Running head: ATTACHMENT THEORY AND CELL PHONE USAGE
Attachment Theory: College Students and Cell Phone Usage
Michael Gossen, Jessica Kern, Jacob Roth, Rachel Rieger and Sarah Alt
Loras College
December 2012
1
ATTACHMENT THEORY AND CELL PHONE USAGE
2
Table of Contents
Chapter One: Abstract ………………………………………………………………………... 3-4
Chapter Two: Introduction ……………………………………………………………………. 5-6
Chapter Three: Literature Review …………………………………...……………………… 7-26
Chapter Four: Discussion of the methods ………………………………………………….. 27-32
Chapter Five: Analysis of the results ………………………………………………………. 33-70
Chapter Six: Summary ……………………………………………………………………... 71-78
Chapter Seven: Limitations of the study …………………………………………………... 74-76
Chapter Eight: Recommendations for further study ……………………………………….. 77-78
Chapter Nine: Conclusion …………………………………………………………………. 79-81
Chapter Ten: References …………………………………………………………………... 82-87
Chapter Eleven: Appendices ……………………………………………………………... 88-165
ATTACHMENT THEORY AND CELL PHONE USAGE
3
Chapter One: Abstract
In 2012 88% of Americans reported that they owed a cell phone and 46% of those phones
are smart phones (Gahran, 2012). Approximately 77% of young adults between the ages of 1824 are tense and experience anxiety when they are without their cell phone (Kung, 2012). There
has been an 11% in this trend over the past 4 years. The young population is more at risk to
experiencing this anxiety because they are more likely to have smart phones and smart phones
have easy internet access (Kung, 2012). Phones that have internet allow for more capabilities
from a cell phone. Now that cell phones have these incredible capabilities, it allows for more to
be at stake when an individual does not have their cell phone because they are used to having
their phone with them. By comparing Bowlby’s Attachment Theory to this trend it is possible to
determine if college students are attached to their cell phone. The attachment theory consists of
four components: safety haven, secure base, proximity maintenance, and separation distress
(Main, Hesse & Hesse, 2011). The research question asked in this study is: What component(s)
of attachment do college students experience with their cell phones? It was hypothesized:
College students are experiencing at least one or more of the four attachment theory components
with their cell phones.
To determine the research question data was collected from 158 first year, sophomore,
junior, and senior students at a small, private, catholic college in the Midwest. The participants
completed a 25 question questionnaire asking various questions about them, their cell phone and
the connection they have with their cell phone. The students completed the questionnaire in their
classes. The classes were chosen via random number chart.
As a result of collecting data and analyzing the findings, an answer to the research
question was verified. College students are experiencing components of the attachment theory to
ATTACHMENT THEORY AND CELL PHONE USAGE
4
their cell phone. Furthermore, college students are experiencing more than one component of the
attachment theory. This was determined with a select few questions in the questionnaire. The
questions that proved the hypothesis asked the participants: if they feel safe knowing they have
their phone with them, if they carry their phone with them at all times, and if they would
consider themselves to be attached to their phone. Over half of the participants agreed to each
one of these questions. More specifically, 80% said they carry their phone with them at all
times, 82% said they feel safe knowing they have their phone with them, and 52% would
consider themselves to be attached their phone. Through these results is obvious that the majority
of college students experience one or more of the attachment theory components specifically
proximity maintenance, safety haven, and secure base with their cell phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
5
Chapter Two: Introduction to Study
Many do not like the idea of comparing human beings to animals, but the shocking reality
is that we have much more in common than one might think. Almost every creature in the
animal kingdom begins life under the guidance and care of their mother and/or father until they
are able to survive on their own and be self-sufficient. We as human beings are the exact same
way; we are born under the care of our parent(s) and are generally cared for until we learn the
necessary skills and maturity to stand on our own two feet and fend for ourselves with the rest of
society. During the years in which we are living under the wing of our parent(s), we
subconsciously realize that we have little chance of survival without our caregivers so we
develop a natural attachment to them.
Bowlby, was a British psychologist who took great interest in the attachment between
children and their caregivers that we all form during the early years of our childhood. Bowlby
was one of the main contributors in developing our current understanding of attachment theory.
According to Bowlby’s research, once we reach a certain age, our attachment towards our
parent(s) fade and we establish ourselves as self-sufficient and independent human beings. This
may have been the case many years ago, but what if there was another factor at play in our
cognitive development today that wasn’t an issue then? We all know that there are massive
technological differences present between every generation, but do we have technology today
that actually affects how self-sufficient we really are? We have reason to believe that such
technology is already residing in our pockets.
We’ve reached the point in today’s society that the vast majority of individuals possess a
mobile phone of some kind. The cell phone trend started off as a more convenient alternative to
the landline telephone, which was used strictly for phone calls. Later, phones featured the
ATTACHMENT THEORY AND CELL PHONE USAGE
6
emergence of the text message, which turned into a seemingly more frequent method of
communication between cell phone owners. It wasn’t long before the World Wide Web found
its way into our phones, allowing cell phone users to check their email, social networking sites,
global positioning systems, and any other site on the internet. As mobile phone technology
grows more and more advanced, the time spent using these devices is naturally going to increase
due to the enhanced possibilities available. With an increase of the number of operations that
can be performed on their cell phones, individuals will have fewer need for other media like
computers, GPS’s, and landline telephones. Some may see this centralization of devices into one
a positive matter of convenience. However, we see this ‘monopoly’ of technology as potentially
problematic. With all our needs being met in our cell phones, our dependence upon this small
instrument is greatly increased. In fact, we rely on our cell phones much like a child relies on
their mother and/or father. With that being said, could Bowlby’s Attachment Theory be applied
to people’s relationship with their cell phones?
To answer this question, we performed research at a small, Midwestern, private co-ed
liberal arts institution to answer the following research question:
What component(s) of attachment do college students experience with their cell phones?
At the foundation of our research, the hypothesis we formulized was as follows:
College students are experiencing at least one or more of the four attachment theory
components with their cell phones.
Given all of the newly-accessible options found in our cell phones, we find it very likely that our
results will illustrate that our relationship with our cell phones is psychologically deeper than it
has ever been and that students develop an attachment to their phones that is similar to the
parental attachment Bowlby formulated.
ATTACHMENT THEORY AND CELL PHONE USAGE
7
Chapter Three: Literature Review
Today, it is a known that almost every college student has a cell phone. Students talking
on and carrying cell phones are everywhere, and it appears that they are inseparable. In order to
understand this trend it is important to learn when cell phones came to existence. The longer cell
phones have been around would allow for a person to become more habituated with their phone.
Looking at the start from when phones originally became mobile it is noticeable that the
cell phone has definitely changed. The phones were bulky with antennas leading into the flip
phone era and now more recently, smartphones. Agar (2003) stated that when:
Cellular phones were first marketed they cost the equivalent of a small car—and you
needed the car to transport them since they were so bulky. But in 2002, global
subscriptions to cellular phone services passed one billion. In countries such as Iceland,
Finland, Italy and the UK over three-quarters of the population owned a phone, with
other counties in Western Europe, the Americas and the Pacific Rim not far behind. (p.
2)
The first phones were not used as home land lines but were built into cars. According to
Agar (2003):
Early practical mobile phones were carried by cars, since there was room in the trunk for
the bulky equipment, as well as a car battery. One of the most important factors
permitting phones that can be carried in pockets and bags has been remarkable advances
in battery technology. As batteries have become more powerful, so they have provided
more energy. Partly because improvements in battery design have been incremental,
their role in technological change is often underestimated. (p. 3)
These first mobile phones were limited to who they could be sold to, they were only for the
ATTACHMENT THEORY AND CELL PHONE USAGE
8
people who could afford them. Even if someone could afford one of the original mobile phones
they needed a car that had the capability to have one. If it wasn’t for the creation of smaller
more reasonably priced batteries the cell phone might possibly not be in existence today. Car
phones were only possible if the car was on because it would operate off the power of the car
battery (Agar, 2003).
Upon figuring out the technology behind making the batteries smaller to create a more
portable cell phone, a continuous compilation of styles and better phones continued to emerge.
After car phones, the next style of cell phone were the large, awkward, and bulky ones. These
required large antennas and were only capable of making calls to one person at a time with
terrible service. Eventually phones evolved into better machines, according to Reading (2008):
“Third and fourth generation technology provides for access to the global public memories of the
World Wide Web and for the circulation and distribution on a mobile basis of personal multimedia memories” (p. 355-356). Having cell phones became such a trend and social status
symbol and once they started to have excessive capabilities besides just calling or texting, more
people continued to purchase one (Al-Bakri, Mat Kiah, A. Zaidan, B. Zaidan, Alam, 2011). AlBakri, et al. (2011) stated, “Recently, mobile phones are not only used for casual greetings but
also, sending and receiving important data such as, social security numbers, bank accounts
details and passwords” (p. 1). When phones started to have Internet capabilities connected to
them, the smartphones became popular. Today, many teenagers in today’s society have
smartphones which allow them to look at what is happening on Facebook, Twitter, YouTube,
Instagram and other social networking sites. By having Internet on phones, it is easier to access
information and to perform tasks such as, sending videos from a phone directly to a designated
ATTACHMENT THEORY AND CELL PHONE USAGE
9
YouTube account by using a mobile email address or by logging into the mobile YouTube site
(Singh & Lal, 2012).
The current college generation has grown up in a technologically rich world, using
mobile phones, chat rooms, email, computer games, listening to music, watching TV and videos,
this is often simultaneously part of people’s regular social engagement. Even though current
college students did not necessarily grow up having a cell phone, they most likely had one in
high school. If a college student had a cell phone either before or during high school it would
have given them an appropriate amount of time to get well acquainted with cell phones. The
younger generations are beginning to use cell phones because they have them as young as grade
school (Hanson, Drumheller, Mallard, McKee, & Schlegel, 2011; McMahon & Pospisil, 2005).
The development of cell phones, however, were an important part of history, Al-Bakri et al.
(2011) stated:
Today, mobile phones are considered to be the most common communication devices in
history. The demand for such device is tremendous, as in, the second quarter of 2009,
there were more than 4.3 billion mobile subscribers worldwide compared to 3 billion
mobile subscribers in 2008 and 2.5 billion mobile subscribers in 2007. The majority of
them are sending and receiving SMS texts, or making calls, it is sometimes used to
exchange sensitive information between communicating parties. (p. 1)
In 2009 there were more than 4.3 billion cell phone users which is a large number. However,
many may ask why would people need a cell phone if they have landlines? According to Rosen
(2004):
Today, more people have cell phones than fixed telephone lines, both in the United States
and internationally. There are more than one billion cell phone users worldwide, and as
ATTACHMENT THEORY AND CELL PHONE USAGE
10
one wireless industry analyst recently told Slate, ‘sometime between 2010 and 2020,
everyone who wants and can afford a cell phone will have one.’ Americans spend, on
average, about seven hours a month talking on their cell phones. (p. 26)
Having fewer land telephone lines in 2012 might sound like an arbitrary idea considering the
dependence individuals had a land lines not long ago. However, this statistic makes sense when
looking at how many people have cell phones. Almost everyone who is old enough, even young
children, have their own phone and sometimes more than one. One can infer that it may not be
essential to have a land line anymore. Given the vast amount of individuals who have phone
services today, some people might believe that having two could be excessive. Having a land
line is an additional cost when people can just use their cell phones as their main phone lines.
This termination of land lines is an example of how technology is changing and how we
communicate at home and in social settings.
The current college generation has seen the jump from VHS tapes to Blu-Rays, full-size
desktop computers to iPads and tablets, and CD’s to vast music libraries full of MP3’s. One of
the most significant changes they have seen has been in the world of communication and the
integration of cellular phones into our society. In 2012 88% of Americans reported that they
owed a cell phone and 46% of those phones are smart phones (Gahran, 2012). This rapidly
growing piece of technology is quickly replacing older forms of communication including land
lines. It is clear that this technology shift is expanding at an exponential rate, but how exactly is
this transition affecting our everyday lifestyle? There is a never-ending feud between college
professors and the cellular phone usage in their classes. According to Jaschik (2008), Professor
Thomas of Syracuse University walked out of his class after catching a student texting. This
action sent a non-verbal message displaying disrespect. As many would imagine, this act of
ATTACHMENT THEORY AND CELL PHONE USAGE
11
protest acquired a lot of praise along with significant backlash. In the same instance a student
from Syracuse sent an email to the administration department that stated:
We the students are the customers, the consumers, the ones who make the choice every
day to pay attention or not. I pay approximately 30, 000 dollars to go here, whether I text
in class or not. Laurence Thomas gets paid whether his students text in class or not.
(Jaschik, 2008)
Although this statement made by a student has multiple factors involved and is definitely
controversial. It is quite certain that this student shares the same mindset as the one who did the
initial texting that triggered such an event. However, this student’s argument somewhat
collapses on himself: why would one waste their own time and money in class when they are
going to pay more attention to their cell phone?
According to Gurrie and Johnson (2011), “despite the number to students[91.9%] who
reported using cell phones in class, a large percentage of students (97.8 percent) selected ‘yes’
when asked if they considered eye contact to be an important part of respectful conversation” (p.
16). These students realize it’s disrespectful to not pay attention during class, yet they continue
to do it. According to Leung and Wei (2000), the cellular phone seems to offer an optimal
balance in the long-standing tradeoffs between freedom of movement and immediate access” (p.
316). In other words, they have access to things like social media, internet and email at all times
so they automatically feel the need to constantly be checking these things to stay connected if
they are on the move. Gurrie and Johnson (2011) found that cell phones and texting are a great
way for people to communicate without disrupting the scene, or conversely if the scene is too
disruptive and loud for other communication to take place (p. 13).
Although this may be true, but the mere fact that people feel as if they need to be
ATTACHMENT THEORY AND CELL PHONE USAGE
12
constantly connected speaks for itself. People today, particularly the youth, feel the constant
need to be connecting with their peers when they have the capability. When they do not have a
mobile device, they cannot stay connected like the majority of the people around them, which
causes them to feel lonely and isolated (Vincent 2006). The connection that people, specifically
students, have with their cell phones is beyond the confines of the definition of the word
‘connection.’ The step beyond being referred to is attachment. When people use cell phones
they are able to connect with virtually anyone anywhere. Cell phone users are not only
connected with people but to a nearly unending multiplicity of information. This is because
more people in the United States own smart phones rather than a simpler model without the
capability of wireless Internet (Gahran, 2012). Since people are able to contact individuals so
readily it is possible for an attachment to occur. As Snyder, Shapiro and Treleaven (2011)
summarize in their discussion of Bowlby’s (1988) theory of attachment, it is:
a psychological theory of human connection. Attachment theory suggests that (a) human
beings are wired to connect with one another emotionally, in intimate relationships; (b)
there is a powerful influence on children’s development by the way they are treated by
their parents, especially by their mothers; and (c) a theory of developmental pathways can
explain later tendencies in relationship based on such early experiences. Attachment
theory regards intimacy as a basic component of human nature, present in germinal form
from infancy onward. Human infants are hard-wired to develop a set of behavioral
patterns that, given the appropriate environment, will result in keeping close proximity to
those who provide care. (p. 710)
This suggests that a person has a desire to connect with other humans especially those who care
for the person. Originally, attachment theory research was performed in regard to a child’s
ATTACHMENT THEORY AND CELL PHONE USAGE
13
relationship with his/her parent, particularly his/her mother. But the question we are proposing is
whether or not this sense of security that children find with their mothers can be found in an
inanimate object such as their cell phone. If one considers young children, most of them find
security doing something they are uncomfortable with if their parent is there with them to relieve
some of the pressure. Moreover, according to Aucoin (2007) and Cox (2008), it is socially
acceptable to start or end a romantic relationship over a simple text message. Formally viewed
as a very nerve-wrecking process, a person can now take some of that pressure off them by
hiding behind the tiny screen of a cell phone. This seemingly very immature and irresponsible
act is just one of the many examples in which the current college generation hides behind their
cell phones in uncomfortable situations. A connection, via cell phone, can be made in seconds
allowing an attached being to communicate with someone or something with which they have
the attachment. At times people interact with their phone as if it were a person itself. According
to Vincent (2006):
We interact with a mobile phone in a way that we do not with other computational
devices—we fondle it, we clutch it in times of crisis ready to turn to it and dial for help or
solace, and we know that our loved ones are doing the same, probably at the same time.
