Joint Statistical Meetings - Section on Statistical Education PERCENT CONTENT MASTERY TESTING OF CONTENT IN COLLEGE COURSES

Size: px
Start display at page:

Download "Joint Statistical Meetings - Section on Statistical Education PERCENT CONTENT MASTERY TESTING OF CONTENT IN COLLEGE COURSES"

Transcription

1 PERENT ONTENT MSTERY TESTING OF ONTENT IN OLLEGE OURSES John Dewey Lovell, Julia. Norton, alifornia State University, Hayward John Dewey Lovell, Department of Psychology, alifornia State University, Hayward, Key words. ssessment, Departments of Statistics, student learning, teaching, student evaluations. bstract. lasses in introductory psychology and statistics were used to study content acquisition. During the course of a ten-week term, structured, objective testing traced the acquisition and maintenance of course content. Evaluation measures traced the development of attitudes toward courses. ontent measures were given in five parts, a pretest, three midterms during the quarter, and again in a comprehensive final. n area of content, used as a control, was not taught, but was also tested in pretest and final in some courses. The goals achieved by this approach include the demonstration of acquisition of content separate from previous knowledge. Measures of emotional tone and student evaluation of the class show changes that occur during the class. Study time was self-recorded by the students and is studied in relation to performance on exam and class attitudes. Two instances of the same class material with different students are compared. That is, courses from two different quarters are compared for both statistics and psychology classes. Introduction. Unlike their previous studies in program assessment (Norton, Lovell, et. al., 1999) or their previous studies of introductory statistics courses (Norton and Lovell, ; Norton, 1), this study involves some planned data taking other than exam scores. Several introductory psychology and statistics classes taught by the authors were studied with a focus on sampling content fairly, avoiding teaching to the test, and measuring several covariates including student evaluations. Measurement took place at five sequential times in the class. These were the pretest, three midterms, and a cumulative final. In some classes an untaught control topic was included. Students were classified in terms of their language skills and grade in course. Measurements included percent content mastery, emotion ratings of the class, attendance, selfreported study times, and associated student evaluations of the class and teacher. These measures were repeated five times throughout the class. ontent questions were multiple choice, randomly chosen from a textbook test bank, with four alternatives and a fifth alternative for the student to indicate that they did not know the answer. Figure 1 and Figure 2 show the contrast between and N (no credit) students on the percent mastery of topics in Introductory Psychology. Since the expected value for random guessing is 25%, it is expected that the pretest scores will be around 25% if students exhibit no previous knowledge of the subject. Previous knowledge will increase the value and misleading questions may decrease this value (students may nonrandomly choose an attractive wrong alternative). The N students have a slightly higher mean score on the pretest. The organization of topics is such that the first topics are concerned with physiological approaches to psychology. The last topics are more concerned with social approaches to psychology. The students apparently had an initial advantage in social approaches to psychology. Figure 1: for students Introductory Psychology Fall 1, n=8 Mental Physiological Sensory Learning Intelligence Emotion Social Motivation Disorder Memory (ontrol) The last topic, Memory, is labeled ontrol because it is a content area, presented in the book, but not on the assigned list of chapters. Thus, the intent was to examine whether incidental learning occurred such that these questions were more answerable due to a general ability to make sense out of related, but untaught material. In fact, the increase of mastery in the case of the ontrol topic was very typical of the increases for other topics. Roughly the increase was around % for N students and 6% for students. 77

2 The first three topics were covered in the first of three midterm tests. The N students did worse than in their pretest. Perhaps they were experiencing a failure to study adequately early in the quarter or that a little knowledge is a terrible thing. t any rate, these students improved in the following two topic areas. This probably reflects the result of the negative feedback provided by a failing grade on the first midterm exam. oth and N students scored higher on the Intelligence topic. Other than that, there isn t a consistent similarity between the relative performance of the two groups on different topics. Since intelligence is a research area of the instructor (Lovell, 1982), the higher scores on intelligence provides support for arguments supporting the advantage for active research by faculty. students when they expect the teacher to teach to the test. Figures 3 and 4 show similar data for an Introductory Statistics class. The topics in Statistics are more ordered in terms of progressive increase in complexity. In addition to sampling randomly from published test bank questions, tests measure the majority of topics covered in class and in the textbook chapters. grades are based half on these multiple-choice exams and half on computational problems. Some definitions in the text may never be mentioned in class. gain, teaching to the test is not an issue. Figure 3: for students Figure 2: for N students 1 Introductory Statistics, Fall 1, n=5 Introductory Psychology Fall 1, n= Overview Probability Sampling Hypothesis II orrelation Descriptives Normal Hypothesis I onfidence Mental Physiological Sensory Emotion Social Intelligence Learning Disorder Motivation Memory (ontrol) The students showed a percent mastery level of about 79%. This is considerably below the 9% mastery level which is the nominal standard for grades. However, the disparity is not cause for concern. Question banks can be arbitrarily difficult and a teacher can distort the measurement of percent mastery by teaching to the test. Teaching to the tests refers to the practice of teachers who try to assure that students will answer the 1% of questions sampled without concern for their inability to answer the 9% of questions not sampled. In the examples shown in Figures 1 and 2 teaching to the test is not present. The test questions are randomly sampled from the textbook author s published test bank. There is no special reference to the sampled material in the teaching. These procedures often cause hostility in Figure 4: for students Introductory Statistics, Fall 1, n= Overview Probability Sampling Hypothesis II orrelation Descriptives Normal Hypothesis I onfidence 771

