B311 Syllabus Summer 2010_Annotated
Shared by: sgraunke
Course Syllabus Dept. Psychology Course B311 Introductory Lab in Psychology Instructor’s Name: Rob Stewart Ph.D. Term: Summer Year: 2010 Lecture: #5880 Mon/Weds 4:00–5:15 pm Location: LD 026 Lab: section #5682 Mon 5:30-6:45 pm Location: LD 131 Lab: section #5683 Weds 5:30-6:45 pm Location: LD 131 Rob Stewart’s Office: Department of Psychology, LD 151; School of Science, IUPUI 402 North Blackford Street, Indianapolis, IN 46202 (317) 278-1815 FAX (317) 274-6756 email: email@example.com Office hours: By arrangement, Monday and Wednesday afternoons are best. Co-Instructor: Steven Graunke Office of Information Management and Institutional Research, IUPUI (317) 274-3617 Email: firstname.lastname@example.org Teaching Assistant (lab instructor): Devon Novotney Office: LD 163; Email: email@example.com Prerequisite: Successful completion (i.e., grade of C- or above) of PSY B305 (Statistics) Comment [sG1]: Oncourse is the course Communication through Oncourse: The Oncourse site for the lecture #5880 will be management software utilized by IUPUI (like Blackboard). Class notes derived from Power Point the only active site for announcements, the posting of resources, and for emails to the slides were posted online for students to use in preparation for tests. Most discussion was intended instructor or TA. The Oncourse sites for the two lab sections will not be used. to take place in class or in lab rather than in an online environment. As a result, the discussion section in Oncourse was not used. Questions Required Textbooks and Items: relevant to the labs were posted on the course site, though IUPUI policy called for a section of Leary, M. R. (2008). Introduction To Behavioral Research Methods (5th ed.). Boston, Oncourse to be created for each lab. As of this date (6/17) the only student questions posed to instructors MA: Pearson. via Oncourse were indications that the student would miss a class session. American Psychological Association (2010). Publication Manual of the American Comment [sG2]: This text was approved by the Psychological Association (6th ed.). Washington, DC: Author. Department of Psychology, in part because it successfully explains quantitative terminology without too much jargon students would not Internet access to Oncourse and Webmail recognize. A flash drive or some device to save lab work; a means of printing materials to bring Comment [sG3]: A valuable resource for the scientific writing that forms an essential part of the with you to lab labs. Discussed during lecture 4 (Scientific Writing) but otherwise not a significant part of the lecture portion of the course. 1. Purpose and goals: The subject matter of psychology as taught in undergraduate courses (e.g., social, cognitive, abnormal, developmental, learning etc.) has accumulated through empirical psychological research. The purpose of this course is to provide an introduction to the research methods used in psychology, with an emphasis on experimentation. Only Comment [sG4]: Students’ general understanding of these concepts is evaluated via the through experimentation can the underlying causes of human behavior be understood. exams and papers of this course. Application and utilization of research concepts is assessed via a capstone research project completed during their senior year. Whether or not you become a researcher yourself, you should leave this course with a greater ability to scrutinize research findings. Comment [sG5]: Evaluated using a series of test questions across all four exams. You also should leave this course knowing where to look for empirical answers to your questions, how to read and understand published empirical research, how to evaluate Comment [sG6]: Students are required to create two literature reviews as part of their papers. Biggs research and use it to make evidence-based decisions. Finally, you should know how to (2003) suggests that such activities help students design studies that will address questions about the underlying causes of behavior. develop the ability to synthesize knowledge from multiple sources. Comment [sG7]: This is taught via experiential In addition, you will have the opportunity to hone your communication and critical learning opportunities in the labs. For example, in lab one, students are asked to select two surveys and thinking skills—skills that are valued by many disciplines in addition to psychology. gather data from a group of friends. They are to select two studies that are conceptually