(p. 42)
If one can interact with their cell phone on a regular basis, with loved ones they are attached to,
is it possible for them to be attached to the phone?
There are four main components of attachment that people can experience (Main, Hesse
& Hesse, 2011). The first of the components to discuss is haven of safety or safe haven which is
important to make a person not to be fearful and to feel comfortable and welcomed into an
environment.
ATTACHMENT THEORY AND CELL PHONE USAGE
14
This meant that it was not possible to establish a fixed location for protection of the
young, such as a burrow or den. Thus, in contrast to most mammals, for whom a special
place provides the haven of safety, for both human and primate infants the attachment
figure is the single location that must be sought under conditions of alarm. Bowlby
further proposed that the infant’s focus upon the attachment figure has been rendered all
the more emotional and insistent because—again, due to our semi-nomadic ancestry—
attachment is inevitably closely intertwined with fear. (Main et al., 2011, p. 431)
It is obvious that a cell phone is not a den or a physical shelter safe haven. However, it is
possible for a person to contact someone from home or a preferred safe haven to feasibly remove
an instilled fear. Safe haven is followed by three additional components.
The next component of Bowlby’s is the concept of a secure base existing for an
individual to belong. Bennett and Saks (2006) explain Bowlby’s (1969/1982, 1988) secure base
component by stating the idea is:
that the human infant has an inborn biological need for proximity to a caregiver in order
to feel protected, particularly in moments of danger and distress. It is this innate need for
protection that serves as the impetus for an attachment to a primary caregiver as a ‘secure
base’ for the child. Bowlby recognized that the child's attachment system and
exploratory system are intricately connected—exploration of the world occurs when the
child feels a sense of security and support; when frightened, the child returns to the safe
haven of the attachment figure for soothing and comfort. (p. 670)
It is recognized that both a secure base and safe haven are established at a young age among
humans. If a secure base cannot be established a person loses the sense of security and
disconnect can occur within the world around them. It is possible to eliminate disconnect from
ATTACHMENT THEORY AND CELL PHONE USAGE
15
people with a cell phone, according to Vincent (2006):
Each mobile phone is uniquely reflecting the users life at that point in time; so the device
‘holds’ the memories, the sentiments that are associated with the text messages and
numbers stored on the phone, the appointments, the ringtones chosen and the pictures
held on the phone and not in the wallet and so on… …However, arguably none of this
would be happening were it not for the second point, that people’s attachment to their
mobile phone is not the result of a solitary pre-occupation with the device but rather it is
relationships with others that provide the stimuli for people’s attachment to their mobile
phone. (p. 41-42)
Cell phones can potentially allow for one to re-establish the sense of security by contacting their
base or seeing via wireless access/photographs the person or people that comfort them and
provide a secure feeling in their life. This leads to another one of Bowlby’s components.
Proximity maintenance is the next one of Bowlby’s components of attachment theory to
be discussed. Main et al. (2011) found that, “Attachment is a species-wide behavior pattern in
humans which Bowlby suggested had originally served to protect the young from predation and
other dangers via maintenance of proximity to a protective older individual” (p. 431). When a
person is closer to an older protective individual they feel safe to from danger. People want to be
near the individual to keep them feeling safe and a cell phone has the potential to quickly
connect one person to the other that proximity maintenance is established. After proximity
maintenance one more component exists.
The final component in Bowlby’s theory of attachment is separation distress. Main et al.
(2011) describe separation distress as the following:
In adolescence and in adulthood new attachments are formed with friends and romantic
ATTACHMENT THEORY AND CELL PHONE USAGE
16
partners, and have the same properties of both desire for proximity, and distress at
separation, although these emotions are ordinarily experienced and displayed with less
urgency. At these older ages, Bowlby’s broad definition of attachment figures (while
seeming to refer especially to secure attachments) includes individuals who are conceived
of as ‘stronger and wiser,’ and sought in times of stress for advice and comfort. In wellfunctioning attachment relationships between adults, the role of the ‘stronger and wiser’
individual is (unlike the child-adult attachment relationship) interchangeable as
circumstances require. (p. 438)
If proximity maintenance does not exist, then distress upon the separation of the attached person
will occur. However, if the person is separated from the one that makes them feel safe and secure
a phone will allow them to contact that person. Thus, that individual will potentially be able to
evade distress. If someone is separated from something and someone that makes them feel
comfortable complications can arise. According to Main et al. (2011), “Separations from these
selected ‘attachment figures’ in unfamiliar or otherwise threatening environments is; therefore,
expected to arouse distress, anxiety, or fear” (p. 437). A phone can bridge the gap of separation
and without the phone to be there to bridge that gap people can feel very uncomfortable. Vincent
(2006), reported the following:
The aforementioned research showed that people talk to people they already know and, as
explained earlier, that they talk about their mobile in emotional terms, ‘We often have a
panic situation when the battery runs down’ or ‘I’d feel really, really lost without my
phone now.’ People are also using them to make changes to arrangements or simply set
up meetings, business or social, at the last minute. ‘Ring me to say where you are and I’ll
meet you there.’ The mobile phone is thus an important part of our emotional cache in
ATTACHMENT THEORY AND CELL PHONE USAGE
17
that it is a repository for storing links to things that engender emotional response, as well
as performing a functional role in the management of day-to-day life. (p. 42)
If people are without their phones, it is possible that one of the components of the attachment
theory can occur. However, components of the attachment theory are not the only things people
can experience with their phone.
Recent research shows that people feel anxious and tense when they are without their
phone. This is known as 88phobia which stands for no mobile phone phobia (Kung, 2012).
Approximately two thirds of people and 77% of the people between ages 18-24 who participated
in the study are experiencing nomophobia which is an 11% rise compared to the results four
years previously (Kung, 2012). The young population is more at risk to experiencing this phobia
because they are more likely to have smart phones and smart phones have easy internet access
(Kung, 2012). While the major drivers of nomophobia are boredom, loneliness, and insecurity
the research shows that women are more likely to experience nomophobia than men (Kung,
2012). People often hold onto their phone at all times even carrying it while they sleep. A lot of
the information here can be related to the components of the attachment theory.
Human beings live very complex lifestyles with many stresses encountered on an
everyday basis. A device that takes away some of these stresses isn’t such a bad thing, right?
That may be if the time used on our cell phones were limited to scenarios such as where it is
necessary. The Pew Internet & American Life Project (2008) discovered that “52% of all
American cell phone owners report keeping their phones on at all time, and 81% of users who
only own a cell (and not a landline) always keep their phones turned on.” Another study of the
Pew Internet & American Life Project (2006) revealed that “of Americans aged from 18-29, 31%
reported feeling like they have to answer their cell phones even when it interrupts a meal or a
ATTACHMENT THEORY AND CELL PHONE USAGE
18
meeting.” Evidently, people these days are not willing to turn off their phones and temporarily
cut off that connectedness. People believe their cell phone is a priority. These individuals often
put events that are otherwise more important on hold in order to continue to stay connected on
their cell phone.
In the last decade, technology has clearly changed society. Cell phones have become an
object of necessity. According to Beaver, Knox, and Zusman (2010), “Cell phones are as
common as Starbucks before the recession” (p. 1). A person not chatting on their cellphones on a
college campus is almost non-existent, since it seems to be a common trend (Beaver et al., 2010).
Cell phones have become a part of everyday life and people have begun to depend on them in
ways that are both beneficial and inconvenient. According to Pettigrew (2009), “ Mobile
telephones are impacting societies around the world, intuitively mobile communication extends
users’ ability to communicate, especially while accomplishing other tasks like riding in public
transit, walking to a classroom, or sitting at the café” (p. 697). People are able to become more
mobile and can continue to communicate while performing other tasks outside their home.
However, cellphones can cause an unusual sense of anxiety and dependence. According to
Walsh and White (2010), “An additional consideration is that many people check their mobile
phone regularly for missed messages or calls and keep their phone in close proximity without
actually using their phone” (p. 4). Individuals rely on one another to carry their phones at all
hours throughout the day. Cell phones are interrupting important times, where before this was
not an issue. Young Americans feel they have to answer their cellphones even if it interrupts
something important (Miller-Oat, Kelly & Duran, 2007). Cell phones create an unnecessary
distraction in public. Rosen’s (2004) study stated:
The Zagat restaurant guide reports that cell phone rudeness is now the number one
ATTACHMENT THEORY AND CELL PHONE USAGE
19
complaint of diners, and USA Today notes a similar statement, that “fifty-nine percent of
people would rather visit the dentist than sit next to someone using a cell phone. (p. 35)
With the changes in technology, it is hard for people to conceptualize the way they should
distinguish the relationships on their phones between personal conversations (Rosen, 2004).
According to Rosen (2004), “Wireless technology is booming so quickly and wireless phones
have become so popular, the rules on wireless etiquette are still evolving” (p. 37). Since
technology is moving so quickly it is hard for people to know the proper use of cell phones.
Rosen (2004) continued by discussing how Cingular wireless launched a campaign that played in
the movie theater about an “inconsiderate cell phone guy” (p. 36). This showed the public how
inconsiderate it is to be on your phones at certain times. The Cingular ad showed: “A parody of
bad behavior that shows a man talking loudly into his cell phone at inappropriate times: during a
date, in a movie, at a wedding, in the middle of a group therapy session” (Rosen, 2004, p. 36). It
is shown that people do not pay attention to their surroundings, whether it is in the store, the gym
or basically anywhere; while they are on their cell phones ( Rosen, 2004). The only device that
seems to concern them is their cell phone rather than what surrounds them (Rosen, 2004).
Cellphones have affected social communication and relationships. The invention of
texting has strongly influenced the way people communicate. Texting is a form of email; people
can send it to another person at any given time. According to Pettigrew (2009), “Mobile phone
texters are in ‘perpetual contact’ and are virtually accessible at any given time, however,
accessibility seemingly diminishes freedom” (p. 699). The changes in technology have put more
pressure on people to always be available. In the past, a person’s day ended when they left work;
now more and more people are bringing their work home with them (Beaver et al. 2010). With
instant communication being so easy and instant it is hard to get away from it. Through their
ATTACHMENT THEORY AND CELL PHONE USAGE
20
research Beaver et al. (2010) stated:
The researchers noted that cell phones have blurred the boundary between work and
family in that parents/spouses are often distracted by cellphones which interfere with
their role performance. They referred to this as “role boundary permeability “whereby
one is physically present but psychologically or behaviorally involved in another role or
focus. For example, the spouse will be at home at the dinner table but be talking on the
cellphone. (p. 2)
In romantic relationships cell phones can help couples communicate. However, the
mobile phone can also create unnecessary tension. According to Duran, Kelly and Rotaru (2011),
“The couple may experience conflict about the frequent or timing of calls and texts or the lack of
responsiveness to them and may employ strategies to manage these conflicts” (p.23). Cell phones
do make it easier to reach a significant other or spouse, but on the contrary they can also cause
tension in the relationship. According to Miller-Oat et al., (2012), “Problems may arise when the
cell phone is used inappropriately - for instance, as a way to ‘keep tabs’ on partners” (p. 18).
The research that Duran et al. (2011) conducted states that:
The perpetual contact capability of cell phones potentially strains relationships, creating
too much connection at the expense of autonomy. For example, in discussing how parents
feel a sense of control over their young teen because the teen has a cellphone, Ling
stressed the mobile phone’s ability to connect to people by referring to it as ‘a type of
umbilical cord between parent and child.’ Baron also noted the mobile phone’s ability to
“tether” individuals. Perhaps young adults, although enthusiastic about mobile phones
find that their phones tie them too tightly to their romantic partners. (p.21)
However, at times, cell phones have helped relationships succeed because couples are
ATTACHMENT THEORY AND CELL PHONE USAGE
21
able to talk more often and openly. Miller-Oat et al., (2012) wrote “It is likely that romantic
couples have become dependent on cell phones to maintain their relationships” (p. 19). Using
cell phones in relationships to communicate might make things more convenient but it
potentially can lead to troubles when determining what is suitable to communicate.
It has been understood in studies, that there is a rule of what is acceptable and
unacceptable to communicate (Miller-Oat et al., 2012). Cell phones have made it easy for people
to communicate. Miller-Oat et al., (2012) stated:
Yates and Lockley (2007) reported that the cell phone is considered by young adults to be
essential to the maintenance of their social networks. Katz’s stated: ‘In my interviews I
frequently hear people say, with hyperbole, that if they lost their mobile phone they
would die.’ (p. 19)
Cell phones have become a convenience for people, that one can contact others whenever it is
necessary. Devitt and Roker (2008) stated, “Parents and young people saw mobile phones as an
essential feature of modern life - for convenience, for safety, for managing family life and social
lives” (p. 201). Cell phones have created both positive and negative attributes. Mobile
communication allows individuals to easily to build relationships, strengthen existing ones, and
sustain with current relationships (Jin & Pena, 2010). In a study by Aoki and Downes (2003)
observed, they interviewed college students and one stated, “Though a cellphone is a great tool
to stay in touch with friends, several participants also noted the negative aspect of staying in
touch all the time. As one student said, ‘you feel like it (cell phone) is a leash’” (p. 355). Aoki
and Downes (2003) found that another student from the same study stated:
Yeah, it’s a pain in the butt. Because before you had the cell phone you could have
excuses to get away from people. You could say, ‘Oh, I wasn’t home’ or whatever. And
ATTACHMENT THEORY AND CELL PHONE USAGE
22
now, they know that you’re ignoring them because you have that voice-mail. And if they
get forwarded straight to voice-mail, they know that you are denying their call and
they’re not happy. There’s no way you can get away from it (cell phone) and just have
quiet time (p. 355).
This is why people are expected to be on or near their cell phones at all times. Society has
created a world where people are so intrigued with cell phones. This results in individuals
becoming distracted from surroundings. People need to have their phones at all times.
With this need to be around ones cell phone comes a plethora of pros and cons. Being
attached to one’s cell phone can be beneficial in everyday life in many different social settings.
