however difficult the circumstances may have been. I’ve thought about this a good deal, and am convinced that this system is the best balance between rigor and compassion. The policies are in place to ensure course quality and integrity, and equal treatment for all. My heart goes out to students who have suffered profound losses, endured significant stressors, or battled illnesses both physical and psychological while trying to complete coursework. If the options I offer will not suffice, you may withdraw from the course and try again when your circumstances permit. Or, if you meet all requirements for an incomplete (see below), you may pursue that option. But take heart! I am offering students generous opportunities to drop scores of zero (or low scores). You can miss and survive, even thrive. See the next section. Dropping Low Scores. I help students out by allowing them to drop low scores in all assignment sets (except the final, of course, and the discussions). This is my compensation holding firm to deadlines. I do understand how busy most students are, and they have my sincere respect and admiration for balancing work, families, large course loads and more. I know that batting 1000 for all assignments is quite a tall order. So I allow for a slip here and there. I want to see your best performance. I explain this in “Graded Items.” Grading Standards. I aspire to hold to the standards set by the University of Colorado Regents. These hold an “A” to be excellent, “B” to be good, and “C” to be average. Ample Quizzing. I give a lot of assessments. This is a deliberate strategy, based upon compelling evidence that testing is a highly effective way to enhance learning. Writing Requirements. This course carries significant writing requirements. The quality of your writing will compose a substantial proportion of your score on these assignments. This is required by the Colorado Commission on Higher Education, the highest level of university governance in Colorado. And it is there for good reasons. Writing helps you process information actively, and thus more deeply. It invites you to construct knowledge and derive meaning. And: it develops your ability to share what you have learned. Assignment Scheduling. I’ve given a good deal of thought to assignment scheduling. You’ll see that some assignments are Fridays, Saturdays and Sundays. Bigticket items like exams and writing assignments are due by midnight Sunday at the close of a twoweek module. I distribute the load and set a repeating schedule that helps students keep on track. Don’t work to deadlines. As I’ve mentioned, once a deadline passes, that assignment is closed for good. No makeups or retakes. This is the only way I can conduct this course with integrity and fairness. Remember that you can complete assignments in advance – days prior to the deadline – as I leave them available to you for multiple days. You will know what is coming. Exam and Quiz Questions. You may find questions I ask difficult. Some students call such questions “tricky” and suspect they are intentionally deceptive devices unconnected with learning. I encourage students to consider that difficulties in understanding either the material or the questions may mean that the student is being challenged to grapple with the material at a high intellectual level, well beyond rote reportage. Our material is indeed subtle and complex. As Einstein said, “The Lord God is subtle, but He is not malicious.” You may find a bad question. I deal with thousands of questions in this class, and understand that some have flaws. This is inevitable. I watch, listen to students, consider carefully and revise. And I give credit where credit is due, generally toward the end of the semester, at which point I have a good idea of total adjustments that may be needed . But know that such questions are relatively uncommon. If you think you’ve found one, please contact me via email. Give the question, and make your case, citing evidence from the text where relevant. I’ll be happy to give your plea full consideration, though that can’t be immediate. Next I discuss time limits on multiplechoice exams. First, let me explain “formative” and “summative” testing. Formative testing helps learning; it helps identify areas that need more work. This type of testing (quizzing, actually) is what you will do each week as you learn the material. Time pressure is low, and retakes may be allowed. Summative testing is the traditional type of exam, designed to assess what a student has learned. This is what you will see on the exams and the final. Here there are time limits and no retakes. My starting point in setting time limits for multiplechoice exams is about one minute per question. I commonly extend the time limit, but not by a lot (especially if I include longer, more complex questions). So: a 50item exam should usually be completed in an hour or less. This is the typical time taken in thousands of inclass exams I’ve given. Some online students want more liberal time limits. There is good research evidence that students who take unusually long to finish unproctored online exams are looking up answers. This becomes more of a learning exercise than a “summative” assessment. There is an interesting body of research supporting time limits of around one minute per multiplechoice question. Much of this is derived from intro