3 The pretest performance for the two groups is very similar with the highest values scored on the first three topics. The contrast is between and students so it is not as great as the psychology example. Oddly, there is less difference between and students in the last three topics. These last few topics are the most recently taught. The similarity in these topics may indicate an increased effort toward the end of the course on the part of students with more to lose on the last exam (namely, failing the course). nother possible explanation is that there is a difference in the understanding of and students in that they are both managing the conceptual competency, but only the students are mastering the computational competency (which is an additional component of the final grade in the statistics course). lthough the students have been slower in getting up to speed, they seem never to go back and re-master the early topics. Percent mastery for this class, as for the psychology class, is also about 79% for the students. Figures 5, 6, and 7 concern the emotional responses that students made during the course. The emotion scale used is a variant of the scale presented in Mehrabian and Russell (1969). This scale measures three aspects of emotion by asking for responses to descriptors like good - bad, active inactive, and dominant submissive. The graphs report only the results on the good bad scale. This measure is called the Positive - Negative Emotional Response. Students are asked to judge their feelings about the class at the pretest and at each of three midterm exams. The two psychology classes shown in Figures 5 and 6 are characterized differently by the instructor as to class dynamic. The first class was termed a good class, one in which students were positive and attentive, most interactions with the class went well. The class size was about 45. The second class was termed a bad class. Students were negative and disrespectful, many interactions with the class did not go well. The class size was about 95. In Figure 5 it is clear that the emotional tone dropped from the pretest and the first midterm. Students started out with high expectations, and, at the first midterm, all students where about equal. students recovered much of their positive attitude in the following midterms, students less so, and and D students continued to decline. Most of the data shows higher grades associated with more positive emotional ratings. The psychology class shown in Figure 6 does not show the same pattern as in Figure 5. Values start lower (even those were also taken at the first class meeting) and decline throughout the three midterms. N (no credit) students in Figure 6 have about the same values as the D students (D is technically no credit) in Figure 5.,, and students are all below the ratings of the D students in Figure 5. There is a substantial difference for the students in Figure 6. In Figure 6 the happiest students are not the ones with the best grades. This may be an indication that something is wrong with the class dynamic. Positive Negative Emotional Response Positive Negative Emotional Response Figure 6: Positive Negative Score Introductory Psychology, Spring 2, n= Figure 5: Positive Negative Score Introductory Psychology, Fall 1, n= GRDE GRDE Figure 7 shows the same sort of measurements for a statistics class. It is similar to the good psychology class in that the most recovery of values from the drop at the first midterm is from the students. It is similar to the bad psychology class in that positive ratings do not go with high grades. D N 772

4 Positive Negative Emotional Response Figure 7: Positive Negative Score Introductory Statistics, Winter 2, n= GRDE D Figure 8: orrect by exam, teacher/class rating Intro. Psyc. high attendance (7), Fall , n=4 Rating Low Med High Figure 9: orrect by exam, teacher/class rating Figures 8 and 9 show how students rate the class and teacher depending on the exam and their level of attendance. High attendees should have more experience to make a judgement on, but that is not to say that they have the competence to accurately evaluate good teaching. In fact, exam is the only statistically significant effect. The dependent variable in the figures is the percent mastery of the course content. The level of mastery is about the same for all groups at the time of the pretest. For high attendance students the group giving a medium rating to the class and teacher averaged the highest percent mastery. The group giving the highest rating to the class and teacher exhibits the lowest percent mastery. This odd result may be because the students are unwilling to give the teacher and class any credit for their success. ut they also do not blame the teacher and class for their failure. They may judge the entertainment value of the class instead of its effectiveness in producing content mastery. In Figure 9, the low attendance students do not vary much as to content mastery by class and teacher rating. In every instance, the low attendance students are worse at average content mastery than the high attendance students. Figure 1 is a scatterplot that shows that grade in the course for Introductory Statistics has only a weak relationship at best to class and teacher rating. Grade in course is parallel to percent content mastery. Thus evaluating the teacher by the student rating could be counterproductive in producing effective education. n honest percent mastery score may be a better evaluation tool of teacher s effectiveness than student ratings. Intro. Psyc. low attendance (17), Fall , n=4 Rating Figure 1: Mastery by teacher rating and grade Introductory Statistics, two classes combined Teacher and class rating, n= Low Med High 4. Grade N 773

5 Percent with sum totaling 1% Figure 11: orrects, Don't knows, Incorrects y exam for English only (7), Introductory Psychology, n=4 Figures 11, 12 and 13 show the effect of language background on content mastery in introductory psychology classes. Figure 11 shows students with only English language skills. Figure 12 shows students for whom English is a second language, but who claim fluency in English (ESL). Figure 13 shows students who say that English is their first language, but they have considerable competency in another language. In these three figures the category of, "Don t Know", refers to the use of a fifth alternative in a four alternative multiple choice test. The idea, credited to co-author Norton, can be called The Norton lternative. There are substantial problems with the assumption that a student either knows or does not know the answer on a multiple-choice item, and that they guess randomly if they don t know. In fact, incorrect knowledge, confusion, and non-random guessing complicate the problem. So the fifth alternative was created to clarify the issue. If a student chooses to mark the, "Don t Know" alternative, they get 1/3 point credit. They know that this is better than they could expect to earn from a random choice and it is as good as eliminating one alternative and guessing. Response orrect Incorrect Don't know n unexpected effect is shown in all three figures. In the course of the class, Don t Knows are reduced and orrects are increased, but Incorrects remain about the same. Incorrects reflect knowledge that students think they have but in fact do not have. Little relationship appears between English competence and percent mastery, although this may be due to a subject confound. ESL students in Figure 12 score a little worse than either of the two English first language groups. bout 6%of students say that they are fluent in two languages with their first language being English. This percentage seems surprisingly high but may reflect a high number of second generation immigrants in the San Francisco ay rea. The students might speak English at school and another language at home. In the example shown, the English only group in Figure 11 has less frequent use of the Don t Know category. Ideally, Don t Know responses are superior to Incorrect responses since they reflect some correct understanding of personal knowledge. Generally, Don t Know and Incorrect responses are reduced through the three tests and rebound for the cumulative final. Percent with sum totaling 1% Percent with sum totaling 1% Figure 12: orrects, Don't knows, Incorrects y exam for English second, bilingual (8), Introductory Psychology, n=4 Figure 13: orrects, Don't knows, Incorrects y exam for English first, bilingual (25), Introductory Psychology, n=4 Response orrect Incorrect Don't know Response orrect Incorrect Don't know onclusion. It is productive and informative to study the progress of a class measuring content mastery and various indicators of student attitude and performance. Different categories of students vary on such indicators raising questions of possible causation. Specifically, it is argued that content mastery is a more natural and superior method for evaluating the success of classes 774