These include school and work settings, emergencies, multi-tasking, and staying connected to
peers and society. On the other hand, there are cons in these social settings as well, including the
distraction and dependency as major factors.
Furthermore, there are cons to be discussed when evaluating whether an individual is
attached to his/her cell phone. When looking into the school setting cell phones are usually
unwelcomed. Faculty often regard the use of cell phones by students at schools as a deterrent to
a student’s learning (Johnson & Kritsonis, 2007). Overall, they are seen as a distraction in the
classroom. As of 2012, cell phones have been banned in 69% of todays’ classrooms (Thomas &
McGee, 2012). Administrators hoped that banning cell phones in school would omit the misuse
which includes cheating, negative effect of textese, and cyber bullying. Textese is a term used to
describe the abbreviated language and slang when sending text messages (Thomas & McGee,
2012). Textese can be perceived by parents and administrators as destroying the English
language and a student’s ability to write. A student may carry over textese in a paper, using such
abbreviations as “u,” “wut,” and “bcuz.” Another negative use is using ones cell phone to cheat.
ATTACHMENT THEORY AND CELL PHONE USAGE
23
A recent study conducted by Commonsense Media in 2010 found that one-third of high school
students admitted using their cell phones to cheat (Thomas & McGee, 2012). Most students own
smart phones and have easy access to the Internet. Just about every cell phone now comes
equipped with cameras. The use of snapping pictures of exams and sending them to peers is
another way the phone is used to cheat. Additionally, cyberbullying has become an issue among
young adults. Having easy access to one’s cell phone allows them to stay connected to their
peers through, texting, social networks, and emailing. Moreover, it has been found by the Pew
Internet and American Life Project (2006) that 26% of teens have been harassed through their
mobile phones either by calls or text messages (Thomas & McGee, 2012). When pertaining to
bullying it was found that “Cyberbullying is easier than actual face to face bullying, which can
be more harmful because the bully doesn’t not have to be physically present while the person is
being bullied” (Thomas & McGee, 2012). While constantly being attached to one’s cell phone
this helps one reach multiple peers with the bullying offense. Maybe if students weren’t so
attached to their phones, these cons in the school setting wouldn’t be an issue, but overall, the
cell phone is seen as a major distraction in the classroom environment.
Conversely, the use of cell phones in a school setting can be beneficial. The smartphones
allow email accounts to be linked to one’s phone and this gives a student readily access to
important school information all the time. Cell phone portability, online access, and device
applications could allow and encourage students to enhance learning opportunities and group
collaboration (Chen, &Wang, 2008). For example, if a group is trying to meet or send
information, being attached to one’s phone will give you the opportunity to communicate with
one’s group easily rather than occasionally opening their laptop to check emails. Cell phones
also provide interaction and communication with teachers and peers which promotes a more
ATTACHMENT THEORY AND CELL PHONE USAGE
24
active and continuous learning environment, provides feedback and increases student motivation
(Thomas & McGee, 2012). In remote areas, connections to the Internet via cell phone are easier
to access than connections via computer (Shinn, 2009). In these cases, cell phones are less
expensive, costs of continually repairing and upgrading computer technology exceeds the cost of
cell phone communication which causes cell phones to be more appealing. Parents
characteristically agree with school policy. They want their children to abide by the rules but
regarding school emergencies or schedule changes. Parents often demand immediate
communication with their child, which cell phones can provide (Johnson & Kristonsis, 2007).
One major reason parents want their children to have access to their cell phone at school would
be in emergency situations. For instance, colleges and universities send out safety alerts when
there are issues. This definitely is a pro to being attached to your cell phone because if someone
was actually to be in danger the use of cell phones can save one’s life especially in cases of
school shootings, bombings, terrorizing, and just emergencies in general.
Furthermore, cell phones can become lifesavers in those emergency situations. People
are faced with everyday emergencies, where a cell phone can be used to call for help. Rosen
(2004) stated:
More than ninety percent of cell phone users also report that owning a cell phone makes
them feel safer. The CTIA (Cellular Telecommunications Industry Association) noted
that in 2001, nearly 156,000 wireless emergency service calls were made every day—
about 108 calls per minute. Technological Good Samaritans place calls to emergency
personnel when they see traffic accidents or crimes-in-progress; individuals use their cell
phones to call for assistance when a car breaks down or plans go away. (p. 3)
Specifically, one major emergency that is famously known is that Attacks on September 11th,
ATTACHMENT THEORY AND CELL PHONE USAGE
25
people stuck in the towers and planes used their cell phones to call for help and speak last words
to their loved ones. According to Rosen (2004) many people who had never considered owning
a cell phone bought one after the horrific incidents that occurred September 11th. With the
attachment of cell phones comes with the comfort of feeling safe relating to one of Bowlby’s
attachment components. The perceived need for a technological safety device can encourage
irrational behavior and create new anxieties. Rosen (2004) stated:
Recently, when a professor at Rutgers University asked his students to experiment with
turning off their cell phones for 48 hours, one young woman told University Wire, ‘I felt
like I was going to get raped if I didn’t have my cell phone in my hand. I carry it in case
I need to call someone for help.’ Popular culture endorses this image of cell-phone-aslife-line. (p. 4)
Cell phones have been used to help in emergency situations, but they also hide individual’s
insecurities of feeling unsafe or threatened. Parents give their children cell phones so they can
check in and reassure that they are safe.
In this era, most cell phone companies are releasing more smart phones than just the
typical call and text service. A positive attribute to having a smartphone is that it keeps one
connected with the outside world. Certain applications allow an individual to never have to
access a computer to accomplish such tasks such as emailing, Facebooking, and Tweeting. With
a smart phone comes the use of email. Many use this feature to accomplish work and school
tasks. Cell phone owners are already using applications on their mobile devices (texting,
Internet, camera, video, and audio recorders, and music players) that have classroom related
material, and the number of individuals who own a cell phone is increasing dramatically. In the
time period between 2004 and 2009 the number of adults who own a cell phone increased by 20
ATTACHMENT THEORY AND CELL PHONE USAGE
26
percent. In the same time frame the amount of teens who own a cell phone increases by 40
percent (Lenhart, 2009). Texting allows an instant communication with individuals who are
located down the street or half way across the country. It was found that 85% of 12-17 year olds
and 95% of adults age 19-29 who own a cell phone use it to send or receive text messages
(Lenhart, 2009).
Overall, cell phones are very important in today’s society. In the past they started out
with little capabilities. Now, a cell phone seems to have an endless potential. Individuals seem
to need their cell phones in everyday life. More individuals are becoming cell phone owners.
Some individuals can potentially experience components of attachment with their phone. As
previously stated the components that an individual can potentially experience with their phone
include a secure base, safety haven, proximity maintenance, and distress upon separation of the
attachment. If someone is experiencing one or more of these attachment components with their
phone they are considered to be experiencing attachment.
ATTACHMENT THEORY AND CELL PHONE USAGE
27
Chapter Four: Discussion of the Methods
On August 27, 2012 a class at a small private Catholic college in the Midwest was
introduced to a research project. Within a week of being introduced to the project, five
researchers were assigned a group to collaborate together on the research project. On the same
day of being assigned a group the researchers debated a few topics that could be investigated.
There was little discussion until a consensus was reached about a topic. The researchers decided
that they would study something relating to cell phones. The idea of researching an addiction to
cell phones was discussed. However, addiction seemed too intense. The researchers decided
that participants in the study might not easily admit to being addicted to their phone. Eventually,
the researchers determined that looking at attachment to cell phones could be applicable to this
topic. There was prior research determining an attachment theory
Bowlby developed an attachment theory with four components. The attachment
components include proximity maintenance where the attached person wants to be near to the
attachment. A haven of safety is next which is when they feel comfort and safe to be around the
attachment. Then, a secure base is when a person finds security within the attachment. Finally,
separation distress when anxiety takes place because the person is away from the attachment
(Main et al., 2011; Vincent, 2006). Based on this research the group decided the topic would be
attachment theory and the usage of cell phones. The researchers then wrote the research question
and the hypothesis. The research question was: What component(s) of attachment do college
students experience with their cell phones? The hypothesis was: College students are
experiencing at least one or more of the four attachment theory components with their cell
phones. After these were established the researchers knew where to begin research individually.
Each one of the five researchers individually found sources. However, the sources were not all
completely relevant. It was difficult to find more than the 25 required sources. A
ATTACHMENT THEORY AND CELL PHONE USAGE
28
librarian/researcher whose job is to help the students at the small private Catholic college in the
Midwest with research aided the class with useful strategies. Ebscohost.com (the online
database) provided to be the most useful research tool. At this point references were found
without problems. The next week, still in need of multiple sources, the researchers met with the
same librarian/researcher that came to their class. The librarian gave many useful strategies and
a lot of insight to find more topic related sources. The researchers then composed an outline to
write a literature review. The outline was divided up into several areas to cover the history of
cell phones, statistics about people who owned cell phones, attachment theory, any previous
research about people being attached to their cell phones, and how people use their cell phones.
Each one of the researchers wrote about specific portions of the topic and then an editor put all of
the portions together in a corresponding order. The editor then edited the literature review to
make sure transitions made the paper flow and that various parts came together. Furthermore,
the editor made sure that punctuation, grammar, along with correct APA style was accurate
throughout the literature review. Upon the completion of this all of the researchers formed a
reference page with all of the sources they used to write their portion of the paper. The editor
compiled a reference page with all of the sources in alphabetical order. Upon the completion of
both the literature review and references, the editor realized that the original research question
and hypothesis discussed levels of attachment. In Bowlby’s attachment theory there are not
levels but components. Furthermore, both the research question and hypothesis were changed to
the way they are previously mentioned. Shortly after the literature review was turned in to the
instructor of the class at the small private catholic college in the Midwest, it was returned with
corrections. Then the editor continued to edit the literature review with the edits that the
instructor made. Later the instructor distributed the institutional review board form (Appendix
ATTACHMENT THEORY AND CELL PHONE USAGE
29
A) for the small private catholic college in the Midwest. The form was filled out to the point that
the researchers have completed. The institutional review board form was halted until the rest of
the form could be completed. The next step was to begin the process of writing questions for a
questionnaire that would be distributed to 150 participants. A questionnaire with a cover letter
was written with 25 questions (Appendix B). The questionnaire included directions on how it
was to be completed and a definition of attachment for the purpose of the study. The first
question was to understand the gender of the participants. Next, the age and year in school were
asked of the participant. The questionnaire continued to ask questions pertaining to the
participant’s cell phone, the usage of it, and the attachment the participant might have to their
phone. For example the researchers asked the participants yes or no questions if their phone had
Internet and if it was considered a smart phone. The questionnaire also included questions using
the Likert scale whether they strongly agree, agree, N/A disagree, or strongly disagree. These
questions asked about phone usage including whether they like using their phone to talk to loved
ones, friends, of significant others, or to get out of an awkward situation such as an elevator ride
with a stranger. The questionnaire continued to ask the participants how many hours they are on
their phone on a typical day. The final question asked the participants if they would consider
themselves to be attached to their phone. The questionnaire was looked over by the instructor of
the research class and some of the questions and format was edited before they were distributed.
Once the questionnaire was edited, 175 copies were made which cost the researchers a total of
$50 dollars. In order to determine which classes questionnaires would be distributed, a fall 2012
class schedule from the small private catholic college in the Midwest (Appendix C) was used.
The researchers printed out the class schedule and highlighted all courses, each in a different
color, grade specific in order to obtain a balanced amount of first year, sophomore, junior, and
ATTACHMENT THEORY AND CELL PHONE USAGE
30
senior students. Furthermore, the classes were numbered in each grade group. The first number
for each grade was 01 and continued through the grade by each class as 02, 03, 04, 05, and
continued until the last class. After all the classes were highlighted and numbered, 40 students
for each grade were needed to have a balanced selection of participants. This means that
approximately 2-3 classes would be chosen to take the questionnaire for each grade. Most of the
classes in the fall 2012 course schedule have 20-25 students in each class. However, this is not
the case for all of the classes. A random chart (Appendix D) was used to determine the classes
that would complete questionnaires. Each one of the numbers on the random number chart was
four digits. Furthermore, since the numbering of classes never reached over two digits the
numbers on the chart were used as two separate numbers. Each number was split: the first two
digits were one number and the second two were used as another. When using the random
number chart the researchers started at a random number and continued down from that number.
When choosing classes with the random number chart the class would be chosen by
corresponding class number and chart number. For example if the chart number read 2303 the
first choice would be the class numbered 23 previously and the second class choses would be 03.
If the number was 9904 there might not be a number 99 class so the next choice would be 04.
Once classes were chosen to represent enough participants from each grade the professors of the
classes were emailed to ask if they would allow researchers to distribute questionnaires to their
class. If professors did not respond another class would be chosen in the same fashion as they
were before. Professors responded allowing the researchers to attend their class to distribute
questionnaires to participants. The researchers then responded to the professors confirming that
they would come to their class. Before questionnaires were distributed to participants in each
class a very brief explanation of the study was mentioned to the participants along with asking
ATTACHMENT THEORY AND CELL PHONE USAGE
31
that they read all of the directions including the cover letter so they would understand that their
answers would be completely anonymous. Every class was thanked both verbally and within the
questionnaire for their participation. After over 150 (precisely 158) questionnaires were
completed all of the cover pages were torn off and kept separately so all responses were
anonymous. Every questionnaire was then numbered in the top right corner so that when
entering the responses into PSAW it would be known which responses have been entered. The
questionnaire was then coded (Appendix E). Each question 1-25 was labeled with a letter
because if they were numbers it would interfere with the tests. For example question 1 was A
question 2 was B question 3 was C and this same pattern continued to the last question. Each
one of the responses for each question had a code for example 1 was for male (1-Male) 2 was for
female (2-female), 1 was for yes (1-yes) 2 was for no (2-no), and for the Likert scale 1-strongley
agree, 2-agree, 3-N/A, 4-disagree, 5-strongly disagree. After the questionnaire was coded the
coded data was entered into PSAW. Frequency tests were ran for each one of the questions and
explanations were written for each one of the frequency tests. Correlations cross tabulation tests
between some of the frequencies were also ran and explained. During the same time as some of
the data being entered the institutional review board form was completed and edited. While the
frequency tests were being ran another researcher wrote the introduction and edited it later that
week. After concluding the analysis of results section, and understanding all of the frequencies
and cross tabulations, the rest of the chapters of the project were written. Then the limitations
chapter of the study was written describing what issues the researchers might have come across
while doing the project. The completion of the limitations section allowed for the
recommendations for further study chapter to be written. Having the data figured and
understood allowed for the researchers to then complete the summary which included a summary
ATTACHMENT THEORY AND CELL PHONE USAGE
32
of the data and what it meant toward the entire research project. Both the abstract and
conclusion were written shortly after the summary. This chapter, discussion of the methods, was
one of the first to be started but was added to as each chapter and process of the research was
completed. After everything was edited and formatted to APA style the chapters were placed in
the following order: abstract, introduction to the study, literature review, discussion of the
methods, analysis of the results, summary, limitations of the study, recommendations for further
study, conclusion, references, and appendices. Finally, the project was assembled and bound
into book form.