psychology multiplechoice test questions like those you will see. One solid finding is that almost all students complete exam items in an average of less than one minute (3040 seconds Also, the time taken to complete a question is unrelated to quiz scores. And consider this: on highstakes final exams, time to answer questions is negatively related to score. That is, students who take longer to answer questions tend to do worse. This likely has to do with prior study. There are exceptions. Some students have disabilities that entitle them to test accommodations such as extended time. I take great care to make sure that these students’ needs are met. I work closely with the office of Disability Resources and Services. (See Disability Accommodations) Individual Feedback. There are very many things in this course for me to set up, monitor, correct and adjust. In a course as large as ours I will need to manage thousands of scores. This takes more work and close attention than many students know. I aspire to get students feedback on handgraded items (e.g., writing assignments and papers) as quickly as possible. I use rubrics to explain grading. Individual narrative feedback for all is beyond my capacity. If you wish to have that, please do contact me. Study Aids and Guides. I provide a lot of tools and assignments into each module to help you study and learn so that you can do well on the exams. Our course is divided into eight twoweek modules (units, each corresponding to a chapter). In each of these l have built a set of assignments to help you learn (generally, lowstakes, low pressure exercises), as well as optional learning tools. These include chapter outlines, flashcards, prestudy and poststudy questions, and learning objectives. I tie each exam question on exams to a specific learning objective. Taken together, this is a good deal of help. (Note: I do not offer “study guides” that list areas of emphasis, or exclude chapter material.) MISTAKES: YOURS AND MINE I make mistakes. Not a lot, but they happen. I resolve not to let my mistakes cost student points. I am vigilant about this. The same resolve applies errors attributable to Canvas and CU Online. As noted, these are quite rare; in such unusual circumstances you should get email confirmation of the problem or outage. Publisher material may (not often) contain errors. I watch, pressure them to fix, and make appropriate accommodations. You will certainly miss some questions and make other mistakes. These are invaluable. They guide and you to areas needing further work. Pay attention to them; I’ve seen that this attentiveness is characteristic of my best students. You can be one of them. GRADED ITEMS Here it is in a nutshell: there are eight sets of biweekly assignments, three exams, three writing assignments, four threaded discussions and a final. This semester I’m breaking new ground by trying out a system of learning and quizzing tools I’ve adapted for our course. This is the set of biweekly assignments I describe below. I plan to keep to the structure I outline here, but reserve the right to make changes as I gauge student progress and listen to their concerns. Learning Tools: 240 Points (drop two lowest scores for each assignment) This set of tools promotes learning and application of course content. It draws upon a wealth of recent research demonstrating the power of “formative” testing/quizzing and selfevaluation in promoting learning. As I’ve noted, formative assessments help students identify strengths and weaknesses, and guide efforts to remedy deficits. These are relatively lowstakes, lowpressure assignments. I’ve set this up so that students have opportunities to improve scores. I’ve found that having a repeating, predictable, consistent schedule helps students – particularly online students – a lot. Thus, each of these assignments (detailed below) will be repeated on the same biweekly schedule for each of the eight chapters we cover. Each chapter has four assignments; each is worth 10 points. I’ll drop your lowest two scores for each assignment at the end of the semester. Thus, your top six of eight scores count, for a total of 240 points. Here are the four repeating biweekly assignments: Inquisitive. This is an online learning system that serves both as a learning and selfassessment tool. It interacts with you in ways that resemble a computer game, allowing you to adopt strategies that maximize your points. In the process, you develop valuable skills in self assessment. You will be free of time pressure, and will have full opportunity to earn maximum points. Review Quiz. I include these quizzes to give students an idea of what exams may look like – and to further selfassessment, and goad further study (as needed). They are timed, but you’ll have the opportunity to retake them. It is best to do these after you have completed study of the assigned chapter What to Believe Quiz. These brief quizzes (five questions or so) follow video segments designed to build critical thinking skills – a key goal of our course. I plan to offer one of these for each chapter in the course. Zaps. With ZAPS labs, students interactively explore key psychological concepts to gain a deeper understanding of the concepts as well as of the scientific process. You’ll go through each section in order, and must answer questions in each section before you can go on to