6 and teachers than such commonly used methods as student evaluations. References. Lovell, John. (1985). " Theoretical pproach to the Role of ffect in reative Writing." onference on ollege omposition and ommunication, Minneapolis, Minnesota. Mehrabian, lbert and James Russell (1974). n pproach to Environmental Psychology. MIT Press. Norton, Julia, John Lovell, Eric Suess, ruce Trumbo, lyde Sugahara, Ward Rodriguez, Jason Fowler, Eugene Worth, Robert Young, Tom Grube and Valerie Sue. (1999). Statistics Program ssessment, merican Statistical ssociation 1999 Proceedings of the Section on Statistical Education, pp Norton, Julia and John Lovell. (). Repeated Measures Design in ssessment: dded Value of Instruction, merican Statistical ssociation Proceedings of the Section on Government Statistics and Social Science, pp Norton, Julia. (1). ssessment of Introductory Statistics: Phase II, merican Statistical ssociation 1 Proceedings. 775

Test Anxiety, Student Preferences and Performance on Different Exam Types in Introductory Psychology

Test Anxiety, Student Preferences and Performance on Different Exam Types in Introductory Psychology Test Anxiety, Student Preferences and Performance on Different Exam Types in Introductory Psychology Afshin Gharib and William Phillips Abstract The differences between cheat sheet and open book exams

More information

Study Skills. Multiple Choice Tests & Exams. Mount Allison University

Study Skills. Multiple Choice Tests & Exams. Mount Allison University Study Skills Multiple Choice Tests & Exams Mount Allison University Challenges in Preparing for Multiple Choice Tests & Exams Anxiety Time-constraints Volume of material covered Misconceptions about the

More information

Essays on Teaching Excellence. Practice Tests: a Practical Teaching Method

Essays on Teaching Excellence. Practice Tests: a Practical Teaching Method Essays on Teaching Excellence Toward the Best in the Academy Volume 17, Number 7, 2005-06 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

GRADUATE STUDENT SATISFACTION WITH AN ONLINE DISCRETE MATHEMATICS COURSE *

GRADUATE STUDENT SATISFACTION WITH AN ONLINE DISCRETE MATHEMATICS COURSE * GRADUATE STUDENT SATISFACTION WITH AN ONLINE DISCRETE MATHEMATICS COURSE * Amber Settle DePaul University 243 S. Wabash Avenue Chicago, IL 60604 (312) 362-5324 asettle@cti.depaul.edu Chad Settle University

More information

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology CBE Life Sciences Education Vol. 12, 509 514, Fall 2013 Article Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology Rebecca Orr and Shellene Foster Department of Mathematics

More information

George Washington University Department of Psychology PSYC 001: General Psychology

George Washington University Department of Psychology PSYC 001: General Psychology George Washington University Department of Psychology PSYC 001: General Psychology Course Syllabus Fall 2006 Times & Place Section 14 (CRN #70754) Tues & Thurs: 11:10am 12:25pm: Corcoran #302 Section 15

More information

INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1141027 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1172998 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1232138 Grade: B

More information

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1153366 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1346350 Grade: I Score: 21.95 % (9.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1350672 Grade: A

More information

Psychology 261, Winter 2013 Physiological Psychology

Psychology 261, Winter 2013 Physiological Psychology Psychology 261, Winter 2013 Physiological Psychology Time: Mon/Wed/Fri 9:30AM 10:20AM Place: RCH 101 Instructor: Roxane Itier Office: PAS 4023 Phone: (519) 888-4567 ext. 32629 E-mail: ritier@uwaterloo.ca

More information

GENERAL PSYCHOLOGY, PSC 1, Section 2

GENERAL PSYCHOLOGY, PSC 1, Section 2 Instructors GENERAL PSYCHOLOGY, PSC 1, Section 2 Spring Quarter 2014 MTWTh 3:10 4:00 pm, 100 Hunt Hall This is a course that is team-taught by four advanced psychology graduate students, in the following

More information

Brazosport College Syllabus for PSYC 2301 General Psychology

Brazosport College Syllabus for PSYC 2301 General Psychology Brazosport College Syllabus for PSYC 2301 General Psychology Instructor: Cassandra D. Gonzalez Office Hours: Monday-Thursday 1:00-2:00 pm Office Phone: 979.230.3667 Other times by appointment Office Location:

More information

GENERAL PSYCHOLOGY PSY 1103 CRN 34299 (3 credit hours) EDU 102 MTWR 9:30-10:45

GENERAL PSYCHOLOGY PSY 1103 CRN 34299 (3 credit hours) EDU 102 MTWR 9:30-10:45 University of Central Oklahoma Summer 2012 GENERAL PSYCHOLOGY PSY 1103 CRN 34299 (3 credit hours) EDU 102 MTWR 9:30-10:45 Instructor: J. Grellner, Ph.D., Professor of Psychology Office: Education Building

More information

Hermantown High School CIS Psychology Course Syllabus 2009 2010 This course is in conjunction with Lake Superior College

Hermantown High School CIS Psychology Course Syllabus 2009 2010 This course is in conjunction with Lake Superior College Course Title: General Psychology Hermantown High School CIS Psychology Course Syllabus 2009 2010 This course is in conjunction with Lake Superior College Course Number: Psychology 1120 Credits: 3 Instructor:

More information

Introduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15

Introduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15 Introduction to General Psychology Spring 2014 PSY 1101-03, 30013 Mon. & Wed.: 6-7:15 Instructor: Jen Wallin-Ruschman Office Hours in Bowen 216: Mon., Wed., & Fri. 1-2; Mon. & Wed. 3:15-5; Tues. & Thur.

More information

Research Proposal: Evaluating the Effectiveness of Online Learning as. Opposed to Traditional Classroom Delivered Instruction. Mark R.