ATTACHMENT THEORY AND CELL PHONE USAGE
Chapter Five: Analysis of the results
33
ATTACHMENT THEORY AND CELL PHONE USAGE
34
According the results of question one (shown in the above graph), there were 89 male
participants and 69 female participants. This illustrates a 20 participant difference between
genders participating in this research study. We found this question of nominal data significant
in the research because it quickly established that the study reflects the gender of our sample
proportionately.
ATTACHMENT THEORY AND CELL PHONE USAGE
35
According to the results of question two (shown in the above graph), the current year in
college of participants was moderately unbalanced. Our results yielded 43 first-year students
participants, 26 sophomore participants, 34 junior participants, and 55 senior participants. The
first-year student and junior student results came back approximately how we estimated they
would upon organizing which classes were selected for our study. However, the senior student
results came back in greater amount than we expected, thus taking away some of the sophomore
student sample quantity. Despite this slight imbalance in results, we believe the results still
appropriately represent the population.
ATTACHMENT THEORY AND CELL PHONE USAGE
36
According to the results of question three (shown in the above graph), the vast majority
of participants chose answer “3” (Age 14-16), coming in at 94 participants and 60% of total
respondents. The next greatest amount was answer “2” (Age 11-13), which was a mere 45
responses and 29% of total respondents. From there, answer “4” (Age 17-19) received 16
responses, answer “1” (Age 8-10) received 2 responses, and answer “5” (Age 23+). Answer “G”
(N/A) was not selected, as expected, reflecting that all participants in the study were cell phone
owners. The large percentage of participants choosing answer “3” illustrates that a large
percentage of students got their first cell phone during the early years of their high school
careers. We find this significant because this is approximately the age that youth in our nation
tend to make attempts to break away from their parent/guardian and be independent. We believe
it is no coincidence that many are first introduced to their first cell phone around this time. If
this attachment to the cell phone exists, the timing would be perfect for the individual to transfer
their dependence from their parent/guardian to their mobile phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
37
According to the results of question four (shown in the above graph), the two greatest
amount of answers selected were answer “1” (Strongly Agree) at 54 responses and answer “2”
(Agree) at 65 responses, bringing the combined total to 119 responses and 75% of all
respondents. 22 participants chose answer “4” (Disagree) and only 3 participants chose answer
“5” (Strongly Disagree). Answer “3” (N/A) was unfortunately selected by 14 participants, which
in hindsight should not have been an answer option (see Limitations of Study for further
discussion). Although the extremity varied in their responses, the majority of participants would
find it odd for people in today’s society to not possess a cell phone. This is significant because it
illustrates that the mobile phone is a norm in our culture that receives negative association by
others if an individual does not meet the expectation in this case, ownership of a cell phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
38
According to the results of question five (shown in the above graph), the vast majority of
participants said they carry their phone with them at all times. 79.7% of participants chose
answer “1” (Yes), while the other 20.3% chose answer “2” (No). The pie chart shows us that
people want to have their phone with them at all times, an outward and apparent sign of
attachment. This lack of separation displays that the majority of our participants do not express a
desire to part with their phones and choose to keep it available for their convenience of use.
ATTACHMENT THEORY AND CELL PHONE USAGE
39
According to the results of question six (shown in the above graph), we found that most
participants use the Internet multiple times a day. 26.6% of participants chose answer “1”
(Strongly agree) and 34.2% chose answer “2” (Agree), thus a total 60.8% of total participants
agreeing they use the Internet multiple times a day. This leaves the remaining 38.6% of
participants to choose either answer “3” (N/A), “4” (Disagree) and “5” (Strongly Agree). This
illustrates that people are using their phones for more than just the basics, but they are using
them to meet their Internet needs as well. As discussed in the Introduction to Study, this
convergence of devices increases time spent on their cell phones and decreases time spent on
others. With this “monopoly” of devices present, they have much more invested on their mobile
phones which causes their dependence on them to increase substantially.
ATTACHMENT THEORY AND CELL PHONE USAGE
40
According to the results of question seven (shown in the above graph), the most chosen
response by participants was answer “4” (Disagree) at 40 responses. Interestingly enough, the
next greatest amount was found in answer” 2” (Agree) at a close 37 participants. Answer “5”
(Strongly Disagree) followed very closely with 34 responses, while answer “1” (Strongly Agree)
received 24 responses. Answer “3” (N/A) was made available for those who currently do not
possess a phone with Internet and was selected by 23 participants. We cannot derive much from
these results due to the lack of weight leaning to either direction of the Likert scale. One fact
that should be noted is that answer “3” (N/A) was the least chosen response, illustrating that the
participants without access to the Internet on their phone were in the minority at 15% of the
sample. The other 85% expressed general indecision as far as their feelings towards going back
to a phone without Internet, which does not give us concrete data to make accurate connections.
ATTACHMENT THEORY AND CELL PHONE USAGE
41
According to the results of question eight (shown in the above graph), 70% of
respondents reported having a smart phone (a device that combines a phone with the capabilities
of a handheld computer, typically offering Internet access, data storage, e-mail capabilities,
applications, etc.). This adds up to 111 of participants choosing answer ‘1’ (Yes) and 46
participants responding with answer ‘2’ (No). This high percentage displays that the majority of
participants possess cell phones that do more than the average texting and calling, which
increases the likelihood that they have much more invested in their phones than those who do not
possess these high-tech devices.
ATTACHMENT THEORY AND CELL PHONE USAGE
42
According to the results of question nine (shown in the above graph), we found that the
majority of participants agreed they use their cell phone to avoid awkward situations. 29.7% of
participants chose answer “1” (Strongly Agree) and 39.2% chose answer “2” (Agree).
Combining these two options brings us to a total of 68.9% of participants declaring that they turn
to their cell phones at some point to avoid awkward and uncomfortable situations. One of the
components of Bowlby’s (1988) attachment theory mentions that young, attached children use
their parent(s) to ease their anxiety in situations which they find troublesome. The parent(s) act
as a third party to take away some of the responsibility to force encounters with strange
situations. This can be applied through the majority of respondents admitting that they turn to
their cell phone to lessen their discomfort in commonly perceived awkward situations, such as
the scenario of standing in an elevator with a complete stranger.
ATTACHMENT THEORY AND CELL PHONE USAGE
43
According to the results of question ten (shown in the above graph), participants did not
show a clear consensus. The most chosen response was answer ‘4’ (Disagree) with 61
participants, while the second-most chosen response was answer ‘2’ (Agree) on the flipside with
50 participants. Total percentages in agreement added up to 38%, while there was a total of 49%
in general disagreement. From these results, it is difficult to accurately state the presence of
another component of Bowlby’s (1988) attachment theory, which suggests that children gain
separation anxiety from being distanced from their parent(s)/guardian(s). Despite the fact that
the majority indicated they do not reflect this connection, a large percentage seems to display this
component nevertheless and express discomfort and uneasiness when they are separated from
their cell phones.
ATTACHMENT THEORY AND CELL PHONE USAGE
44
According to the results of question eleven (shown in the above graph), the most chosen
response was answer ‘4’ (Disagree) with 59 participants. The second most chosen answer was
‘2’ (Agree) at 40 responses, which was followed closely by answer ‘5’ (Strongly Disagree),
chosen by 38 participants. Answer “1” (Strongly Agree) was chosen by 14 participants, while
answer “3” (N/A) was chosen by 6; again, this answer proves irrelevant being that everyone has
indicated that they possess a cell phone and, therefore, either do or do not turn off their phone at
some point. With a total of 61% either choosing “Strongly Agree” or “Agree”, it illustrates that
the majority of participants are unwilling to detach themselves from their phones at all during
some point of the day. They feel the need to stay connected throughout their entire day.
ATTACHMENT THEORY AND CELL PHONE USAGE
45
According to the results of question 12 (shown in the above graph), the majority of
participants said they would rather text than call someone. 44% of participants strongly agreed or
agreed with saying they would rather text than call someone where 38% said they disagree or
strongly disagree, with the remaining participants, 18% answering N/A. Here we can see that our
participants would rather text than call someone.
ATTACHMENT THEORY AND CELL PHONE USAGE
46
According to the results of question thirteen (shown in the above graph), the most
selected answer by participants was answer ‘2’ (Agree), declaring they use their cell phone for
more than texting and calling. 24.7% of participants chose answer ‘1’ (Strongly Agree) and
46.2% of participants chose “Agree”, with that making up 70.9% of our total responses. 24.7%
of participants chose either answer ‘4’ (Disagree) or answer ‘5’ (Strongly Disagree). With
70.9% of people declaring they use their phone for more than texting and calling, we can infer
that not only do people use their phone to connect to people, which was the cell phone’s original
intent, but they use it for other things. This illustrates that the majority of our participants see
their phones as a channel for more than interpersonal communication; this display of multiple
uses shows a greater dependence on the phones by our sample.
ATTACHMENT THEORY AND CELL PHONE USAGE
47
According to the results of question fourteen (shown in the above graph), participants
admitted that there are times that they should not text but do so argue of. With 17.7% of
participants choosing ‘1’ (Strongly Agree) and a grand 46.8% choosing ‘2’ (Agree), 64.5% of
participants show general agreement this issue. 29.7% chose either answer ‘4’ (Strongly
Disagree) or answer ‘5’ (Disagree). With these results in consideration, we see that people know
they should not be on their phones in certain circumstances such as class, work, or dinner, yet
they are attached to the extent that they cannot separate themselves for the duration of these
events and continue to find the need to stay connected on their phones.
ATTACHMENT THEORY AND CELL PHONE USAGE
48
According to the results of question fifteen (shown in the above graph), the vast majority
of participants declared they like using their phone to contact family, significant others, and
friends. 58.9% of participants chose answer ‘1’ (Strongly Agree) and 39.2% selected answer ‘2’
(Agree), with that making up a total of 98.1% of responses. With those heavily weighted results,
we see that people use their phone to get in contact with other people, staying true to the cell
phone’s original intent. However, with the contact of family and friends at stake when
considering the participants’ relationship with their phones, this places a greater dependence
upon the devices.
ATTACHMENT THEORY AND CELL PHONE USAGE
49
According to the results of question sixteen (shown in the above graph), the most chosen
response was answer “4” (Disagree) with 68 participants. The second chosen answer was “2”
(Agree) with 48 participants and answer “5” (Strongly Disagree) followed next with 19
participants. From there, answer “3” (N/A) was chosen by 14 participants and only 9
participants chose “1” (Strongly Agree). This illustrates that the majority of college students do
not feel obligated to check one’s phone in order to please family and friends. These numbers
contradict previous questions’ results in that the majority of participants display lack of concern
with the people they stay connected with via their phones. However, in other questions (e.g.:
question fourteen), participants show concern that exceeds even scenarios that many would think
deserves the undivided attention of those involved.
ATTACHMENT THEORY AND CELL PHONE USAGE
50
According to question seventeen (shown in the pie chart above), most participants said
they have used their cell phone in an emergency situation. 115 of the participants answered “1”
(Yes), which is 73% of all respondents. On the flipside, 43 answered “2” (No), which represents
27% of participants. This pie chart showed that it is beneficial for people to possess their cell
phone at all times and that the vast majority of participants depended on their cell phones in
those emergency situations. Granted it probably turned out in their favor by possessing their
phones at that time, the convenience their cell phones presented shows that there is an increased
attachment to their phones when such a need is present in emergency situations.
ATTACHMENT THEORY AND CELL PHONE USAGE
51
According to question eighteen (shown in the pie chart above), the overwhelming
majority of participants felt that their phone helps them stay connected to family, friends, and
peers. 155 participants answered “1” (Yes) and 3 participants answered “2” (No). The pie chart
shows us that people use their phone to feel connected to others. This desire to feel connected to
one’s family, friends, and peers depends on their cell phones and is an apparent sign of
attachment to the technology that enables them to do so.
ATTACHMENT THEORY AND CELL PHONE USAGE
52
According to question nineteen (shown in the pie chart above), the seeming majority of
participants have never used their cell phones to cheat in a classroom. 11 participants answered
“1” (Yes) and 147 answered “2” (No). This means 93% of respondents have never used their
cell phones for cheating in a classroom. These results could tell us a number of things; first,
there is the obvious observation that our dependence upon cell phones has not reached the point
that we are relying on them more than our brains to get us through the educational process.
However, this questionnaire was distributed in a classroom setting which the possibility suggests
that they were not completed with entire honesty due to fear of consequence of such admission,
despite guaranteeing all participants anonymity. Though we believe this is likely to be the case,
the evidence still illustrates postivitve results in favor of a lessened attachment to cell phones.
ATTACHMENT THEORY AND CELL PHONE USAGE
53
According to question twenty (shown in the graph above), the most chosen answer was
“2” (Agree) with 100 participants, with the second-highest was answer “1” (Strongly agree) with
29 participants. This tells us that the majority or our participants feel safer knowing they have
their cell phone on them with 82% of total respondents speaking in general agreement of this
statement. 18 participants answered “3” (N/A), 8 participants answered “4” (Disagree), and the
lowest amount of participants, with a mere 3 responses, answered “5” (Strongly Disagree). One
of the components of Bowlby’s (1988) attachment theory, a child does what they can to
maintain proximity of their parent(s) to give them a secure base to help give them the confidence
to explore the world. Similarly, many of our participants reflect feelings of the same secure base
when their cell phones are in their possession. When they are constantly connected, they truly
never get that feeling of being alone, even when they physically may be alone in certain
scenarios like a long walk to their car after work in the dark. This is, however, a false feeling of
security because a cell phone is not going to physically protect an individual in any way if
something were to happen to them. This dependence on our cell phones to keep us safe
illustrates yet another component of attachment theory.
ATTACHMENT THEORY AND CELL PHONE USAGE
54
According to the results of question twenty-one (shown in the above graph), the majority
of results came back choosing answer ‘2’ (Agree) with 73 participants. The second-most chosen
response was answer ‘4’ (Disagree) at 44 responses. With 58% of total responses declaring
general agreement with this statement, we can state fairly accurately that participants believe that
their lives without their cell phones would experience significant difficulties. This illustrates that
the majority of the population finds the impact of the cell phone to be included life-changing.
You will find a similar effect in taking the parent(s) from a child; they will feel lost without it.
ATTACHMENT THEORY AND CELL PHONE USAGE
55
According to the results of question twenty-two (shown in the above graph), over half of
participants agreed to this statement. With 80 respondents choosing answer ‘2’ (Agree) and 16
participants choosing answer ‘1’ (Strongly Agree), that leaves only 30% of participants to choose
either Strongly Disagree or Disagree (excluding the 15 participants that chose N/A). These
results yield that participants are constantly giving their attention to an inanimate object, even if
requires them to find something to do with their phones because no one has reached out to them
at that particular time. They find more interest looking through their digital veil than the world
around them, which seems to display yet another sign of attachment to the phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
56
According to the results of question twenty-three (shown in the above graph), 84
participants chosen answer ‘2’ (1-2 hours), followed by answer ‘3’ (3-5 hours) with 49
participants. From there, the other three responses were chosen at about the same rate. Perhaps
even more shocking, 9 participants chose answer ‘5’ (More than 10 hours a day)! If you take into
account sleeping for 6-8 hours a day, that would consume up a significant portion of one’s day
where they are in constant contact with their cell phones. Granted, the results vary, but they are
all quite astounding if you truly take them into consideration. It is slightly assuring that the most
chosen response was 1-2 hours; however we still believe that amount of time spent on an
inanimate object is still quite high for a college student. Attachment is illustrated with these
results, but not as strongly as we had estimated.