the next section. These are engaging, interactive – and educational. Exams: 200 points total (three exams, 100 points each, lowest score dropped). Three exams are distributed across the semester. The majority of questions on each of these exams will cover new material, material not yet tested upon. Cumulative items may also be included. Adequate time will be allowed, but you may take each exam only once, in one session. The clock starts once you enter the exam, and it cannot be stopped. Each exam is available multiple days to accommodate your schedules, which I know are often quite full. Final: 300 points. The final exam is given during finals week. Its format will be similar to that used in the prior exams. It will include both cumulative and noncumulative (i.e., items from the final chapters, those not yet tested upon). Writing Assignments: 200 points (3 sets, 100 points each, lowest score dropped). I assign three writing assignments. These are due in the middle weeks of the term, at fourweek intervals, with due dates scheduled so as not to coincide with exams. Each set of writing assignments calls for brief answers (a few paragraphs) to essay questions. Specific requirements and a grading rubric will be posted in Canvas. Threaded Discussions: 40 points (4 discussions, 10 points each). I post four threaded discussions, distributed through the semester. These are active for half of the 16 weeks of the course. Wise people have advised me that it is good to offer breaks. In general, the discussions focus on the content of the current readings. Threaded Discussions are not the place to discuss or ask about course policies and procedures; such matter goes in the threaded discussion titled Instructor Virtual Office, in Course Home. I prefer not to intrude excessively or control discussions unless that is necessary; for that reason I’ll be judicious about when to weigh in. The primary goal of these discussions is to foster deeper understanding by having students relate the course material to their lives and to the world outside our course, to apply principles learned. This serves important learning objectives in several ways, a few of which I will highlight here. First, humans learn best what is relevant to their lives and purposes. Second, this exercise makes students apply what they have learned. The material is processed more deeply, retained better, and is more available for useful application later. The process can be (and often is) enjoyable, less onerous than exams or research papers. A corollary benefit is that you can come to know how your experience is like – and unlike – that of others. We connect with each other, and we can come to understand not only fellow students but also the principles of psychology in application. And we do this by writing, which as I have noted earlier makes us construct knowledge, helping us encode, retain, and use knowledge. of the course. My posting will help you focus your thinking and frame your reply. Detailed descriptions of the expectations will be posted within the discussions. Here I’ll offer an overview to a typical discussion. For each discussion I generally require one “primary post” due the first week of the twoweek discussion window. A “response post” – a reply to another student’s post – is due the following week. Once the twoweek discussion window closes, the opportunity to post to that discussion closes. The maximum credit per discussion is 10 points. Though the discussion topics will vary, common expectations are these: Relate current material to your life and experience. That is, apply the principles to yourself, or to the broader world. I encourage students to show why the principles matter, either to us or to the broader world. If you are not comfortable talking about quite personal matters, you do not need to do so. You can take a more distanced approach by discussing how the principles apply to events outside your personal sphere. The minimum requirement for each post is multiple wellwritten paragraphs. Writing quality is an important part of the grading. A key part of the evaluation is the degree to which students demonstrate that they understand and can apply course material. It must be clear that the student is using specific text content. These discussions invite you to share your personal experience, thoughts and feelings, supported by sound reasoning and the best evidence you can marshal, alloyed with sound psychological/critical thinking principles. Remember that the best posts are those that get others to think. Such posts deepen understanding and encourage reply. Expressions of likes and dislikes, or bare mention that an opinion is shared, are not enough. I expect substantial and thoughtful contributions, well grounded in our material and supported by sound reasoning. I expect the same in responses to fellow students. I insist that these are written respectfully. SelfIntroduction (Meet & Greet”): 10 points. During the first week I ask students to post a response to the questions listed under “Course Home” in the navigation panel module titled “Meet and Greet” and to attach a digital photo of themselves. This – and the threaded discussions – helps make the online learning experience more personal. You can earn 5 points by answering the questions, and five points for posting an image (embedding an image that occupies most of the discussion