related, are responsible for entering data, and must report on the The specific objectives for this course are based on the IUPUI Principles of findings. This type of … Undergraduate Learning and the 2007 APA Guidelines for the Undergraduate Comment [sG8]: Assessed via writing assignments Psychology Major: Comment [sG9]: Assessed via exams and in- class participation Principle Learning Objectives Comment [sG10]: This column lists the six Principles of Undergraduate Learning (PUL’s), Intellectual Depth, Students will demonstrate knowledge and understanding of scientific research which define the goals of general undergraduate Breadth, and Adaptiveness methods in psychology, in preparation for their future capstone courses. education at IUPUI. They have been modeled after Students will compare and contrast research approaches commonly employed the Association of American Colleges and in different sub-disciplines of psychology. Universities’ Essential Learning Outcomes. (AAC&U, 2010) Students will learn to select appropriate methodology based on specific research questions and goals. Comment [sG11]: See comment SG4 above. Critical thinking Students will synthesize previous research to arrive at logic for and to generate Comment [sG12]: Assessed during course new research questions in psychology. discussions and exams. Students are presented with opportunities to describe situations in which various Students will evaluate the validity and reliability of published psychological research methodologies might be employed. research. Comment [sG13]: Evaluated during exams and Integration and Students will apply knowledge of research methods in written manuscripts that also in context of designing paper #2, in which they Application of Knowledge reflect the professional standards of the American Psychological Association. are to create a study which could be assessed using a Core Communication and Students will express ideas in written format through formal research papers. 2X2 ANOVA. Quantitative Skills Students will comprehend, interpret, and analyze previously published Comment [sG14]: See comment SG4 above psychological research articles. Comment [sG15]: This is essentially a Students will communicate orally through class and lab discussions. description of the students second paper Students will analyze quantitative data from psychological research, using Comment [sG16]: During class, the instructor technology commonly employed in graduate and professional settings. asks several probing questions seek student Values and Ethics Students will make informed and principled decisions regarding the conduct of responses and will utlize the Socratic method for soliciting student responses. (Mckeachie & Svinicki, research, based on the ethical standards of the American Psychological 2006) Association as well as the IUPUI Institutional Review Board. Comment [sG17]: Students are trained on the Understanding Society and Students will consider the generalizability of psychological research findings use of SPSS in lab settings. Culture to other cultures and settings beyond those investigated in a given study. Students will consider the implications of psychological research for society. Comment [sG18]: [See lecture 10] Students will evaluate psychological research that examines social issues. Comment [sG19]: To be evaluated using the literature review portion of paper 2. 2. Textbook readings: You should read the assigned readings before the relevant lectures or labs. Lecture outlines: Word files of the text portion and key graphics of the Powerpoint slides from the lectures will be posted in the resources section of Oncourse within 1 or 2 days after the lectures. Evaluation: Exams: There will be four non-cumulative exams worth 100 points each. Exams will Comment [sG20]: Multiple choice questions derived from question bank and consultation with consist of multiple-choice questions and short-answer application-style questions. other B311 instructors to assess most salient concepts in course. Short answer items composed to Exams will cover material presented in lecture and lab as well as assigned readings elicit critical thinking and assess deeper understanding of concepts. Makeup tests, by arrangement with the instructor, are discouraged and will be allowed only if a compelling and legitimate excuse is provided. Lecture participation/attendance: Including the initial organizational meeting, there Comment [sG21]: Though not directly assessed, students are expected to participate in