ATTACHMENT THEORY AND CELL PHONE USAGE
57
According to the results of question twenty-four (shown in the above graph), we find
probably the most even by divided responses out of all questions. The most chosen response by
a slim margin was answer ‘4’ (Disagree) with 66 participants, followed closely by answer ‘2’
(Agree) with 57 participants. Overall, participant percentages in agreement with this statement
are at 41%, while total participant percentages in disagreement are at 46%. With trends so close,
it is hard for us to conclude that college students rely on their phones to stay connected in
general. However, a good portion of our participants display such attachment.
ATTACHMENT THEORY AND CELL PHONE USAGE
58
According to the results of question twenty-five (shown in the above graph), the majority
of participants consider themselves attached to their cell phones. 52% of participants reflect
general agreement with this statement, with the greatest answer chosen being question ‘2’ at 66
responses. 48 participants chose answer ‘4’ (Disagree), coming in at the second-most chosen
response. We anticipated that greatest percentages would come from the disagreement side of the
scale; this admission to attachment was interesting.
ATTACHMENT THEORY AND CELL PHONE USAGE
59
Question 1: What is your gender? And Question 25: I would consider
myself to be attached to my phone. : Cross tabulation
1
Q:1
Total
Male
Female
2
5
11
16
35
31
66
Q:25
3
10
7
17
4
5
29
19
48
10
1
11
Total
89
69
158
When comparing the frequencies between questions 1 to question 25 we wanted to see
who was more attached to their phones, males or females. The cross tabulation test showed that
approximately 45% of males either strongly agreed or agreed that they were attached to their
phone and 44% either disagreed or strongly disagree followed by the smallest answer of 11%
claiming N/A. Approximately 61% of females strongly agreed or agreed to being attached and
29% either disagreed or strongly disagreed leaving 10% who answer N/A. With those results we
can recognize that females are more likely than males to be attached to their cell phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
60
Question 8: Is your phone considered a smart phone? And Question 25:
I would consider myself attached to my phone. : Cross tabulation
Count
Q:25
1
2
3
4
5
Total
Q:8 1
15
52
11
29
4
111
2
1
14
6
19
7
47
Total
16
66
17
48
11
158
When comparing question 8 and question 25, we found that 60% of the people who have
a smart phone either strongly agreed or agreed that they were attached to their phone. 30% of
the people who said they had a smartphone either disagree or strongly disagreed that they were
attached to their phone, leaving the remaining number of people which was 10% of the
participants to answer N/A. We found that 32% of people who did not have a smart phone agreed
or strongly agreed to being attached to their phone and 55% of people who did not have a smart
phone disagreed or strongly disagreed to being attached. With these results we can conclude that
people who have a smart phone are more likely to be attached than those who do not.
ATTACHMENT THEORY AND CELL PHONE USAGE
61
Question 10: I feel anxious when I do not have my cell phone with me.
And Question 25: I would consider myself to be attached to my phone. :
Cross tabulation
Count
Q:25
1
2
3
4
5
Total
Q:10 1
5
5
0
0
0
10
2
6
27
7
10
0
50
3
0
11
3
5
1
20
4
4
21
7
26
3
61
5
Total
1
16
2
66
0
17
7
48
7
11
17
158
When comparing these two questions, 10 and 25, we find that 27% of the participants
would consider themselves to be both attached to their cell phone and anxious without their cell
phone. Additionally, 72% of the people who strongly agree or agree to feeling anxious without
their cell phone would consider themselves to be attached to their cell phone. Here we can see
that the majority of individuals who claim they are anxious without their phone would also
consider themselves to be attached.
ATTACHMENT THEORY AND CELL PHONE USAGE
62
Question 11: I usually turn my phone off at some point during the day.
And Question 25: I would consider myself attached to my phone. : Cross
tabulation
Count
Q:25
1
2
3
4
5
Total
Q:11 1
4
2
3
0
5
14
2
2
13
4
17
4
40
3
0
1
1
3
1
6
4
3
30
7
19
0
59
5
Total
7
16
19
65
2
17
9
48
1
11
38
157
When comparing questions 11 and 25 we can find that 37.3% of the participants do not
turn their phone off during the day and are attached to their phone. Furthermore, it is recognized
that 73% of individuals who answered agree or strongly agree to being attached to their phone
either disagreed or strongly disagreed to turning it off at some point during the day. From that it
is understood that those who are attached to their phone are not likely to turn it off.
ATTACHMENT THEORY AND CELL PHONE USAGE
63
Question 15: I like using my phone because I can contact family,
significant others, and friends. And Question 25: I would consider
myself to be attached to my phone. : Cross tabulation
Count
Q:25
1
2
3
4
5
Total
Q:15 1
13
38
11
26
5
93
2
3
28
6
20
5
62
3
0
0
0
1
0
1
4
0
0
0
1
1
2
Total
16
66
17
48
11
158
By comparing these two questions, 15 and 25, we can find that 58% of the participants
both like to contact their family, significant others, and friends with their phone and considered
themselves to be attached to their phone. Furthermore, it is noticeable that 100% of the
individuals who said they are attached to their cell phone like to use it for contacting family,
loved ones, significant others, and friends. From this we can see that it is possible that
individuals may be attached to their phone with the potential of contacting someone they are
attached to.
ATTACHMENT THEORY AND CELL PHONE USAGE
64
Question 20: I feel safe knowing I have my cell phone with me. And
Question 25: I would consider myself to be attached to my phone. :
Cross tabulation
Count
Q:25
1
2
3
4
5
Total
Q:20 1
7
15
2
4
1
29
2
8
41
14
34
3
100
3
1
7
0
7
3
18
4
0
3
1
2
2
8
5
Total
0
16
0
66
0
17
1
48
2
11
3
158
By comparing questions 20 and 25 we can understand that 45% of the participants feel
safe knowing they have their cell phone with them and are attached to their cell phone.
Moreover, it is noticed that 87% of those who are attached to their cell phones also feel safe
knowing that there cell phone is with them. People who are attached to their cell phone are likely
to feel safer knowing that their cell phone is with them.
ATTACHMENT THEORY AND CELL PHONE USAGE
65
Question 22: I constantly check my cell phone when there is no reason
to look at it. And Question 25: I would consider myself to be attached to
my phone. : Cross tabulation
Count
Q:25
1
2
3
4
5
Total
Q:22 1
5
9
1
1
0
16
2
9
43
10
17
1
80
3
0
5
3
6
1
15
4
1
8
3
21
6
39
5
Total
1
16
1
66
0
17
3
48
3
11
8
158
When looking at questions 22 and 25 it is noticed that 42% of people of participants
claimed that they check their cell phone constantly for no reason and are attached to their cell
phone. When looking into this question deeper it is noticeable that 80% of the people claiming to
be attached to their cell phone either agreed or strongly agreed that they often check their phone
knowing that there is no reason for them to look at it. Here it is understood that people who are
attached look at their phone for no reason.
ATTACHMENT THEORY AND CELL PHONE USAGE
66
Question 23: How many hours a day would you say you are on your
phone? And Question 25: I would consider myself to be attached to my
phone. : Cross tabulation
Count
Q:25
1
2
3
4
5
Total
Q:23 1
0
0
1
0
3
4
2
3
29
8
36
8
84
3
6
29
4
10
0
49
4
2
6
3
1
0
12
5
Total
5
16
2
66
1
17
1
48
0
11
9
158
1-(0 hours) 2-(1-2 hours) 3-(3-5 hours) 4(6-10 hours) 5-(more than 10 hours)
By comparing the frequencies of questions 23 and 25 we can see that 82% of the
individuals who are attached to their cell phone are on their 1-5 hours a day. An individual is
who is attached to their phone is most likely to use their phone 1-5 hours a day. No attached
individuals claimed to use their cell phone 0 hours a day. Only 9% of the individuals who said
they are attached to their cell phone use it more than 10 hours a day. Additionally, we can
understand that long lengths of time spent with the attached object does not correlate to the the
attachment.
ATTACHMENT THEORY AND CELL PHONE USAGE
67
Q:10: I feel anxious when I do not have my cell phone And Question 2:
What year in school are you in college: Cross tabulation
Count
Q:2
First
Year
Sophomore Junior
Senior
Total
Q:10 Strongly Agree
6
1
0
3
10
Agree
12
13
11
14
50
N/A
5
5
5
5
20
Disagree
18
6
14
23
61
Strongly
Disagree
Total
2
1
4
10
17
43
26
34
55
158
By comparing these two questions we can see that 42% of first year students are anxious
without their phone. When looking at the sophomore class 54% of them are anxious without
their phone followed by juniors where 32% of them are anxious without their phone. Lastly 31%
of seniors are anxious without their phone. This information supports the findings in the
literature review that the younger the individuals the more likely they are to be anxious without a
phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
68
Q:20 I feel safe knowing I have my cell phone with me And
Q:2 What year are you in college: Cross tabulation
Count
Q:20
Strongly
Agree
Q:2
First year
Sophomore
Junior
Senior
Total
9
4
5
11
29
Agree
25
19
24
32
100
N/A
5
3
3
7
18
Disagree
2
0
1
5
8
Strongly
Disagree
2
0
1
0
3
Total
43
26
34
55
158
Many of the participants who took the questionnaire claimed that they feel safer knowing
that they have their cell phone with them. 79% of first year, 88% of sophomore, 85% of junior,
and 78% of senior students said that they feel safer knowing they have their phone with them.
The two smallest response groups answered the highest. Had there been more junior and
sophomore responses they might have yielded similar percentages to the freshman and senior
participants.
ATTACHMENT THEORY AND CELL PHONE USAGE
Q:2 What year are you in college And Q:25 I would consider myself to be attached to
my phone: Cross tabulation
Count
Q:25
Strongly
Strongly
Agree
Agree
N/A
Disagree
Agree
Total
Q:2 First Year
5
17
3
15
3
43
Sophomore
1
12
3
10
0
26
Junior
1
18
5
7
3
34
Senior
9
19
6
16
5
55
Total
16
66
17
48
11
158
Here we can see that 51% of the first year participants, 50% of the sophomore
participants, 56% of the junior participants, and 51% of the senior participants consider
themselves to be attached to their cell phone. These numbers do not show much variation with
the largest difference being 6%.
69
ATTACHMENT THEORY AND CELL PHONE USAGE
70
When comparing question 2 and question 8, it is recognized that the majority of the
participants own a smartphone. When looking at each class specifically it is noticed that 77% of
first years, 62% of sophomores, 65% of juniors, and 73% of seniors own a smart phone. 70% of
the participants said they did own a smart phone leaving 30% do not own a smart phone.
ATTACHMENT THEORY AND CELL PHONE USAGE
71
Chapter Six: Summary
From the 158 participants that answered our questionnaire we were able to make many
conclusions and interpret if our results supported our hypothesis. Firstly, it was predicted that
the average age of when one receives a cell phone would be in the youth teen stage. This was
true with 60% of our strata obtaining a cell phone at the age range 14-16. This is significant
because this is approximately the age that youth in our nation tend to make attempts to break
away from their parent/guardian and be independent. This is no coincidence that many are first
introduced to their first cell phone around this time. If this attachment to the cell phone exists,
the timing would be perfect for the individual to transfer their dependence from their
parent/guardian to their mobile phone.
Furthermore, it was found that people carry their cell phones with them at all times.
According to the data 79.7% of our strata answered they carry their cell phone with them at all
times. This shows that one is attached to their phone by not having any separation from it. In
the attachment theory this would be considered proximity maintenance. The majority of
participants choose to keep it available for their convenience of use. This directly relates to the
conclusion that the majority of our strata, 73%, have used their cell phone in an emergency
situation. This proves us that that it is beneficial for people to possess their cell phone at all
times and that the vast majority of participants depended on their cell phones in those emergency
situations. This supports of hypothesis in the sense that by possessing ones cell phone
constantly, shows that there is an increased attachment to their phones when such a need is
present in emergency situations.
Moreover, it was recognized that the majority or our participants feel safer knowing they
have their cell phone on them with 82% of total respondents speaking in general agreement. One
ATTACHMENT THEORY AND CELL PHONE USAGE
72
of the attachment theory components is safety haven. It is obvious here that the phone acts as a
form of a safety haven here because when people have their phone they do feel safer. Similarly,
many of our participants answering that they feel safe knowing they are with their phone proves
that it acts as a secure base. When they are constantly connected, they truly never get that
feeling of being alone. However, they physically may be alone in certain scenarios the
individual’s cell phone can potentially connect the attached individual with someone that can
actually make them safer.
Additionally, with 58% of total responses declaring general agreement that day to day life
would be difficult without ones cell phone. We inferred accurately that participants believe that
their lives without their cell phones would experience substantial change. This illustrates that the
majority of the population finds the impact of the cell phone to indeed be life-changing. A
similar effect in Bowlby’s theory of attachment can be found when pertaining to taking the
parent(s) from a child; they will feel lost without it. This relates to our hypothesis which
Bowlby's theory helped generate.
Another finding we made from the results was that the strata are constantly giving their
attention to their cell phones. Over half of our participants agreed that they check their cell
phone when there is no reason to look at it. This helps aid to confirming several parts of the
attachment theory. The individual could be confirming that their phone is still in their position to
avoid the distress that may occur from separation, proximity maintenance to assure that the cell
phone is in their position, furthermore, the cell phone could create a secure base for the attached
individual when they look at it.
All in all, the results ultimately support the hypothesis. However, an important question
that did not support the hypothesis, asked the participant if they feel anxious when without their
ATTACHMENT THEORY AND CELL PHONE USAGE
73
cell phone. Only 38% of participants claimed that they feel anxious when they are without their
phone. Yet when comparing it to the most important question (I would consider myself attached
to my cell phone) which over half the strata agreed to, it was recognized that 72% of the people
who feel anxious without their phone are attached. Ultimately, the questions that supported in
favor of our hypothesis included the ones asking the participant if they carried their phone at all
times, if they feel safe knowing they have their phone, if they check their phone for no reason,
and most important if they are attached. All responses to these questions had over half of the
respondents agree.
ATTACHMENT THEORY AND CELL PHONE USAGE
74
Chapter Seven: Limitations of the study
If we, the researchers, could implement the study again, we would suggest that more time
concentrated for the research would be beneficial for this study. Research takes time and it
would have been beneficial to have more time to research the topic before beginning the data
collection portion of the project. Furthermore, it would have been helpful to look into more
ways that the topic could have been researched. However, given the limited time, this was not
possible. Moreover, the information that we, the researchers, did find on the topic of cell phone
usage and attachment theory was limited. Obviously, it would have been meaningless to perform
this study if there was an abundance of information relating to this topic. However, there was
hardly any research that addressed a direct relation of people being attached to their phone
except for most recently. The study of nomophobia is very new and finding scholarly reviewed
articles was challenging. Most of the study was reported through news articles and television.