window – not the profile picture). Course Survey (10 points). I generally post a “quiz” – actually, a set of questions about the course, at the end of the semester. You get credit for honest answers responsive to the questions. In addition to helping me improve the course for future students, I see this this is a way to credit students for any errors in scoring that may have been made. STUDY AIDS: OPTIONAL BUT STRONGLY ENCOURAGED PreStudy Quiz These quizzes generally have 10 questions. You take them before starting your reading of each assigned chapter. They serve to prompt attention to things you don’t yet know, motivating focused study. I give you the chance to retake these quizzes. PostStudy Quiz These quizzes are very similar in structure to the prestudy quizzes. They serve as a means of assessing your understanding and guiding further study to improve your understanding. I also give you the chance to retake these quizzes. Chapter Outlines A good deal of research on human learning and memory has demonstrated that having a structure – a scaffolding, a framework – helps you retain and organize information. Without it, you are confronted with a host of disconnected, easily forgotten “factoids.” Flashcards Learning a new discipline requires you learn key terms, definitions and concepts. You will use these building blocks to learn, apply and evaluate higherlevel psychological principles. GRADING SCALE I assign letter grades on the following point and associated percentile basis: Grade Percent A 90100 B 8089 C 7079 D 6069 F < 60 I know it can be painful to be on the edge of a higher grade, but I must remain firm to be fair to all. Unless an error was made, you grade will be determined by this system. Please don’t press the case for a higher grade, as I will refer you to, and will hold to, this policy. Grade Dissemination. Graded tests and assignments will be returned via the course’s Canvas shell. Once posted, you can access your scores at any time there. CU Denver utilizes web grading which is accessed through UCDAccess. There is much grading to do in this course, and I will do my best to complete grading as promptly as possible. Please email me if you have concerns. INCOMPLETE GRADES (IW/IF) The College of Liberal Arts and Sciences has instituted a policy governing incompletes. Incomplete grades (IW or IF) are not granted for low academic performance, or for students who believe that they have taken on too many courses or other responsibilities. To be eligible for an Incomplete grade, students must (1) have successfully completed 75 percent of the course, (2) have special circumstances (verification may be required) that preclude the student from attending class and completing graded assignments, and (3) make arrangements to complete missing assignments with the original instructor. A CLAS Course Completion agreement is required. STUDENT CONDUCT AND ACADEMIC HONESTY You are responsible for reading and knowing the Academic Honor Code and Discipline Policies, the Code of Student Conduct and other important policies published in the University of Colorado Denver Catalog, at this link: Code of Conduct. Academic dishonesty is defined as “a student’s use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student’s work in meeting course and degree requirements.” Examples include, but are not limited to, the following: plagiarism (the use of another person’s ideas or words without acknowledgement), cheating, fabrication or falsification, submission of academic work for which academic credit has already been earned, misuse of academic materials (including reference materials, other students’ materials or notes, misuse of answer keys, alteration of records, etc.), and complicity in academic dishonesty. Consequences for academic dishonesty range from failure in the course to permanent expulsion from the university. Following are additional rules of conduct specific to the online class context. Exams are to be completed without access to any source external to the exam. This means that all such tests are to be completed without access to the text, internet sources external to our course, notes, etc. This means you will access only what is in your head. You may NOT discuss content of exams with any person, in or outside the class, until after the assignment is completed by the entire class (not after you are finished). Plagiarism, as defined above, is prohibited. Use of quoted material should be avoided entirely or strictly limited. I am interested in your words. Proofreading help on your paper from other individuals, in or outside class, is acceptable (and encouraged). You may get help from others on grammar, style, and clarity of content. Do not attempt to use the online format of this class as a temptation for dishonesty. Do not get lulled into thinking it is easier to be dishonest because we lack facetoface contact. The same rules for academic integrity apply here as anywhere. Do your own work, don't coach anyone else, and be honest with me. If any cheating is discovered, the minimum penalty will be a zero for that assignment. There may be additional penalties including failing the course, reports to the university, or university level adjudication. Respect for others is central to good student conduct. In the online environment, this is most evident in written communication via email, assignments and