Research Proposal: Evaluating the Effectiveness of Online Learning as. Opposed to Traditional Classroom Delivered Instruction. Mark R. 1 Running head: Effectiveness of Online Learning Research Proposal: Evaluating the Effectiveness of Online Learning as Opposed to Traditional Classroom Delivered Instruction Mark R. Domenic University

More information

COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES:

COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES: Psychology 2301: General Psychology Blinn College, Spring 2011 Course Syllabus Section N4 Instructor: Barbara Corbisier, M.A., M.S. Office Hours: A238 T/TH 10-noon or by appt. Office Phone: 209-7314 email:

More information

Student Preferences for Learning College Algebra in a Web Enhanced Environment

Student Preferences for Learning College Algebra in a Web Enhanced Environment Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important

More information

PSYCHOLOGY. Professor McKenna Associate Professors Maxwell (chair) and Templeton Assistant Professors Bruininks and Peszka

PSYCHOLOGY. Professor McKenna Associate Professors Maxwell (chair) and Templeton Assistant Professors Bruininks and Peszka PSYCHOLOGY Professor McKenna Associate Professors Maxwell (chair) and Templeton Assistant Professors Bruininks and Peszka MAJOR A total of 10 courses distributed as follows: PSYC 290 Statistics PSYC 295

More information

Writing Better Objective Tests Bill Cerbin UW La Crosse, Center for Advancing Teaching & Learning

Writing Better Objective Tests Bill Cerbin UW La Crosse, Center for Advancing Teaching & Learning Bill Cerbin UW La Crosse, Center for Advancing Teaching & Learning Prioritize the subject matter What subject matter topics, ideas, concepts are 1. Essential 2. Important 3. Worth being familiar with Use

More information

NORTHERN VIRGINIA COMMUNITY COLLEGE PSYCHOLOGY 211 - RESEARCH METHODOLOGY FOR THE BEHAVIORAL SCIENCES Dr. Rosalyn M.

NORTHERN VIRGINIA COMMUNITY COLLEGE PSYCHOLOGY 211 - RESEARCH METHODOLOGY FOR THE BEHAVIORAL SCIENCES Dr. Rosalyn M. NORTHERN VIRGINIA COMMUNITY COLLEGE PSYCHOLOGY 211 - RESEARCH METHODOLOGY FOR THE BEHAVIORAL SCIENCES Dr. Rosalyn M. King, Professor DETAILED TOPICAL OVERVIEW AND WORKING SYLLABUS CLASS 1: INTRODUCTIONS

More information

UNM Department of Psychology. Bachelor of Science in Psychology Plan for Assessment of Student Learning Outcomes The University of New Mexico

UNM Department of Psychology. Bachelor of Science in Psychology Plan for Assessment of Student Learning Outcomes The University of New Mexico Department of Psychology Bachelor of Science in Psychology Plan for Assessment of Student Learning Outcomes The University of New Mexico A. College, Department and Date 1. College: College of Arts & Science

More information

Hoover City Schools Secondary Curriculum Social Studies, 2005-06

Hoover City Schools Secondary Curriculum Social Studies, 2005-06 Course Information: HCS Curriculum: Social Studies 6 12 Hoover City Schools Secondary Curriculum Social Studies, 2005-06 Course Title: Psychology, IB Grade Level: 11-12 Course Description: This course

More information

AP Psychology 2013 2014 Ms. Samuelson Per 6

AP Psychology 2013 2014 Ms. Samuelson Per 6 AP Psychology 2013 2014 Ms. Samuelson Per 6 Contact Ms. S ksamuelson@rocklinacademy.org Wscacademy.org The school s website has a homework tracking system that will send email reminders to students and

More information

Incorporation of an online tutoring tool into programming courses. Abstract

Incorporation of an online tutoring tool into programming courses. Abstract Incorporation of an online tutoring tool into programming courses Ozgur Aktunc Engineering Department St. Mary s University oaktunc@stmarytx.edu Abstract One of the challenges growing institutions face

More information

Course Descriptions. Seminar in Organizational Behavior II

Course Descriptions. Seminar in Organizational Behavior II Course Descriptions B55 MKT 670 Seminar in Marketing Management This course is an advanced seminar of doctoral level standing. The course is aimed at students pursuing a degree in business, economics or

More information

Assessment Plan and Timeline Department of Human Communication Studies for M.A. Program in Communication Studies

Assessment Plan and Timeline Department of Human Communication Studies for M.A. Program in Communication Studies 1. The student will demonstrate knowledge of prevailing theories and models of I.B., I.D., II.B., and II.D.) Assessment is at beginning of studies when M.A. students are expected not to specialize in an

More information

As tutors, we are responsible for improving the skills of our peers.

As tutors, we are responsible for improving the skills of our peers. Tutor s Creed As tutors, we are responsible for improving the skills of our peers. As tutors, we will consider the body of work presented at the session in the following manner: First, we will impart to

More information

Georgia Perimeter College Faculty Senate Course Change

Georgia Perimeter College Faculty Senate Course Change Page 1 of 6 Georgia Perimeter College Faculty Senate Course Change Number: 48-Mar-13 Date submitted: 3/26/2013 Date approved: Title of Proposal: Change Co-Requisites for PSYC 2210 Initiator and Place of

More information

General Psychology (PSYC 2301) Online

General Psychology (PSYC 2301) Online General Psychology (PSYC 2301) Online Credit: 3 semester credit hours (3 hours lecture) Prerequisite/Co-requisite: Passing the reading portion of COMPASS or other accepted testing instrument. Complete

More information

COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE

COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE Journal of Family and Consumer Sciences Education, Vol. 20, No. 2, Fall/Winter 2002 COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE Debbie Johnson Southeastern

More information

CHILD AND FAMILY STUDIES

CHILD AND FAMILY STUDIES CHILD AND FAMILY STUDIES Spencer K. Thompson, Ph.D. Associate Professor of Psychology Dr. Thompson came to UT Permian Basin from the doctoral program at UCLA and services coordinator of the psychology

More information

E-mail: through d2l Phone: 370-3197 Office: Ewing 240 Office Hours: Online "Office Hours": Friday 11:00-12:00

E-mail: through d2l Phone: 370-3197 Office: Ewing 240 Office Hours: Online Office Hours: Friday 11:00-12:00 School of Arts & Science PSYCHOLOGY DEPARTMENT PSYC 130 Contemporary Issues Quarter or Semester/Year Psychology 130 Camosun College Course Outline Fall 2015 Distance Section D.01 Dr. R. G. Tonks E-mail:

More information

Relative Effectiveness of Computer-based and Human Feedback for Enhancing Student Learning

Relative Effectiveness of Computer-based and Human Feedback for Enhancing Student Learning Relative Effectiveness of -based Feedback for Enhancing Student Learning B. Jean Mernach, Park University Abstract In an online learning environment, students are forced to rely on feedback to gauge the