Therefore, the information found exists and is verifiable but it was not in the preferred research
format.
When researching Attachment Theory, it would have been convenient to understand the
psychology prior to this study. It is difficult to understand psychological terminology and theory
without any prior scientific knowledge before researching. In addition, there was no budget for
this project. Everything had to be funded by the researchers. While there was not a lot of
external funding necessary because the electronic database resources are provided by the college,
funding was required for the costs of questionnaire copies and the final binding of the research
project.
Moreover, in the literature review it was discussed that the younger someone is the more
likely they are to be attached to their phone. There were 55 seniors that participated which was
largest and 26 sophomore participants which was the lowest class. This could have slightly
ATTACHMENT THEORY AND CELL PHONE USAGE
75
skewed the results because older people who potentially could have been less attached to their
cell phone accounted for a large percentage of the data. It would have been preferred that the
strata was even with all grades having approximately 40 participants.
Furthermore, another problem with the data was directly related to the way some of the
participants responded. On the questionnaire, there were individuals who answered “N/A” for
question, to which they obviously could have answered. For example, some individuals said
they have Internet on their phone and when asking if they could go back to a phone without
Internet they responded “N/A”. The “N/A” response was intended to be there for an individual
who did not have Internet on their phone or otherwise the question was not applicable to that
person. Directions should have been clearer to make this point. Moreover, there should have
been a “neutral” choice for participants to respond. For a lot of questions that choice of “neutral”
would have been more appropriate response for many who answered “N/A”. However, it was
still appropriate that “N/A” was included as a response if by chance there was a person who
completed the questionnaire who did not have a cell phone. Not only could there have been more
choices added to the Likert scale on the questionnaire, the questions could have been more
specific towards answering the research question and hypothesis. A lot of the questions implied
the same ideas to compare to attachment theory but not as specific as it could have been. The
questions did not use the key components terms in Bowlby’s attachment theory such as secure
base, safety haven, proximity maintenance, and distress upon separation. Attachment was
defined but the components of attachment were not used in the definition. Furthermore, some of
the questions were not necessary on the questionnaire and irrelevant. For example the questions
asking the participant if they would rather text than call someone, that did not give relevant data
towards attachment theory. The question about cheating though discussed in the literature
ATTACHMENT THEORY AND CELL PHONE USAGE
76
review did not give usable data accurate/honest results.
Finally, determining how to use the program PSAW was very difficult. Not one of the
researchers had previously used this program so it was difficult getting accustomed to PSAW. If
prior research or classes had been done in order to better understand and operate the program that
would had been very convenient.
ATTACHMENT THEORY AND CELL PHONE USAGE
77
Chapter Eight: Recommendations for further study
We, the researchers, have found that people are experiencing Bowlby’s components with
their cell phones. The components include separation upon distress, proximity maintenance, a
secure base, and a safety haven. However, as technology has grown through the years past
research has shown that individual’s attachment to their phones has grown. Over the past four
years there has been an 11% rise of people experiencing Bowlby’s attachment components or
some other form of anxiety or tenseness without their cell phone (Kung, 2012). Furthermore,
one of the major recommendations to pursue this study would be to wait a significant amount of
time such as 5-10 years. If anxiety without a phone has grown 11% in four years one could
assume this anxiety, distress upon separation, or proximity maintenance would continue to grow
along with the other two components. Moreover, this could be researched further once more
scholarly information and research is composed dealing with nomophobia in the future. It would
be beneficial to start the research at nomophobia or around it. Unfortunately, that all of the
nomophobia studies began to arise while the research was being conducted. There is not yet a lot
of scholarly published information yet pertaining to nomophobia. However, the younger
generations experience more difficult times without their phone (Kung, 2012). If this study
desired to be completed recently, collecting data from younger individuals might be more
beneficial, yet selecting a specific age group might pose a bias.
Additionally, it was noticed that 100% of the people that are attached to their phone like
to use it to contact loved ones, family, friends, and significant others. To start research using this
question to find if the reason people are attached to their phone because they can contact the
people they are attached to would be interesting to know.
Overall, the main recommendation would be to wait. Scholarly research on nomophobia
ATTACHMENT THEORY AND CELL PHONE USAGE
78
is bound to come soon and its looks as if the younger generations are more likely to be attached
to their phones.
ATTACHMENT THEORY AND CELL PHONE USAGE
79
Chapter Nine: Conclusion
Through research at a small catholic private college in the Midwest the research question
what component(s) of attachment do college students experience with their cell phones was able
to be answered. The hypothesis which was college students will experience at least one or more
of the four attachment theory components with their cell phones was verified. There were
several questions on the questionnaire that help conclude these results. The last question we
asked on the questionnaire was, “I would consider myself to be attached to my phone,” 52%
participants agree with 11% of people answering N/A which leaves only 37% of the participants
claiming not to be attached to their phone. Furthermore, we found that females are more likely
to be attached to their phone where 61% of the females who responded considered themselves to
be attached to their cell phone. This question was the most important but there were several
other questions that were very close in importance.
Another question that helps support our hypothesis is the question, “I carry my phone
with me at all times,” This question was used to demonstrate proximity maintenance. 79.75% of
our participants said yes whereas, 20.25% said no. This shows that the majority of the
participants feel more comfortable having their phone with them at all times. When proximity
maintenance occurs the attached individual wants to be with the attachment at all times thus
supporting the hypothesis and attachment theory. That leads to one of the questions where some
of the most valuable data was found, “I feel safe knowing I have my cell phone with me,” to
which 129 or 82% of the participants said they strongly agree or agree. The people that agreed
to this question are experiencing a safety haven or a secure base through their phone, they feel
safe knowing there attachment is with them. These questions, combined, help support the
evidence of attachment theory because if the participants always have their phones on along with
ATTACHMENT THEORY AND CELL PHONE USAGE
80
feeling safe while doing so, then safety could be a main reason why they are attached to their
phones.
A question that we thought was going to really help support our hypothesis was, “I feel
anxious when I do not have my cell phone with me,” 78 participants said that they disagree or
strongly disagree and 60 participants said they agree or strongly agree. The results from this
question would have helped conclude weather or not individuals are attached to their phone.
This question would have helped answer the distress upon separation component. Conversely,
most people admitted to carrying their phone with them most of the time so we do not know that
these individuals would know how it feels to be without their phone. However, 72% of the
people who said they are anxious without their phone would consider themselves to be attached
to their cell phone. From this we can conclude that the majority of individuals who feel the
anxiety when they do not have their phone are attached which supports the hypothesis.
Overall, our hypothesis that college students are experiencing at least one or more of the
four attachment theory components with their cell phones is correct. The literature review
discussed the four attachment theory components are safe haven, secure base, proximity
maintenance, and separation distress. These components were related to college students with
their cell phones. The most popular components that validate the hypothesis are safe haven
which is similar to a secure base, and proximity maintenance. Some people agreed to the
separation distress component by saying they feel anxious without their phone. However, there
were not enough people to confirm that they feel distressed when being separated from their
phone. Furthermore, most of these people never leave their phone behind so they are not able to
feel distressed since they always have their phone. This was able to be understood by a series of
methods including a questionnaire that 158 participants completed. The questionnaire allowed
ATTACHMENT THEORY AND CELL PHONE USAGE
81
for data to be collected and analyzed. There were several limitations including things we would
have done different in the study if starting again. If someone decides to conduct this study or
pick up where it was left of one of the main recommendations is to wait. Over the years it is said
that people are becoming more likely to be attached to their phone. Finally, it was found that a
lot of people admitted to being attached to their phone 52% of people to be precise. Only 37% of
people disagreed to being attached to their phone. Over all through the data that was found it can
be concluded that college students are experiencing one or more attachment theory components.
ATTACHMENT THEORY AND CELL PHONE USAGE
82
References
Adler, E.M., & Clark, R. (2003). How it’s done: An invitation to social research. (2nd ed.).
Belmont, CA: Wadsworth/Thomson Publishers.
Agar, J. (2004). Constant Touch: a Global History of the Mobile Phone. Retrieved from
http://www.ucl.ac.uk/sts/staff/agar/documents/agar_constanttouch
Al-Bakri, S. H., Kiah, M. L., Zaidan, A. A., Zaidan, B. B., Alam G. (2011) . Securing peer- topeer mobile communications using public key cryptography: New security strategy.
International Journal of the Physical Sciences, 6(4), 930-938.
Aoki, A., & Downes, E. (2003). An Analysis of Young People’s Use Of and Attitudes Toward
Cell Phones. Telematics and Information, 20, 349-364. 10.1016/SO736-5853 (03)00018-2
Aucoin, D. (2007, April 22) To End a Romance, Just press Send: instant messaging altering the
way we love. The Boston Globe. A1. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=06907aeb-d56d-45d0-a0420105422dcacb%40sessionmgr14&vid=2&hid=14
Beaver, T., Knox, D., & Zusman, M. E. (2010). "Hold the phone!: cell phone use and partner
reaction among university students. College Student Journal, 44(3), 629-632.
Bennett, S., & Vitale Saks, L. (2006). A conceptual application of attachment theory and
research to the social work student- filed instructor supervisory relationship.
Journal Of Social Work Education, 42(3), 669-682.
Bowlby, J. (1969/1982). Attachment and loss: Volume 1. Attachment. New York, NY: Basic
Books.
Bowlby, J, (1988). A secure base. New York: Basic Books.
ATTACHMENT THEORY AND CELL PHONE USAGE
83
Chen, G.D., Chang, C.K., & Wang, C.Y. (2008). Ubiquitious learning website: Scaffold leaners
By mobile devices with information- aware techniques. Computers & Education, 50, 7790. Doi:10.101/j.compedu.2006.03.004
Cox, A. (2008, November 23) Teens using texting as a means to flirt, break up. Las Vegas
Review Journal. J5. Retrieved on October 8, 2012 from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=06907aeb-d56d-45d0-a0420105422dcacb%40sessionmgr14&vid=2&hid=14
Devitt, K., & Roker, D. (2009). The role of mobile phones in family communication. Children
& Society, 23(3), 189-202. doi:10.1111/j.1099-0860.2008.00166.x
Duran, R. L., Kelly, L., & Rotaru, T. (2011). mobile phones in romantic relationships and the
dialectic of autonomy versus connection. Communication Quarterly, 59(1), 19-36.
doi:10.1080/01463373.2011.541336
Gahran,A. (2012). Survey says most U.S. cell phone owners have smartphones; so what?. CNN
Tech). Retrieved from http://articles.cnn.com/2012-0302/tech/tech_mobile_smartphones-majority-pew-gahran_1_smartphone-cell-phoneandroid-phone?_s=PM:TECH
Gurrie, C. and Johnson, M. (2011, September 1) “What are they doing on those cell phones?
Bridging the gap to better understand student cell phone use and motivations in class.”
Florida Communication Journal. Fall 2011. Vol. 39, Issue 2, p. 11-12. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5441ffc1-94f6-4935e470763218ec%40sessionmgr12&vid=2&hid=10
a7ce-
ATTACHMENT THEORY AND CELL PHONE USAGE
84
Hanson, T. L., Drumheller, K., Mullard, J., Schlegel, P. (2011) Cell phones, text messaging,
and facebook: competing time demands of today’s college students. College Teaching,
59, 23-30. 10:1080/87567555.2010.489078
Hesse, E., & Main, M. (1999). Second-generation effects of unresolved trauma in nonmaltreating
parents: Dissociated, frightened and threatening parental behavior. Psychoanalytic
Inquiry, 19, 481–540.
Hinde, R. A. (1974). Biological bases of human social behavior. New York, NY: McGraw-Hill.
Hrdy, S. B. (1999). Mother nature: A history of mothers, infants, and natural selection. New
York, NY: Pantheon Books.
Jaschik, S. (2008, April 2) “If You Text in Class, This Professor Will Leave”. Inside Higher Ed.
Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5441ffc1-94f6-4935-a7cee470763218ec%40sessionmgr12&vid=2&hid=10
Johnson, C., & Kritsonis, W.A (2007). National school debate: Banning cell phones on public
school campuses in America. National Forum of Educational Administration and
Supervision Journals, 25(4), 1-6
Jin, B., & Peña, J. F. (2010). mobile communication in romantic relationships: mobile phone
use, relational uncertainty love, commitment, and attachment styles. Communication
Reports, 23(1), 39-51. doi:10.1080/08934211003598742
Kung, V. (2012, March 7). Rise of 'nomophobia': More people fear loss of mobile contact.
CNN Tech. Retrieved from http://www.cnn.com/2012/03/06/tech/mobile/nomophobiamobile-addiction/index.html
ATTACHMENT THEORY AND CELL PHONE USAGE
85
Leung, L., & Wei, R. (2000). More than just talk on the move: uses and gratification of the
cellular phone. Journalism & Mass Communication Quarterly, 77(2), 308-320.
Lenhart, A., Arafeh, S., Smith, A., & MacGuill, A. R. (2008). Writing, technology and
teens. Retrieved from http://pwptechnology.pbworks.com/f/Writing,Technology and
Teens - Pew Research Center.pdf
Main, M., Hesse, E., & Hesse, S. (2011). Attachment theory and research: overview with
suggested applications to child custody. Family Court Review, 49(3), 426-463.
doi:10.1111/j.1744-1617.2011.01383.x
Mikulincer, M., & Shaver, P. R. (2008). Adult attachment and affect regulation. In J. Cassidy &
P. R. Shaver (Eds.), Handbook of Attachment: Theory, Research and Clinical
Applications (2nd ed., pp. 503–531). NewYork, NY: The Guilford Press.
Miller-Ott, A. E., Kelly, L., & Duran, R. L. (2012). The effects of cell phone usage rules on
satisfaction in romantic relationships. Communication Quarterly, 60(1), 17-34.
doi:10.1080/01463373.2012.642263
“Mobile Phone Sales Continue Double-Digit Growth”. (2006, January) Business Communication
Review. Vol 36. Issue 1, p6-6, 1/2p. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=f05c3fae-3355-4624-a72a9683d0ee18ac%40sessionmgr11&vid=2&hid=21
Nicholson, J. A. (2004). Dis/connect: Histories of Mobile Communication. Topia
(York University), (11), 155-159. Pettigrew, J. (2009). Text messaging and connectedness
within close Interpersonal relationships. Marriage & Family Review, 45(6-8), 697-716.
doi:10.1080/01494920903224269
ATTACHMENT THEORY AND CELL PHONE USAGE
86
Pew Internet & American Life Project (2006, April). “PEW Internet project data memo: cell
phone use [Press Release]”. Washington, D.C: Author. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=77ae3798-cb54-4d3b- 854d0363c58e852a%40sessionmgr10&vid=2&hid=21
Pew Internet & American Life Project (2008, October 19. “Traditional nuclear families use the
internet and cell phone to create a “new connectedness” that revolves around remote
interactions and shared online experiences [Press Release]”. Washington, D.C: Author.
Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=77ae3798cb54-4d3b-854d-0363c58e852a%40sessionmgr10&vid=2&hid=21
Reading, A. (2008). The mobile family gallery? Gender memory and the camera phone trames: A
Journal Of The Humanities & Social Sciences, 12(3), 355-365. doi:10.3176/tr.2008.3.10
Rosen, C. (2004). Our Cell Phones, Ourselves. The New Atlantis, 6, 26-45. Retrieved from
http://www.thenewatlantis.com/publications/our-cell-phones-ourselves
Shaver, P. R., & Mikulincer, M. (2006). A behavioral system approach to romantic love
relationships: Attachment, caregiving, and sex. In R. J. Sternberg & K. Weis (Eds.), The
new psychology of love (pp. 35–64). New Haven, CT: Yale University Press.
Shinn, S. (2009, January/February). Dial m for mobile. BizEd, 8 (1), 32-38 Retrieved from
http://www.aacsb.edu/publications/Archives/janfeb09-toc.asp
Singh, M., & Lal, R. (2012). Mobile phone as a tool for Media Convergence. Indian Streams
Research Journal, 2(4), 1-3.
Snyder, R., Shapiro, S., & Treleaven, D. (2012). Attachment Theory and Mindfulness. Journal
Of Child & Family Studies, 21(5), 709-717. doi:10.1007/s10826-011-9522-8
ATTACHMENT THEORY AND CELL PHONE USAGE
87
“Update: Cellular Telephones”. (2007, December 21). Issues & Controversies On File. Retrieved
from http://www.2facts.com/icof_story.aspx?PIN=i1200700&term=cellular+phones
Vincent, J. (2006). Emotional Attachment and Mobile Phones. Knowledge, Technology &
Policy, 19(1), 39-44.
Walsh, S. P., White, K., & McD Young, R. (2010). Needing to connect: The effect of self and
others on young people's involvement with their mobile phones. Australian Journal Of
Psychology, 62(4), 194-203. doi:10.1080/00049530903567229
ATTACHMENT THEORY AND CELL PHONE USAGE
Chapter Eleven: Appendices
88
ATTACHMENT THEORY AND CELL PHONE USAGE
Appendix A
89
ATTACHMENT THEORY AND CELL PHONE USAGE
90
Loras College Institutional Review Board
REQUEST FOR IRB REVIEW
Student Research Project
Please complete the following research application. Provide all information requested as
part of this application. Do not simply refer to other documents or grant applications. Once
completed, send this form, with the attached Research description, and all supporting documents
(email preferred) to the Institutional Review Board chair: Kathrin Parks, Sociology Program
(588-7819); kathrin.parks@loras.edu
Ethics Certification: In submitting this review request, you agree to conduct this research
as described in the attached documents. You agree to request and wait to receive approval from
the IRB for any changes to the research proposal. You will comply with the policies for
conducting ethical research as outlined in the Belmont Report (at
http://www.hhs.gov/ohrp/policy/belmont.html .) and other applicable professional ethical
standards.
1. Student Investigator(s) and contact information:
1.
Michael Gossen- (815) 483-6719 Michael.Gossen@loras.edu
2.
Jessica Kern- (630) 730-3195 Jessica.Kern@loras.edu
3.
Sarah Alt- (563) 451-3776 Sarah.Alt@loras.edu
4.
Rachel Rieger- (630) 251-6293 Rachel.Rieger@loras.edu
5.
Jake Roth – (563) 451-2614 jacob.roth@loras.edu
2. Title of Project:
Attachment Theory: College students and cell phone usage
ATTACHMENT THEORY AND CELL PHONE USAGE
3. Course Requiring Project: Communication Research: COM 485
4. Faculty sponsor name and contact information:
Dr. Mary Carol Harris marycarol.harris@loras.edu 588-7820.
5. Proposed duration of all project activities: From August 27th to December 10th
6. Approximate number of subjects: 150
7. Type of subject: (Mark all appropriate)
__ Adults, Non-student
X Loras College students
__ Other college students
__ Minors (under age 18)
__ Persons with cognitive or psychological impairment
__ Persons with limited civil freedom
__ Persons with HIV+/AIDS
__ Pregnant women
8. Special considerations: (Mark all appropriate)
X No special materials
__ Videotaping
__ Audio taping
__ Use of deception (explain in attachment)
__ Use of alcohol or drugs
__ Other (explain):
91
ATTACHMENT THEORY AND CELL PHONE USAGE
92
9. Funding source (other than Loras College):
Michael Gossen, Jessica Kern, Sarah Alt, Rachel Rieger, Jake Roth
RESEARCH DESCRIPTION
Please address each of the following points below. If a question or section is not applicable to
your research, please state this.
1. Purpose & Significance of Project.
•
Briefly describe the purpose of your research.
The purpose of our research is to determine if college students experience attachment to their cell
phones according to the components of the attachment theory
•
Describe your hypotheses/goals. If you give background on previous research that
supports your goals, please include reference citations at end of this section.
We believe that college students are experiencing different components of attachment to their
cellphone. We want to determine if the students are actually experiencing attachment
components from Bowlby’s attachment theory. The attachment components include proximity
maintenance where the attached person wants to be near to the attachment. A haven of safety is
next which is when they feel comfort and safe to be around the attachment. Then, a secure base
is when a person finds security within the attachment. Finally, separation distress when anxiety
takes place because the person is away from the attachment (Main et al., 2011; Vincent, 2006).
•
Include an explanation of the expected outcome.
The majority of college students will experience different components of attachment with their
cell phones. If a cell phone has more capabilities such as 3G internet and apps the individual will
be more likely to experience attachment.
ATTACHMENT THEORY AND CELL PHONE USAGE
•
Indicate why the information obtained might be useful or beneficial.
The information obtained can be useful to the beginnings of understanding if an individual is
experiencing components of attachment.
2. Participants
Recruitment:
•
How will you recruit the participants?
-Participants will be selected randomly.
•
Where will they be recruited from?
The participants will be recruited from the fall 2012 course schedule
•
How will they be selected?
-
•
Courses will be selected randomly by using a random number chart.
Justification is required if participants will be restricted to one gender, racial, or ethnic
group.
-
This question is not applicable to our research
Consent:
•
How will you obtain consent?
- A consent from will be attached to every questionnaire for every participant to
read and agree to.
•
If, due to the nature of your research, a formal consent document cannot be used,
justification for this must be given.
-
This question is not applicable to our research
93
ATTACHMENT THEORY AND CELL PHONE USAGE
94
Collaboration:
•
If you will be collaborating with other institutions in order to recruit participants and
conduct the research, please attach approvals that have been or will be obtained (e.g., school
districts, hospitals, other colleges). Preferably these will be letters on the cooperating
institution’s letterhead, stating willingness to participate.
This question is not applicable to our research
3. Methods and Procedure: Describe your research procedure.
•
What will you ask the participants to do?
- We will ask our participants to complete a questionnaire that we distribute to
their randomly selected course
•
Where will they do this? Alone or in groups?
- They will complete the questionnaire individually but at the same time as their
peers in a classroom setting
•
How long will the procedure take? How many sessions?
- The procedure of introducing ourselves and our purpose to the students along
with them completing the questionnaire will take 5-7 minutes
•
Give details about any questionnaires or stimuli participants will be exposed to; be
specific in amounts or dosages of any substances participants will be asked to ingest.
(Participants may not consume alcoholic beverages in student research projects.)
- The students will complete a 25 question questionnaire that asks age, gender,
and various questions (that will be responded to with the Likert scale) about their
cell phone and how they use it.
ATTACHMENT THEORY AND CELL PHONE USAGE
•
95
Instruments/Materials: Attach copies of all forms, surveys and instruments to be used.
- Questionnaire with 25 questions
4. Risk & Benefit Analysis
•
What are the psychological, physical, or social (loss of reputation, deception, privacy,
etc) risks subjects might encounter by participating? (Please do not say “none.” All activities
involve some risk, although it may be minimal.)
- The subjects will be asked if they have ever used their cell phone to cheat in a
classroom, and other questions that ask how they use their cell phone and who
they connect with through it.
•
What precautions will you take to protect participants or reduce risk?
- After the consent form is removed from the questionnaire there is no way of
knowing which questionnaire the participant completed. Anonymity of the
participants is assured on the consent form.
•
What benefit, if any, will the participants gain from participating in this research?
(Please do not include compensation or course credit as benefit. If none, simply state that.)
- Participants may be introduced to the actuality of how often they use their cell
phone
•
What compensation, if any, will participants receive (payment, gifts, course credit, etc.)?
(If none, simply state that.)
- Other than gratitude from the researchers no compensation will be distributed
ATTACHMENT THEORY AND CELL PHONE USAGE
•
96
What follow-up or debriefing procedures will you have after the research is concluded?
- Upon the completion of the research the questionnaires will be disposed of in the
spring of 2013
•
If any deception or withholding of information is required for this research, please
explain why it is necessary and how this will be handled in the debriefing. Attach debriefing
script.
- Questionnaires will be retained until the spring of 2013 because the course
grade, COM 485, that requires this research to be accomplished, can still be
contested until that time.
5. Data Handling
•
How will the data be kept anonymous or confidential?
- All consent forms will be removed from the questionnaire and be kept separately
•
Where will data be stored and for how long? Who will have access to the data?
- The data will be stored in the researchers personal residence
•
Include specific details on the use and storage of any audio or video tapes.
- This question is not applicable to our research
•
Do you plan to share the results of this research in a class? If so, how?
- The results will be formally presented in our communication research class,
COM 485 to Dr. Mary Carol Harris and other students enrolled in the course
•
Do you plan to share the results of this research outside of your class? If so, how?
- This research may be presented in a college panel of presentation in the spring
of 2013 or possibly to a prospect employer
ATTACHMENT THEORY AND CELL PHONE USAGE
97
6. If Participants Will Be Minors (Under age 18)
•
Justify the inclusion of minors.
- This question is not applicable to our research
•
Specify how parental consent will be obtained
- This question is not applicable to our research
•
Specify how you will obtain assent of minor subjects.
- This question is not applicable to our research
•
Describe any activities planned for non-participants, if other children in a classroom will
be participating.
- This question is not applicable to our research
•
Describe how you will use nonverbal signs to indicate when young children wish to stop
participating.
- This question is not applicable to our research
7.
Investigator Background (Student researchers only)
•
What coursework have you had to prepare you for research?
- No previous coursework that would aid with this research
•
What is your previous research-related experience, if any?
- Historical Methods HIS 288 (a research based history course)
•
How will your faculty sponsor supervise or be involved?
- Dr. Mary Carol Harris will answer any questions and sanction the way processes
of the research are completed
ATTACHMENT THEORY AND CELL PHONE USAGE
98
8.
Consent Forms. Please attach one of the following options related to obtaining consent:
•
Written Consent – Attach copy of all consent & assent forms. See Informed Consent
Checklist on the IRB website
(http://inside.loras.edu/Academics/AcademicCommittees/IRB/default.aspx).
- See appendix B
•
Oral consent – Provide justification for not obtaining written consent and the text of the
script you will use to obtain oral consent.
•
Waiver of consent – Provide written justification for waiving consent process. This is
rare and usually granted only if consent process itself adds substantial risk to the
research.
ATTACHMENT THEORY AND CELL PHONE USAGE
Appendix B
99
ATTACHMENT THEORY AND CELL PHONE USAGE
100
Dear Student,
As students enrolled in the Communication Research course, we are very interested in assessing
Loras College students’ perception of Attachment Theory and the usage of cell phones. The
course in which you are currently enrolled has been randomly selected from the comprehensive
list of Fall 2012 courses to participate in our study.
Your participation in this study is voluntary; however, your feedback is important. Please print
and sign your name in the spaces provided below. Please do not put your name on the
questionnaire.
We, the researchers, guarantee your anonymity and the results will be confidential regarding all
responses and information shared in this study. Your responses will only be used for the
research being conducted in the Fall 2012 Communication Research course.
Please return your completed questionnaire to the researcher in the front of this classroom. If
you have further questions, please contact our professor, Dr. Mary Carol Harris at
marycarol.harris@loras.edu.
Thank you for your participation in our study.
Sincerely,
Michael Gossen
Jessica Kern
Jacob Roth
Date______________
Print your name______________________
Sign your name____________________________
Rachel R. Rieger
Sarah Alt
ATTACHMENT THEORY AND CELL PHONE USAGE
101
Directions: For the purpose of this study attachment is defined as a dependence on
someone or something that provides a sense of security, stability, or safety. Please answer
the following questions to the best of your ability by circling what applies to you:
1. What is your gender?
Male
Female
2. What year are you in college?
A.) First year
B.) Sophomore
C.) Junior
D.) Senior
3. At what age did you first get a cell phone?
A) 8-10
B) 11-13
C) 14-16
D) 17-19
E) 20-22
F) 23+
G) N/A
4. I would find it odd for someone to not have a cell phone.
Strongly Agree
Agree
N/A
5. I carry my phone with me at all times.
Yes
No
Disagree
Strongly Disagree
ATTACHMENT THEORY AND CELL PHONE USAGE
102
6. I use Internet on my phone multiple times a day.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
7. I couldn’t go back to a cell phone without Internet.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
8. Is your phone considered a smart phone? (A smartphone is a device that combines a
phone with the capabilities of a handheld computer, typically offering Internet access,
data storage, e-mail capabilities, applications, etc.)
Yes
No
9. I use my cell phone to avoid awkward situations (ex. elevators with strangers).
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
10. I feel anxious when I do not have my cell phone with me.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
ATTACHMENT THEORY AND CELL PHONE USAGE
103
11. I usually turn my phone off at some point during the day.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
Disagree
Strongly Disagree
12. I would rather text then call someone.
Strongly Agree
Agree
N/A
13. In a typical day I use my cell phone for more than texting and calling.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
14. I text when I know I shouldn’t (ex: class, work, dinner)
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
15. I like using my phone because I can contact family, significant others, and friends.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
ATTACHMENT THEORY AND CELL PHONE USAGE
104
16. I feel I must constantly check my phone because family, significant others and friends
might be mad if I do not respond right away.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
17. Have you ever used your cell phone is an emergency situation?
Yes
No
18. Do you believe your phone helps you stay connected with others (friends, family, peers,
teachers, etc.)?
Yes
No
19. Have you ever used your cell phone to cheat in a classroom?
Yes
No
20. I feel safe knowing I have my cell phone with me.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
ATTACHMENT THEORY AND CELL PHONE USAGE
105
21. I believe day to day life would be very difficult without my cell phone
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
22. I constantly check my cell phone when there is no reason to look at it.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
23. How many hours a day would you say you are on your phone?
A) 0
B) 1-2
C) 3-5
D) 6-10
E) More than 10 hours a day
24. I believe I am disconnected to the world when I do not have my phone.
Strongly Agree
Agree
N/A
Disagree
Strongly Disagree
25. I would consider myself to be attached to my phone.
Strongly Agree
Agree
Thank you for your time.