discussion groups. Sexist, racist, or other offensive language is prohibited and will result in grade reductions and, when serious and persistent, other sanctions. The Academic Ethics Committee developed an Academic Dishonesty Policy I include here. It clarifies the policy that applies to students in all UCD classes, online, oncampus or hybrid. Academic Dishonesty Students are expected to know, understand, and comply with the ethical standards of the University. A university’s reputation is built on a standing tradition of excellence and scholastic integrity. As members of the University of Colorado Denver academic community, faculty and students accept the responsibility to maintain the highest standards of intellectual honesty and ethical conduct. Academic dishonesty is defined as a student’s use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student’s work in meeting course and degree requirements. Examples of academic dishonesty include, but are not limited to, the following: A Plagiarism: Plagiarism is the use of another person’s distinctive words or ideas without acknowledgment. Examples include: 1 Wordforword copying of another person’s ideas or words; 2 The mosaic (the interspersing of one’s own words here and there while, in essence, copying another’s work); 3 The paraphrase (the rewriting of another’s work, yet still using their fundamental idea or theory); 4 Fabrication of references (inventing or counterfeiting sources); 5 Submission of another’s work as one’s own; 6 Neglecting quotation marks on material that is otherwise acknowledged. Acknowledgment is not necessary when the material used is common knowledge. B Cheating: Cheating involves the possession, communication, or use of information, materials, notes, study aids or other devices not authorized by the instructor in an academic exercise, or communication with another person during such an exercise. Examples include: 1 Copying from another’s paper or receiving unauthorized assistance from another during an academic exercise or in the submission of academic material; 2 Using a calculator when its use has been disallowed; 3 Collaborating with another student or students during an academic exercise without the consent of the instructor. C Fabrication and Falsification: Fabrication involves inventing or counterfeiting information, i.e., creating results not obtained in a study or laboratory experiment. Falsification, on the other hand, involves the deliberate alteration of results to suit one’s needs in an experiment or other academic exercise. D. Multiple Submissions: This is the submission of academic work for which academic credit has already been earned, when such submission is made without instructor authorization. E Misuse of Academic Materials: The misuse of academic materials includes, but is not limited to, the following: 1 Stealing or destroying library or reference materials or computer programs; 2 Stealing or destroying another student’s notes or materials, or having such materials in one’s possession without the owner’s permission; 3 Receiving assistance in locating or using sources of information in an assignment when such assistance has been forbidden by the instructor; 4 Illegitimate possession, disposition, or use of examinations or answer keys to examinations; 5 Unauthorized alteration, forgery, or falsification; 6 Unauthorized sale or purchase of examinations, papers, or assignments. F Complicity in Academic Dishonesty: Complicity involves knowingly contributing to another’s acts of academic dishonesty. Examples include: 1 Knowingly aiding another in any act of academic dishonesty; 2 Allowing another to copy from one’s paper for an assignment or exam; 7 Distributing test questions or information about the materials to be tested before the scheduled exercise; 3 Taking an exam or test for someone else; 4 Signing another's name on attendance roster or on an academic exercise. Students who fail to comply with the UC Denver CLAS Academic Ethics Policy are subject to disciplinary action as set forth by the College policy. DISABILITY ACCOMMODATIONS I take very seriously the legitimate needs of students with disabilities. The following quoted text is CLAS policy: “The faculty at the University of Colorado system has both a legal and moral obligation to provide reasonable accommodations to students with disabilities. To be eligible for accommodations, students must be registered with the UC Denver Office of Disability Resources and Services (DRS) Academic Building 1, #2116, Phone: 3033153510 , Fax: 303 3153515. The DRS staff has experience to assist faculty in determining reasonable accommodations and to coordinate these accommodations. If a student is given accommodations, they must be followed. If a student chooses not to accept the accommodations set forth by the DRS, they MUST complete all assignments and do all course work in the same manner as all other students. No exceptions or alternate forms of evaluation can be used except those mandated by the DRS. Faculty cannot arbitrarily decide to give a student extra time, extra assistance or other forms of aid unless it is formally mandated by the DRS.” PROCEDURES FOR STUDENT GRIEVANCES This procedure applies only to grievances that are not covered by other departmental, college, or university policies, such as the student petitions for exceptions policy (e.g., grade change), academic ethics policy, or sexual harassment policy. Likewise, criminal grievances would be handled with applicable legal procedures. Examples of grievances covered by this policy include alleged rude or nonprofessional behavior, significant deviations from course syllabus, or uneven treatment of students. For student grievances covered here, follow these steps. If the instructor of record is no longer employed by UCD, the student should document her/his grievance in a letter and proceed to step 2. 