More information

Psych 211: Developmental Psychology WINTER 2013. Course Location : Arts Lecture Hall 116 Meeting Times: Mondays & Wednesdays, 4:30pm to 5:50pm

Psych 211: Developmental Psychology WINTER 2013. Course Location : Arts Lecture Hall 116 Meeting Times: Mondays & Wednesdays, 4:30pm to 5:50pm Psych 211: al Psychology WINTER 2013 Course Location : Arts Lecture Hall 116 Meeting Times: Mondays & Wednesdays, 4:30pm to 5:50pm Instructor: Mathieu Le Corre Office Number: PAS 4010 Office Hours: By

More information

WESTERN UNIVERSITY LONDON CANADA Department of Psychology. Summer Distance 2015 Psychology 3301F Section 001 - Online Clinical Psychology

WESTERN UNIVERSITY LONDON CANADA Department of Psychology. Summer Distance 2015 Psychology 3301F Section 001 - Online Clinical Psychology WESTERN UNIVERSITY LONDON CANADA Department of Psychology Summer Distance 2015 Psychology 3301F Section 001 - Online Clinical Psychology 1.0 CALENDAR DESCRIPTION This course offers a survey of major topics

More information

PSYC 3200-C Child Psychology 3 SEMESTER HOURS

PSYC 3200-C Child Psychology 3 SEMESTER HOURS PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from

More information

Carolinas College of Health Sciences General Education Course Syllabus

Carolinas College of Health Sciences General Education Course Syllabus Carolinas College of Health Sciences General Education Course Syllabus Course: Instructor: Credit Hours: PSY101(01) General Psychology Blaise Raspanti, MS, MEd 3 (3 class, 0 lab) Placement: Summer 2003

More information

Controlling Cheating in Online Courses: A Primer. How can you help your students decide not to cheat?

Controlling Cheating in Online Courses: A Primer. How can you help your students decide not to cheat? Controlling Cheating in Online Courses: A Primer 2013 Pearson This material was developed by Sarah Smith with help from the MyLabs and Mastering Group and with material from

More information

WESTERN UNIVERSITY LONDON CANADA Department of Psychology Fall Distance 2014 Psychology 3301F-650 - Online Clinical Psychology

WESTERN UNIVERSITY LONDON CANADA Department of Psychology Fall Distance 2014 Psychology 3301F-650 - Online Clinical Psychology WESTERN UNIVERSITY LONDON CANADA Department of Psychology Fall Distance 2014 Psychology 3301F-650 - Online Clinical Psychology Page 1 of 7 1.0 CALENDAR DESCRIPTION This course offers a survey of major

More information

SYLLABUS. PSY 201: INTRODUCTION TO PSYCHOLOGY New Mexico State University Dr. Igor Dolgov

SYLLABUS. PSY 201: INTRODUCTION TO PSYCHOLOGY New Mexico State University Dr. Igor Dolgov SYLLABUS PSY 201: INTRODUCTION TO PSYCHOLOGY New Mexico State University Dr. Igor Dolgov PURPOSE AND GOALS: The purpose of this course is to provide a broad overview of the discipline of psychology. Generally

More information

AREAS OF TEACHER CERTIFICATION

AREAS OF TEACHER CERTIFICATION Conceptual Framework The vision of the College of Education is a community of lifelong learners who actively reflect on the impact of their values, attitudes, beliefs, and practices. The mission of the

More information

Assessment Report Applied Psychology Program 2009-10

Assessment Report Applied Psychology Program 2009-10 Assessment Report Applied Psychology Program 2009-10 I. Introduction History The Department of Humanities and Social Sciences added the Bachelor of Science in Applied Psychology in 1997. The program has

More information

Best Principles in the Use of On-Line Quizzing. Thomas Brothen University of Minnesota. David B. Daniel University of Maine at Farmington

Best Principles in the Use of On-Line Quizzing. Thomas Brothen University of Minnesota. David B. Daniel University of Maine at Farmington Best Principles in the Use of On-Line Quizzing Thomas Brothen University of Minnesota David B. Daniel University of Maine at Farmington Diane L. Finley, Ph.D. Prince George's Community College Prepared

More information

Response Rates in Online Teaching Evaluation Systems

Response Rates in Online Teaching Evaluation Systems Response Rates in Online Teaching Evaluation Systems James A. Kulik Office of Evaluations and Examinations The University of Michigan July 30, 2009 (Revised October 6, 2009) 10/6/2009 1 How do you get

More information

Psychology. Administered by the Department of Psychology within the College of Arts and Sciences.

Psychology. Administered by the Department of Psychology within the College of Arts and Sciences. Psychology Dr. Spencer Thompson, Professor, is the Chair of Psychology and Coordinator of Child and Family Studies. After receiving his Ph.D. in Developmental Psychology at the University of California,

More information

Intended Learning Outcomes (ILOs): Successful completion of the course should lead to the following outcomes:

Intended Learning Outcomes (ILOs): Successful completion of the course should lead to the following outcomes: The University of Jordan Faculty: Faculty of Business Department: Business Management Semester: First Semester Academic Year: 2013-2014 Organizational Behavior (1601202) Course Description This course

More information

Psychology courses - The First Set of 8

Psychology courses - The First Set of 8 ABNORMAL PSYCHOLOGY-ONLINE WINTER 2014 DE ANZA COLLEGE Linda Hurkmans, M.A. Psyc-004.-63Z Office hour: ONLINE CRN: 01864 Office mailbox: 4.0 units Social Science Division Office L13 lindahurkmans@sbcglobal.net

More information

Psychology 202.002 CRN 53863 General Psychology Syllabus Spring 2012 Mondays 2 3:20

Psychology 202.002 CRN 53863 General Psychology Syllabus Spring 2012 Mondays 2 3:20 Note: This course was developed as part of the Hybrid Course Initiative through the Center for Teaching and Learning at Oregon State University. The format and content of the syllabus has benefited from

More information

Course Reference Materials: Readings are available only through Blackboard. Please complete the readings for each week BEFORE the week begins.

