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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: rstewart@iupui.edu
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: sgraunke@iupui.edu
Teaching Assistant (lab instructor):
Devon Novotney
Office: LD 163; Email: dnovotne@iupui.edu
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.
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