1 The student and instructor of record must meet during office hours or by appointment to discuss your concern(s) in person. This discussion should not take place via email or phone. The student and instructor must both maintain a professional, respectful demeanor during this discussion and make an honest effort to listen carefully and to understand the other’s viewpoint. If either the student or the instructor feels strongly that s/he cannot have an open, respectful dialogue with the other party, a written statement explaining why the dialogue is not possible must be submitted to the head or chair of the department/unit. The student or instructor also may meet with the CU Denver Ombudsman to discuss concerns and/or to ask for assistance. 2 If not satisfied with the outcome of step 1, meet with the head or chair of the department/unit, by appointment, to discuss your concerns. The head/chair may choose to mediate between the student and instructor of record, or the head/chair may make a determination to resolve the grievance. 3 If not satisfied with the outcome of step 2, the student or instructor of record has the right to appeal to the Associate Dean for Undergraduate Curriculum and Student Affairs in the Office of the CLAS Dean (NC 5014, 3035562557). A student must complete steps 1 and 2 above before appealing to the Dean's Office. The Associate Dean may resolve the grievance or refer the student to the appropriate office or committee, such as the CLAS Academic Standards Committee. The decision of the Associate Dean is final. At any level of appeal, it may be useful for the student to write a letter of grievance. The letter should include the following: What is your grievance? Provide the course number and the name of the instructor. Clearly provide the details of your concerns with the instructor, including the facts related to your grievance and the specific behaviors of the faculty member. What is the impact of the instructor’s behavior? What relief or resolution is the student requesting? The CLAS Dean's Office recommends that this policy be placed in every course syllabus to educate students about their rights and the proper procedures for exercising a grievance. Here is a shortened version for syllabus insert: "Student complaints about course or instructor: 1) meet with the instructor facetoface; 2) if not satisfied, meet with the head/chair of the department/unit; 3) if not satisfied, appeal to the Associate Dean. No step in this process may be skipped. See "Procedures for Student Grievances about Courses or Faculty, CLAS." SCHEDULE OF TOPICS Weeks 1 & 2: August 22 – September 4 The Science of Psychology Weeks 3 & 4: September 518 Research Methodology Weeks 5 & 6: September 19 – October 2 Human Development Weeks 7 & 8: October 316 Health and WellBeing Week 9 & 10: October 1730 Social Psychology Week 11 & 12: October 31 – November 13 Personality Week 13: November 1420 Psychological Disorders Week 14: November 2127 Fall Break Week 15 & 16: November 28 – December 11 Treatment of Psychological Disorders Finals Week: December 1217 Fall 2016 CLAS Academic Policies and Deadlines Academic Policies The following policies, procedures, and deadlines pertain to all students taking classes in the College of Liberal Arts and Sciences (CLAS). They are aligned with the Official University Academic Calendar found on the Registrar’s website. Schedule verification: It is each student’s responsibility to verify that their official registration and schedule of classes is correct in their UCDAccess portal before classes begin and by the university census date. Failure to verify schedule accuracy is not sufficient reason to justify late adds or withdrawals. Access to a course through Canvas is not evidence of official enrollment. Email: Students must activate and regularly check their official CU Denver email account for university related messages. Administrative Drops: Students may be administratively dropped from a class if they never attended or stopped attending and the policy is indicated in the course syllabus. Students may also be administratively dropped if they do not meet the preand/or corequisites for the course as detailed in the course description. Please note: this policy does not apply to all classes and should not be relied upon; if the plan is to no longer complete the course, please follow the appropriate drop/withdrawal process. Late adds (after Sept. 7, 2016) and late withdrawals (after Nov. 15, 2016): require a written petition, verifiable documentation, and dean’s approval. CLAS undergraduate students should visit the CLAS Advising Office (NC1030) and graduate students should visit the Graduate School (12th floor LSC) to learn more about the petition process. Petition deadline: Dec. 9, 2016. Corequisites and withdrawals: Students should read the course notes in the UCDAccess registration