Course Reference Materials: Readings are available only through Blackboard. Please complete the readings for each week BEFORE the week begins. 407 SAPP Complementary Approaches In Drug Treatment 3 Credits - Graded or Pass/No Pass Option CRN: 26690 Winter 2012 Day/Time: Mon, Wed, 2:00 PM - 3:20 PM (236 JAQ) Course Type: Term Long Course Instructor:

More information

History and Philosophy of Psychology (Psy 3611)-- S-06 (Jeff Ratliff-Crain) Contact Information Office: E-Mail Address: Course web page:

History and Philosophy of Psychology (Psy 3611)-- S-06 (Jeff Ratliff-Crain) Contact Information Office: E-Mail Address: Course web page: History and Philosophy of Psychology (Psy 3611)-- S-06 (Jeff Ratliff-Crain) Contact Information Office: SS-135, Phone: 589-6204 E-Mail Address: ratliffj@morris.umn.edu Course web page: http://www.morris.umn.edu/~ratliffj

More information

How To Pass A Developmental Psychology Course

How To Pass A Developmental Psychology Course University of Alberta Psychology 223 B1: Developmental Psychology Winter 2004: Jan. 5 - Apr. 7 Instructor: Ria Busink, Ph. D. Office: BSP535 (My office is hard to find. Unless you have extra time on your

More information

Abstract Title: Identifying and measuring factors related to student learning: the promise and pitfalls of teacher instructional logs

Abstract Title: Identifying and measuring factors related to student learning: the promise and pitfalls of teacher instructional logs Abstract Title: Identifying and measuring factors related to student learning: the promise and pitfalls of teacher instructional logs MSP Project Name: Assessing Teacher Learning About Science Teaching

More information

Mathematics Placement And Student Success: The Transition From High School To College Mathematics

Mathematics Placement And Student Success: The Transition From High School To College Mathematics Mathematics Placement And Student Success: The Transition From High School To College Mathematics David Boyles, Chris Frayer, Leonida Ljumanovic, and James Swenson University of Wisconsin-Platteville Abstract

More information

PSYC 3140 (N) Abnormal Psychology Faculty of Health Department of Psychology York University, Winter 2012

PSYC 3140 (N) Abnormal Psychology Faculty of Health Department of Psychology York University, Winter 2012 PSYC 3140 (N) Abnormal Psychology Faculty of Health Department of Psychology York University, Winter 2012 COURSE OBJECTIVES/DESCRIPTION This survey course is designed to provide an introduction to psychopathology

More information

FINC 6532-ADVANCED FINANCIAL MANAGEMENT Expanded Course Outline Spring 2007, Monday & Wednesday, 5:30-6:45 p.m.

FINC 6532-ADVANCED FINANCIAL MANAGEMENT Expanded Course Outline Spring 2007, Monday & Wednesday, 5:30-6:45 p.m. FINC 6532-ADVANCED FINANCIAL MANAGEMENT Expanded Course Outline Spring 2007, Monday & Wednesday, 5:30-6:45 p.m. Instructor: Dr. Charles Hodges Office Hours: M, W 10:00 11:30, Office: RCOB - Room 18 M.W

More information

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science Student Outcomes Assessment Plan (SOAP) I. Mission Statement Department of Political Science College of Social Science Undergraduate Bachelor s Degree in Political Science The Department of Political Science

More information

THE INFLUENCE OF MOTIVATIONAL COMPONENTS IN CHOOSING THE MASTER S PROGRAM

THE INFLUENCE OF MOTIVATIONAL COMPONENTS IN CHOOSING THE MASTER S PROGRAM Bulletin of the Transilvania University of Braşov Series IX: Sciences of Human Kinetics Vol. 6 (55) No. 2-2013 THE INFLUENCE OF MOTIVATIONAL COMPONENTS IN CHOOSING THE MASTER S PROGRAM E. MOLDOVAN 1 R.S.

More information

BA 561: Database Design and Applications Acct 565: Advanced Accounting Information Systems Syllabus Spring 2015

BA 561: Database Design and Applications Acct 565: Advanced Accounting Information Systems Syllabus Spring 2015 BA 561: Database Design and Applications Acct 565: Advanced Accounting Information Systems Syllabus Spring 2015 Course Logistics Where Rehn 18 2:00 4:45 Tuesday Instructor Dr. Jim Nelson Rehn 208A Office

More information

Psychology. Academic Requirements. Academic Requirements. Career Opportunities. Minor. Major. Mount Mercy University 1

Psychology. Academic Requirements. Academic Requirements. Career Opportunities. Minor. Major. Mount Mercy University 1 Mount Mercy University 1 Psychology The psychology major presents a scientific approach to the study of individual behavior and experience. The goal of the major is to provide an empirical and theoretical

More information

General Psychology - Course Syllabus

General Psychology - Course Syllabus General Psychology - Course Syllabus PSY-001-4 Location: Murchison Gymnasium, Room 4 Fall Semester 2015 Time: MWF 8:00 9:05 a.m. Professor: Ronald E. See, PhD Office: Winter Hall 338 Phone: 805-565-7062

More information

1 Uncertainty and Preferences

1 Uncertainty and Preferences In this chapter, we present the theory of consumer preferences on risky outcomes. The theory is then applied to study the demand for insurance. Consider the following story. John wants to mail a package

More information

Psychology. 42 Credits Complete the requirements shown in the General Education Requirements section of this catalog. Include this specific course.

Psychology. 42 Credits Complete the requirements shown in the General Education Requirements section of this catalog. Include this specific course. Psychology Psychology is the science of behavior and mental processes. Behavior is anything an organism does that we can observe and record; examples include smiling, talking, yelling, and marking a questionnaire.