discussions as will be 20 lecture meetings throughout the semester (there are 4 exam dates and two a means of facilitating active learning. holidays in the remaining lecture slots). To encourage attendance, 2 points will be assigned for each lecture. Thus, 2 points x 20 lectures = 40 points total will be awarded for lecture attendance (i.e., a little over 4% of your total course grade). Lab participation: The labs are designed to a) give you extra practice applying the Comment [S22]: Labs were conducted by Graduate Teaching Assistant Devon Novotney. Lab information we covered in lectures and b) give you the tools you will need to do a good activities were synchronized to match lessons presented in lectures. job on your research papers. Given the percentage of your grade that will come from the papers, it is critical that you attend all the labs. To encourage this, there will be some sort of assignment most weeks that requires your active participation. Lab participation points will be worth 6 points each. For example, sometimes you will be required to bring in something (e.g., data, a draft), and if you don’t, you won’t receive full credit because it will limit your ability to complete the related in-lab assignment. In addition, sometimes you will be asked to provide feedback on peers’ drafts, and I will ask peers to indicate how helpful they found your feedback; thus, you have to give it your best. Note, there are 12 labs. Of these I will count your best 10. Thus, 6 points x 10 labs = 60 points total for the course (i.e., a little over 6% of your total course grade). 3. Papers: 2 papers worth 200 points each will be required. The first will be an APA-style research paper (complete with results) based on a topic you will choose from a selection offered in class. The second paper is an APA-style research proposal; that is, you will Comment [S23]: This is a complete study conducted by students in the lab as a group. come up with an original research question based on your review of the extant literature, Students are required to select two assessment instruments, administer them to five volunteers, design an experiment to address this question, describe the analyses you would use for enter the data, conduct regression equations using SPSS, and write an entire paper using APA style. the data, and predict the outcomes of those analyses. Each paper will provide you with Students were expected to compose a complete experience relevant for either graduate school or a professional setting (most jobs research paper with an abstract, literature review, methods section, results section, and discussion. require the ability to interpret research and data relevant to the field), and they certainly Comment [S24]: Students are expected to will help prepare you for your capstone requirement. Papers are due as scheduled in construct a study that could be analyzed using a2X2 ANOVA. Students will not conduct the study or the the syllabus. analysis themselves, but will be expected to demonstrate understanding of experimental design as well as the ability to construct a literature review and HOW TO TABULATE YOUR GRADES form a hypothesis based on relevant literature. Exams 400 (each exam is worth 100 points) Paper 1: Complete APA Paper 200 Paper 2: Research Proposal 200 Lecture participation 40 (each lecture worth 2 points) Lab participation 60 (each lab assignment worth 5 points) Total points possible 900 The number of points earned out of 900 is converted to a final average % score using the formula (total points/900) x 100 and then to a letter grade using the following scale: A+ 98-100% B+ 88-89% C+ 78-79% D+ 68-69% F 0-59% A 92-97% B 82-87% C 72-77% D 62-67% A- 90-91% B- 80-81% C- 70-71% D- 60-61% 4. Class Schedule The pages that follow provide calendars for both lecture and lab. Although my intention is to stick to these dates, I reserve the right to adjust the schedules if the situation requires. Lecture Calendar Date Topics and assignments due Readings (Leary text) Comment [sG25]: Class sessions without comment were conducted by Dr. Stewart. May 12 Organization May 17 1 Introduction to research methods Chapter 1 May 19 2 Measuring psychological constructs I Chapters 3 and 4 Comment [S26]: Class session focused on data collection methods. Pedagogical strategies included May 24 3 Measuring psychological constructs II lecture as well as buzz groups in which students May 26 4 Scientific Writing Chapter 15 (pp 353-397) were asked to critique a survey and report back to the group. (Biggs, 2003) May 