system and their course syllabus to determine the impact of dropping/withdrawing from courses with corequisites. Waitlists: The Office of the Registrar notifies students at their CU Denver email account if they are added to a class from a waitlist. Students are not automatically dropped from a class if they never attended, stopped attending, or do not make tuition payments. Students will have access to Canvas when they are on a waitlist, but this does not mean that a student is enrolled or guaranteed a seat in the course. If a student is not enrolled in a course when the waitlists are purged on Aug. 29, 2016, the student must complete an Instructor Permission to Enroll Form and bring it to the CLAS Advising Office (NC 1030) or have their instructor email it to email@example.com in order to enroll in the class. Applicable Forms: SCHEDULE ADJUSTMENT FORM – Available on the Registrar’s website. Submitted to the Office of the Registrar (SCB 5005) INSTRUCTOR PERMISSION TO ENROLL FORM – Available on CLAS Advising’s website. Submit to CLAS Advising (NC 1030) either in person or have the instructor email it to firstname.lastname@example.org LATE ADD AND WITHDRAWAL PETITIONS – undergraduates visit CLAS Advising (NC 1030) and graduates visit the Graduate School (12th floor LSC) Important Dates and Deadlines August 22 FALL 2016 CLASSES BEGIN August 28 ADD DEADLINE (11:59 pm) Last day to add or waitlist a class using UCDAccess. August 29 DROP DEADLINE (11:59 pm) Last day to drop a class on UCDAccess without a $100 drop fee, including section changes. NO ADDING OF CLASSES IS PERMITTED TODAY WAITLISTS PURGED All waitlists will be eliminated today. Students should check their schedule in UCDAccess to confirm in which classes they are officially enrolled. 8/30 – 9/7 5 pm ADD CLASSES WITH INSTRUCTOR PERMISSION Students must obtain instructor permission to add a course using the Instructor Permission to Enroll Form and bring it to the CLAS Advising Office (NC 1030) or have their instructor email it to email@example.com Sept. 5 LABOR DAY No classes, Campus closed Sept. 7 (5 PM) CENSUS DATE ADD WITH INSTRUCTOR PERMISSION DEADLINE To add a course August 30 – Sept. 7, 2016, the instructor needs to sign an Instructor Permission to Enroll Form and the completed form should be brought to the CLAS Advising Office (NC 1030) or have the instructor email it to firstname.lastname@example.org After today, a written petition, verifiable documentation, and dean’s approval via CLAS Advising (NC 1030 – 303556 2555) are required to add a class and students will be charged the full tuition amount. College Opportunity Fund (COF) will not apply and these credits will not be deducted from eligible students’ lifetime hours after today. LAST DAY TO DROP A CLASS/ WITHDRAW FROM TERM W/O “W” Last day to drop full term classes with a financial adjustment. After this date, withdrawal from classes requires instructor signature approval on the Schedule Adjustment Form, course(s) will appear on your transcript with a grade of “W,” and no tuition adjustment will be made. After this date, a complete withdrawal (dropping all classes) from the term will require the signature of the dean through the CLAS Advising office (NC 1030 – 3035662555). GRADUATION APPLICATION DEADLINE Last day to apply for Fall 2016 graduation. Undergraduates must make an appointment to see their academic advisors before this date to apply. Graduate students must complete the Intent to Graduate and Candidate for Degree forms. PASS/FAIL, NO CREDIT DEADLINE Last day to request No Credit or Pass/Fail grade for a class using a Schedule Adjustment Form. LAST DAY TO PETITION FOR A REDUCTION OF PhD DISS. HOURS Oct. 31 (5 PM) COURSE WITHDRAWAL DEADLINE WITH SCHED. ADJUST FORM After Sept 7, 2016, students must obtain instructor permission to withdraw from a course using the Schedule Adjustment Form and must bring the signed form to the Office of the Registrar (SCB 5005). Dean/Advisor Signature is needed after today. If the course has a corequisite, check the course notes in the UCD Access registration system and the course syllabus to determine the impact of dropping/withdrawing from a corequisite course. Nov. 15 (5 PM) CLAS EXTENDED COURSE WITHDRAWAL DEADLINE WITH SCHEDULE ADJUSTMENT FORM After Oct. 31, 2016, to withdraw from a course, complete a Schedule Adjustment Form, with instructor’s and CLAS Advising representative’s signatures, and submit it to the Office of the Registrar (SCB 5005). After today, a written petition, verifiable documentation, and dean’s approval via CLAS Advising (NC 1030 – 3035562555) are required for withdrawal from a class. November 2127 FALL BREAK No classes, campus open. November 24 THANKSGIVING HOLIDAY OBSERVED No classes, campus closed. December 9 LATE WITHDRAWAL PETITION DEADLINE Deadline to petition the dean to withdraw from Fall 2016 courses. Contact CLAS Advising (NC 1030 – 303556 2555) for further information. After this date, only retroactive withdrawals are considered. Contact CLAS Advising (NC 1030 – 303 5562555) for further information on retroactive withdrawals. December 1217 FINALS WEEK December 17 END OF SEMESTER FALL COMMENCEMENT December 22 FINAL GRADES AVAILABLE Check for official grades in the UCDAccess portal and on transcripts (tentative). Canvas does not display final course grades.
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