More information

High School Psychology and its Impact on University Psychology Performance: Some Early Data

High School Psychology and its Impact on University Psychology Performance: Some Early Data High School Psychology and its Impact on University Psychology Performance: Some Early Data John Reece Discipline of Psychology School of Health Sciences Impetus for This Research Oh, can you study psychology

More information

Use of Placement Tests in College Classes

Use of Placement Tests in College Classes By Andrew Morgan This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Teaching Excellence,

More information

Student Assessment That Boosts Learning

Student Assessment That Boosts Learning Student Assessment That Boosts Learning Judy Arter Independent Consultant Loren Ford Clackamas Community College January 27-28, 2011 Anderson Conference Shifting From a Grading Culture to a Learning Culture:

More information

31 Misleading Graphs and Statistics

31 Misleading Graphs and Statistics 31 Misleading Graphs and Statistics It is a well known fact that statistics can be misleading. They are often used to prove a point, and can easily be twisted in favour of that point! The purpose of this

More information

Assessing Fundamentals in Every Course Through Mastery Learning

Assessing Fundamentals in Every Course Through Mastery Learning 2 We are all accustomed to periodic summative testing for achievement, but in this chapter the importance of requiring mastery of fundamentals as the baseline for evaluation, regardless of the level of

More information

LEARNING STYLES AND ACADEMIC PERFORMANCE OF STUDENTS IN ENGLISH AS A SECOND-LANGUAGE CLASS IN IRAN

LEARNING STYLES AND ACADEMIC PERFORMANCE OF STUDENTS IN ENGLISH AS A SECOND-LANGUAGE CLASS IN IRAN Bulgarian Journal of Science and Education Policy (BJSEP), Volume 7, Number 2, 2013 LEARNING STYLES AND ACADEMIC PERFORMANCE OF STUDENTS IN ENGLISH AS A SECOND-LANGUAGE CLASS IN IRAN 1 Soghra AKBARI CHERMAHINI,

More information

Creating A Grade Sheet With Microsoft Excel

Creating A Grade Sheet With Microsoft Excel Creating A Grade Sheet With Microsoft Excel Microsoft Excel serves as an excellent tool for tracking grades in your course. But its power is not limited to its ability to organize information in rows and

More information

Undergraduate Degree Program Assessment Progress Report Cover Sheet

Undergraduate Degree Program Assessment Progress Report Cover Sheet Degree: BA Psychology For Calendar Year: 2012 (Date submitted to college committee:) 2-28-2013 (Date posted on college assessment website:) April 1, 2013 By: Roger Webb Overall Rating: Respond to all six

More information

A Hybrid-Online Course in Introductory Physics

A Hybrid-Online Course in Introductory Physics A Hybrid-Online Course in Introductory Physics Homeyra R. Sadaghiani California State Polytechnic University, Pomona, USA hrsadaghiani@csupomona.edu INTRODUCTION The recent demand and interest in developing

More information

or Truth spotlight Teaching Immigrants English Direct Instruction Is the Best Way to Teach Limited English Proficient Students

or Truth spotlight Teaching Immigrants English Direct Instruction Is the Best Way to Teach Limited English Proficient Students spotlight No. 294 July 17, 2006 Teaching Immigrants English Direct Instruction Is the Best Way to Teach Limited English Proficient Students S u m m a r y : The number of limited English proficient (LEP)

More information

Please see current textbook prices at www.rcgc.bncollege.com

Please see current textbook prices at www.rcgc.bncollege.com PSY101: GENERAL PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: RDG099 Introduction to College Reading III This is an introduction to the study of behavior. The scientific

More information

CPD Spotlight Quiz September 2012. Working Capital

CPD Spotlight Quiz September 2012. Working Capital CPD Spotlight Quiz September 2012 Working Capital 1 What is working capital? This is a topic that has been the subject of debate for many years and will, no doubt, continue to be so. One response to the

More information

PSYC 201 GENERAL PSYCHOLOGY Fall 2013

PSYC 201 GENERAL PSYCHOLOGY Fall 2013 PSYC 201 GENERAL PSYCHOLOGY Fall 2013 T/TH 8:00 9:55 Instructor: Angela Christian, Ph.D. Sections: F58 Credit Hours: 4 Email: Office: Angela.Sweet-Christian@muskegoncc.edu Office Phone: 616-638-5785 (call

More information

APPLICATION CHECK LIST MASTER OF ARTS AND MASTER OF SCIENCE PROGRAMS DEPARTMENT OF PSYCHOLOGY California State University, Fullerton

APPLICATION CHECK LIST MASTER OF ARTS AND MASTER OF SCIENCE PROGRAMS DEPARTMENT OF PSYCHOLOGY California State University, Fullerton APPLICATION CHECK LIST MASTER OF ARTS AND MASTER OF SCIENCE PROGRAMS DEPARTMENT OF PSYCHOLOGY California State University, Fullerton SEND TO ADMISSIONS AND RECORDS: University Application available at

More information

ON APPLYING TO GRADUATE SCHOOL IN PSYCHOLOGY *

ON APPLYING TO GRADUATE SCHOOL IN PSYCHOLOGY * ON APPLYING TO GRADUATE SCHOOL IN PSYCHOLOGY * Admission to a graduate program in psychology can be quite competitive. High quality programs are, of course, more competitive than lower quality programs.

More information

Supporting Online Material for

Supporting Online Material for www.sciencemag.org/cgi/content/full/319/5862/414/dc1 Supporting Online Material for Application of Bloom s Taxonomy Debunks the MCAT Myth Alex Y. Zheng, Janessa K. Lawhorn, Thomas Lumley, Scott Freeman*

More information

PSY 211 Psychology of Learning San Diego State University Fall Semester 2010 Tuesday 8:00-9:15 and Online

PSY 211 Psychology of Learning San Diego State University Fall Semester 2010 Tuesday 8:00-9:15 and Online PSY 211 Psychology of Learning San Diego State University Fall Semester 2010 Tuesday 8:00-9:15 and Online Instructor: B. Charles Tatum, Ph.D. Office: Life Sciences 24B (Basement Level) Phone: (619) 226-7726

More information

A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses

A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses Eddie J. Ary Associate Professor Frank D. Hickingbotham School of Business Ouachita Baptist University Arkadelphia,

More information

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation

More information

Mastery approaches to mathematics and the new national curriculum

Mastery approaches to mathematics and the new national curriculum October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those

More information

Paralegal Studies Assessment Report 2005-2006. Introduction

Paralegal Studies Assessment Report 2005-2006. Introduction Paralegal Studies Assessment Report 2005-2006 Introduction The Paralegal Studies program volunteered to use the elumen Achievement System to assess student learning for the 2005-2006 academic year. We

More information

Text and Equipment EXAMPLE FOR INFORMATION ONLY

Text and Equipment EXAMPLE FOR INFORMATION ONLY Welcome to Introduction to Psychology PSY 1010, Online Instructor: (this syllabus is only a sample, derived from a syllabus designed by Rickye Heffner, PhD. The final syllabus will be slightly different