31 Memorial day no class Comment [S27]: Primary topic was reliability June 2 5 Summary and review and validity. Students were encouraged to engage in June 7 Exam 1 Socratic style discussion accompanying lecture. (McKeachie & Svinicki, 2006) Mazur (2009) style June 9 6 Descriptive research Chapter 5 question and answer session accompanied discussion June 14 7 Correlational research; Chapter 6 (pp 142-147); of topics. Variability Chapter 2 Comment [S28]: Topics included types of descriptive studies, sampling, cross-sectional vs. June 16 8 Understanding correlations; Chapter 6 (pp 148-166) longitudinal design, and descriptive statistics. Advanced correlational techniques Chapter 7 (pp 167-179) Convergent and divergent questions accompanied Mazur (2009)-style group exercises and lecture. June 21 9 Summary and review (Biggs, 2003) June 23 Exam 2 Comment [S29]: Review of lectures 6, 7, and 8 June 28 10 Ethics in research Chapter 14 in preparation for Exam 2. Buzz groups and jigsaw groups planned in addition to question and answer June 30 11 Basics of experimental research Chapter 8 (pp 189-195) session from students. July 5 Independence day observed no class Comment [S30]: July 7 12 Random assignment: ensuring internal validity Chapter 8 (pp 196-223) Paper 1 due July 12 13 Did your experiment work? Chapter 10 July 14 14 Summary and review July 19 Exam 3 July 21 15 ANOVA one-way multilevel and factorial designs Chapter 9 (pp 224-234) July 26 16 How ANOVA works Chapter 11 (pp 265-284) July 28 17 Main effects and interactions Chapter 9 (pp 234-245) Aug 2 18 Quasi-experimental research Paper 2 due Chapter 12 (pp 285-305) Aug 4 19 Summary and review; class evaluations Aug 9 Exam 4 5. Lab Calendar For most of the labs there are 2 sections per week and you only need to attend one of these. Because two holidays fall on Mondays (May 31 and July 5), during those weeks there will be only one, combined lab session on Wednesday. The whole class (both lab sections) must attend these combined labs June 2 and July 7. Date Topics Readings Activities/Assignments May 12 No lab May 17 1 Overview of Paper 1 Activity: Getting ideas for research; or 19 choose a research question for Paper 1 May 24 2 Using PsycINFO APA Chapters Activity: Finding references for Paper 1 or 26 How to Read & Take Notes 1 and 2 HW: Collect data from 5 people for on a Research Article Paper 1; annotated bibliography for 5 refs for Paper 1 June 2 3 SPSS workshop: entering Activity: enter data for lab projects data June 7 or 4 Writing an APA APA Sections Activity: continue entering data if 9 Introduction 2.02, 2.03 and necessary APA Title Pages 2.05; APA HW: draft Paper 1 Title page, Intro, Chapter 6 References June 14 5 Writing APA Methods, APA Sections Activity: Analyze Paper 1 data; or 16 Results 2.06 and 2.07; read and provide feedback for peer’s SPSS workshop: descriptive Chapter 4 Paper 1 Title page, Intro, References stats, correlations Peer review session: Paper 1 HW: draft Paper 1 Methods, Results Title page, Intro, References June 21 6 Writing APA Abstract, APA Sections Activity: Read and provide feedback for or 23 Discussion, Table 2.04, 2.08, peer’s Paper 1 Method, Results Peer review session: Paper 1 5.07-5.19 HW: draft Paper 1 Abstract, Method, Results Discussion, Table June 28 7 Peer review session: Paper Activity: Read and provide feedback for or 30 1 Abstract, Discussion, peer’s Paper 1 Abstract, Discussion, Table, References Table, References; checklist for Paper 1 HW: Finish Paper 1 July 7 8. Paper 2 overview July 12 9 Paper 2 getting ideas HW: generate basic research question or 14 Operationalizing your IV for Paper 2 (identify IV & DV) and DV Application: lit search for articles that SPSS workshop: t-tests manipulate your desired IV and for articles that measure your desired DV Activity: analyze data with t-tests HW: draft Paper 2 Intro, Method 6. Lab Calendar continued Date Topics Readings Activities/Assignments July 19 or 10 Peer review session: Activity: Read and provide feedback for 21 Paper 2 Intro, Method peer’s Paper 2 Intro, Method SPSS workshop: Analyze data with one-way ANOVA One-way ANOVA Application: create APA figure of Creating APA figures APA Sections expected results for Paper 2 5.20-5.30 HW: draft Expected Results, Figure July 26 or 11 SPSS workshop: 2-way Activity: analyze data with 2-way 28 ANOVA ANOVA Peer review session: Paper Read and provide feedback for peer’s 2 Expected Results, Figure Paper 2 Expected Results, Figure HW: Finish Paper 2 Aug 2 or 12 Course Evaluations 4 7.