More information

Please see MyPsychLab Registration Instructions for how to get onto the website. The COURSE ID is hurkmans13247

Please see MyPsychLab Registration Instructions for how to get onto the website. The COURSE ID is hurkmans13247 ABNORMAL PSYCHOLOGY-ONLINE SPRING 2014 DE ANZA COLLEGE Linda Hurkmans, M.A. Psyc-004.-64Z Office hour: ONLINE CRN: 40536 Office mailbox: 4.0 units Social Science Division Office L13 lindahurkmans@sbcglobal.net

More information

DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS

DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS Nikos J. Mourtos Abstract - Lifelong learning skills have always been important in any education and work setting. However, ABET EC recently put

More information

AP CS Principles Pilot at University of California, San Diego

AP CS Principles Pilot at University of California, San Diego AP CS Principles Pilot at University of California, San Diego Authors: Beth Simon (UCSD) and Quintin Cutts (University of Glasgow) Course Name: CSE3 Fluency with Information Technology Pilot: Fall 2010

More information

WESTERN UNIVERSITY LONDON CANADA Department of Psychology 2014-2015. Psychology 1000 Section 650 - Online Introduction to Psychology

WESTERN UNIVERSITY LONDON CANADA Department of Psychology 2014-2015. Psychology 1000 Section 650 - Online Introduction to Psychology WESTERN UNIVERSITY LONDON CANADA Department of Psychology 2014-2015 Psychology 1000 Section 650 - Online Introduction to Psychology 1.0 CALENDAR DESCRIPTION An introductory survey of the methods and findings

More information

Final Exam Performance. 50 OLI Accel Trad Control Trad All. Figure 1. Final exam performance of accelerated OLI-Statistics compared to traditional

Final Exam Performance. 50 OLI Accel Trad Control Trad All. Figure 1. Final exam performance of accelerated OLI-Statistics compared to traditional IN SEARCH OF THE PERFECT BLEND BETWEEN AN INSTRUCTOR AND AN ONLINE COURSE FOR TEACHING INTRODUCTORY STATISTICS Marsha Lovett, Oded Meyer and Candace Thille Carnegie Mellon University, United States of

More information

Introduction to Psychology Psych 100 Online Syllabus Fall 2014

Introduction to Psychology Psych 100 Online Syllabus Fall 2014 Introduction to Psychology Psych 100 Online Syllabus Fall 2014 Contact Information Professor: Dr. Deborah Maher Office: C&L (Classrooms and Labs) 119 Office phone #: (714) 432-0202, x21190 (best to email

More information

General Psychology 133.008. Fall 2015. Instructor: Ms. Julie Brotzen, M.A. Classroom & Time: ED 263 M-W 2:30 3:45

General Psychology 133.008. Fall 2015. Instructor: Ms. Julie Brotzen, M.A. Classroom & Time: ED 263 M-W 2:30 3:45 1 General Psychology 133.008 Fall 2015 Instructor: Ms. Julie Brotzen, M.A. Classroom & Time: ED 263 M-W 2:30 3:45 Contact: jbrotzen@sfasu.edu or jbrotzen@gmail.com Office & Office Hours: ED: 238 T-TH 1:00

More information

COURSE SYLLABUS: PSYC S2630. Social Psychology. Summer 2016. Office hours: After class Mondays and Wednesdays or by apt.

COURSE SYLLABUS: PSYC S2630. Social Psychology. Summer 2016. Office hours: After class Mondays and Wednesdays or by apt. COURSE SYLLABUS: PSYC S2630 Social Psychology MW 9:00a - 12:10p 608 SCHERMERHORN HALL Summer 2016 Instructor: Dr. Joshua M. Feinberg Office: Milbank 415n Office hours: After class Mondays and Wednesdays

More information

Essays on Teaching Excellence. The Meaning of College Grades

Essays on Teaching Excellence. The Meaning of College Grades Essays on Teaching Excellence Toward the Best in the Academy Volume 1, Number 7, 1989-90 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

How To Improve Your Knowledge Of Psychology

How To Improve Your Knowledge Of Psychology I. Introduction History Assessment Report Applied Psychology Program 2011-2012 The Department of Humanities and Social Sciences added the Bachelor of Science in Applied Psychology in 1997. The program

More information

THE CHANGING ROLE OF LIBRARIANS AND

THE CHANGING ROLE OF LIBRARIANS AND THE CHANGING ROLE OF LIBRARIANS AND THE ONLINE LEARNING ENVIRONMENT Vye Gower Perrone University of Waikato Library BIONOTES Vye Perrone is a reference librarian and information coach in the Education

More information

How To Learn To Understand And Understand The History Of The English Language

How To Learn To Understand And Understand The History Of The English Language Graduation heck Off Sheet, omputer, Year 201-201 (lass of 2017) Student: Advis: 1. Total credit hours 12. Overall GPA 2.0 2. Passing grade in all courses. Department GPA 2.0 Required ourses (enter grades)

More information

Student Mood And Teaching Evaluation Ratings

Student Mood And Teaching Evaluation Ratings Student Mood And Teaching Evaluation Ratings Mary C. LaForge, Clemson University Abstract When student ratings are used for summative evaluation purposes, there is a need to ensure that the information

More information

Impact of attendance policies on course attendance among college students

Impact of attendance policies on course attendance among college students Journal of the Scholarship of Teaching and Learning, Vol. 8, No. 3, October 2008. pp. 29-35. Impact of attendance policies on course attendance among college students Tiffany Chenneville 1 and Cary Jordan

More information

Procrastination in Online Courses: Performance and Attitudinal Differences

Procrastination in Online Courses: Performance and Attitudinal Differences Procrastination in Online Courses: Performance and Attitudinal Differences Greg C Elvers Donald J. Polzella Ken Graetz University of Dayton This study investigated the relation between dilatory behaviors

More information

Psychology 314L (52510): Research Methods

Psychology 314L (52510): Research Methods Psychology 314L (52510): Research Methods Spring 2012 Lecture Location: Kaprielian Hall, Room 145 Days and Time: Tuesday & Thursday, 11:00 a.m. to 12:20 p.m. Lab Location: King Hall, Room 208 Lab Times:

More information