N/A
Disagree
Strongly Disagree
ATTACHMENT THEORY AND CELL PHONE USAGE
Appendix C
106
ATTACHMENT THEORY AND CELL PHONE USAGE
LORAS COLLEGE SCHEDULE - FALL 2012 LAST UPDATED: 11/19/12
MAX USED DEPT SYN
TIME
DAY
CAT SEC TITLE
BLDG ROOM
INSTRUCTOR(S)
107
12:00
CRED
25
24 L.ACC 1053 225 01 Prin of Accounting I
08:00-08:50
MWF
HOFF 329
Sturm, K
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
23 L.ACC 1054 225 02 Prin of Accounting I
09:00-09:50
MWF
HOFF 312
Lammer, L
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
22 L.ACC 1055 225 03 Prin of Accounting I
10:00-10:50
MWF
ARCE 102
Kerkenbush, R
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
13 L.ACC 1056 225 04 Prin of Accounting I
12:30-01:20pm MWF
HOFF 311
Lammer, L
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
21 L.ACC 1057 226 01 Prin of Accounting II
09:00-09:50
MWF
HOFF 329
Sturm, K
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
32
31 L.ACC 1058 331 01 Intermed Financial Acct I
10:00-10:50
MWF
HOFF 311
Lammer, L
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
30
31 L.ACC 1059 343 01 Cost Accounting
08:00-09:20
TTH
HOFF 340
Sturm, K
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
10
ARR
3 L.ACC 2397 394 01 Accounting Internship
ARR ARR
Sturm, K
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
3.0
10
ARR
0 L.ACC 2401 394 02 Accounting Internship
ARR ARR
Lammer, L
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
108
10
ARR
1 L.ACC 2408 394 03 Accounting Internship
ARR ARR
Sturm, K
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
2.0
10
ARR
1 L.ACC 2424 394 05 Accounting Internship
ARR ARR
Lammer, L
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
5.0
25
15 L.ACC 1060 455 01 Federal Income Tax I
08:00-09:20
TTH
ARCE 102
Schleicher, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
14 L.ACC 1061 468 01 Adv Financial Accounting
09:00-09:50
MWF
ARCE 102
Kerkenbush, R
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
10
ARR
1 L.ACC 2305 494 01 Accounting Internship
ARR ARR
Sturm, K
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
4.0
10
ARR
1 L.ACC 2406 494 03 Accounting Internship
ARR ARR
Sturm, K
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
3.0
20
15 L.ADD 2158 105 01 Representational Drawing
11:00-12:20pm WF
VISI 115
Jewell-Vitale, T
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
20
14 L.ADD 2159 110 01 2D Design
12:30-01:50pm TTH
VISI 115
Romero, W
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
15
8 L.ADD 2160 215 01 Critical Analysis I
02:30-03:50pm M
VISI 111
Romero, W
Aug 27 - Dec 13
1.0
15
1 L.ADD 2161 225 01 Critical Analysis II
02:30-03:50pm M
VISI 111
Romero, W
Aug 27 - Dec 13
1.0
16
14 L.ADD 2162 230 01 Digital Design Fundamentals
11:00-12:20pm TTH
HOFF 435
Myers, S
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
109
15
10 L.ADD 2164 315 01 Critical Analysis III
02:30-03:50pm M
VISI 111
Romero, W
Aug 27 - Dec 13
1.0
20
2 L.ADD 2265 325 01 Critical Analysis IV
02:30-03:50pm M
VISI 111
Romero, W
Aug 27 - Dec 13
1.0
16
15 L.ADD 2165 340 01 Graphic Design II
11:00-12:20pm WF
HOFF 435
Romero, W
Aug 27 - Dec 13
3.0
16
14 L.ADD 2163 350 01 Interact Multimedia Projects I
02:00-03:20pm TTH
HOFF 435
Myers, S
Aug 27 - Dec 13
3.0
12
4 L.ADM 1821 530 01 Educational Research/DDL
06:45-09:10pm W
WAHL 124
Manges, C
Aug 22 - Dec 13
GRADUATE STUDENTS ONLY
3.0
12
4 L.ADM 1823 560 01 Curriculum II
3.0
08:00-04:00pm S
ICN AOD
Manges, C / Markward,D
Sep 22 - Nov 17
GRADUATE STUDENTS ONLY
Class meet from 8:00 a.m. to 4:00 p.m. at the ICN
site on the following 5 Saturdays:
September 22; October 6, 20; November 3, 17.
20
4 L.ADM 1822 590 01 Elem Sec School Principalship
3.0
08:00-04:00pm S
ICN AOD
Manges, C
Sep 15 - Nov 10
GRADUATE STUDENTS ONLY
Class meet from 8:00 a.m. to 4:00 p.m. at the ICN
site on the following 5 Saturdays:
September 15 and 29; October 13 and 27; and
November 10.
20
4 L.ADM 1824 611 01 Supervised Field Experience
2.0
06:00-08:00pm M
ICN AOD
Manges, C
Sep 24 - Nov 26
GRADUATE STUDENTS ONLY
Class meets from 6:00-8:00 p.m. at the ICN site
on the following Mondays:
September 24, October 29 and November 26.
20
17 L.ART 1137 125 01 Life Drawing I
09:30-10:50
TTH
VISI B18
Jewell-Vitale, T
Aug 27 - Dec 13
3.0
15
13 L.ART 1139 140 01 Intro to Painting
12:30-01:50pm TTH
VISI B18
Jewell-Vitale, T
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
110
15
1 L.ART 1138 225 01 Life Drawing II
09:30-10:50
TTH
VISI B18
Jewell-Vitale, T
Aug 27 - Dec 13
3.0
15
2 L.ART 1140 240 01 Intermediate Painting I
12:30-01:50pm TTH
VISI B18
Jewell-Vitale, T
Aug 27 - Dec 13
3.0
15
2 L.ART 1141 241 01 Intermediate Painting II
12:30-01:50pm TTH
VISI B18
Jewell-Vitale, T
Aug 27 - Dec 13
3.0
25
9 L.ATR 1344 280 01 Athletic Training Clinical I
11:00-11:50
W
AWC 110
Newman, N
Aug 27 - Dec 13
ATHLETIC TRAINING MAJORS ONLY
1.0
25
12 L.ATR 1345 290 01 Eval. of Athletic Injuries I
02:30-03:50pm MW
ROHL 127
Newman, N
Aug 27 - Dec 13
ATHLETIC TRAINING MAJORS ONLY
3.0
25
13 L.ATR 1346 380 01 Athletic Training Clinical III
12:30-01:20pm T
AWC 110
Kamm,C
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
1.0
25
24 L.ATR 1347 455 01 Adv Care/Prev Ath Injuries
09:30-10:50
TTH
GRAB 206
Newman, N
Aug 27 - Dec 13
ATHLETIC TRAINING MAJORS ONLY
3.0
25
11 L.ATR 1348 482 01 Athletic Training Clinical V
08:00-08:50
W
AWC 110
Newman, N
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
1.0
20
18 L.BIO 1305 115 01 Principles of Biology I
09:00-09:50
MWF
HENN 070
Cooper, K
Aug 27 - Dec 13
08:00-10:50
TH
SCIE 049
ONLY FIRST YEARS & SOPHOMORES
4.0
20
19 L.BIO 1306 115 02 Principles of Biology I
09:00-09:50
MWF
HENN 070
Cooper, K
Aug 27 - Dec 13
11:00-01:50pm TH
SCIE 049
ONLY FIRST YEARS & SOPHOMORES
4.0
20
16 L.BIO 1307 115 03 Principles of Biology I
09:00-09:50
MWF
SCIE 242
Schnee, F
Aug 27 - Dec 13
02:00-04:50pm TH
SCIE 049
ONLY FIRST YEARS & SOPHOMORES
4.0
20
17 L.BIO 1308 115 04 Principles of Biology I
09:00-09:50
MWF
SCIE 242
Schnee, F
4.0
ATTACHMENT THEORY AND CELL PHONE USAGE
06:00-09:00pm
TH
111
Aug 27 - Dec 13
SCIE 049
ONLY FIRST YEARS & SOPHOMORES
18
13 L.BIO 1309 116 01 Principles of Biology II
09:00-09:50
MWF
SCIE 128
Shealer, D
Aug 27 - Dec 13
08:00-10:50
T
SCIE 054
ONLY FIRST YEARS & SOPHOMORES
4.0
18
10 L.BIO 1311 116 03 Principles of Biology II
09:00-09:50
MWF
SCIE 128
Shealer, D
Aug 27 - Dec 13
06:00-09:00pm T
SCIE 019
ONLY FIRST YEARS & SOPHOMORES
4.0
20
20 L.BIO 1312 240 01 Plant Biology
10:00-10:50
MWF
SCIE 054
Sinha, A
Aug 27 - Dec 13
12:30-03:20pm TH
SCIE 054
4.0
12
10 L.BIO 2113 259 01 Issues Environmental Bio-AH
12:30-01:20pm MWF
SCIE 054
Sinha, A
Aug 27 - Dec 13
09:30-11:20
T
SCIE 049
NOT OPEN TO CROSS-REGISTRATION
4.0
12
12 L.BIO 2114 259 02 Issues Environmental Bio-AH
12:30-01:20pm MWF
SCIE 054
Sinha, A
Aug 27 - Dec 13
12:30-02:20pm T
SCIE 049
NOT OPEN TO CROSS-REGISTRATION
4.0
20
18 L.BIO 2115 273 01 Human Genetics-HV
3.0
01:30-02:20pm WF
SCIE 049
Schnee, F
Aug 27 - Dec 13
01:30-03:20pm M
SCIE 049
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.PHI-317-01
Clustered with L.PHI 1827 317 01 Ethics & New
Genetics-HV
12
10 L.BIO 1314 279 01 Exp Design/Biostat-AH
12:30-01:20pm MWF
HENN 350
Shealer, D
Aug 27 - Dec 13
02:30-04:20pm M
SCIE 019
NOT OPEN TO CROSS-REGISTRATION
3.0
12
10 L.BIO 1315 279 02 Exp Design/Biostat-AH
12:30-01:20pm MWF
HENN 350
Shealer, D
Aug 27 - Dec 13
02:30-04:20pm W
SCIE 019
NOT OPEN TO CROSS-REGISTRATION
3.0
12
11 L.BIO 1317 279 03 Exp Design/Biostat-AH
12:30-01:20pm MWF
HENN 350
Shealer, D
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
02:00-03:50pm
TH
112
Aug 27 - Dec 13
SCIE 019
NOT OPEN TO CROSS-REGISTRATION
12
5 L.BIO 2320 279 04 Exp Design/Biostat-AH
12:30-01:20pm MWF
HENN 350
Wenny, D
Aug 27 - Dec 13
02:00-03:50pm TH
SCIE 014
NOT OPEN TO CROSS-REGISTRATION
3.0
12
11 L.BIO 2280 345 02 Neurobiology
09:00-09:50
MWF
SCIE 014
Jarcho,M
Aug 27 - Dec 13
03:30-05:20pm T
SCIE 014
4.0
25
27 L.BIO 1318 389 01 Junior Seminar
03:30-04:20pm M
SCIE 128
Cooper, K
Aug 27 - Dec 13
BIO & BIO RESEARCH MAJORS ONLY
1.0
10
ARR
1 L.BIO 2394 398 01 Empirical Research
ARR ARR
Cooper, K
Aug 27 - Dec 13
Instructor Signature Required
1.0
10
ARR
9 L.BIO 1319 400 01 Senior Thesis Research
ARR ARR
Schnee, F
Aug 27 - Dec 13
1.0
5
ARR
1 L.BIO 2405 401 01 Honors Senior Thesis Research
Schnee, F
Aug 27 - Dec 13
1.0
16
17 L.BIO 1320 420 01 Vertebrate Physiology
12:30-01:20pm MWF
SCIE 134
Reyerson,D / Davis, T
Aug 27 - Dec 13
02:30-04:20pm T
SCIE 134
4.0
16
17 L.BIO 1321 420 02 Vertebrate Physiology
12:30-01:20pm MWF
SCIE 134
Reyerson,D / Davis, T
Aug 27 - Dec 13
02:30-04:20pm W
SCIE 134
4.0
25
24 L.BUS 1062 230 01 Prin of Management
09:30-10:50
TTH
HOFF 311
Collins, R
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
24 L.BUS 1063 230 02 Prin of Management
12:30-01:50pm TTH
HOFF 340
Gambrall, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
113
25
26 L.BUS 1064 240 01 Principles of Marketing
09:00-09:50
MWF
HOFF 311
Steidinger, G
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
26 L.BUS 1065 240 02 Principles of Marketing
11:00-12:20pm WF
HOFF 312
Marzofka, P
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
21 L.BUS 1066 250 01 Business Statistics
09:00-09:50
MWF
HOFF 111
Graham, H
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
24 L.BUS 1067 250 02 Business Statistics
10:00-10:50
MWF
HOFF 111
Graham, H
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
25 L.BUS 1068 317 01 Business Law I
09:00-09:50
MWF
HOFF 340
Schleicher, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
24 L.BUS 1069 317 02 Business Law I
10:00-10:50
MWF
HOFF 340
Schleicher, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
27
26 L.BUS 1070 331 01 Organizational Behavior
06:00-09:00pm W
HOFF 312
Gambrall, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
16 L.BUS 1071 335 01 Human Resource Management
08:00-09:20
TTH
HOFF 312
Collins, R
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
19 L.BUS 1072 343 01 Marketing Management
12:30-01:50pm TTH
HOFF 312
Marzofka, P
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
23 L.BUS 1073 345 01 Retail Administration
12:30-01:20pm MWF
HOFF 312
Steidinger, G
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
24 L.BUS 1074 349 01 Consumer Behavior
09:30-10:50
TTH
HOFF 312
Steidinger, G
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
114
25
26 L.BUS 1050 350 01 Principles of Finance
08:00-08:50
MWF
HOFF 112
Upstrom, J
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
24 L.BUS 1051 350 02 Principles of Finance
09:00-09:50
MWF
HOFF 112
Upstrom, J
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
20 L.BUS 1075 350 03 Principles of Finance
03:30-04:50pm TTH
HOFF 311
Keyes, M
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
10 L.BUS 1076 352 01 Investments
12:30-01:50pm TTH
HOFF 311
Keyes, M
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
10 L.BUS 1085 358 01 LIFE Portfolio Application I
02:30-03:50pm MW
HOFF 311
Keyes, M
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
INSTRUCTOR PERMISSION REQUIRED
3.0
25
23 L.BUS 1077 379 01 Rise Fall of Celtic Tiger-AC
10:00-10:50
MWF
WAHL 101
Hitchcock, W
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
10
ARR
3.0
1 L.BUS 2402 394 01 Business Internship
ARR ARR
Sturm, K
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
25
24 L.BUS 1078 433 01 Global Leadership
12:30-01:50pm TTH
HOFF 111
Graham, H
Aug 27 - Dec 13
3.0
30
30 L.BUS 1079 447 01 Marketing Research
09:00-09:50
MWF
KEAN 009
Marzofka, P
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
19 L.BUS 1052 451 01 Intermed Financial Management
09:30-10:50
TTH
HOFF 340
Upstrom, J
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
10 L.BUS 1086 458 01 LIFE Portfolio Application II
02:30-03:50pm MW
HOFF 311
Keyes, M
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
INSTRUCTOR PERMISSION REQUIRED
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
115
24
23 L.CHE 1322 111 01 General Chemistry I
12:30-01:20pm MWF
SCIE 252
Speckhard, D
Aug 27 - Dec 13
08:00-10:50
TH
SCIE 245
ONLY FIRST YEARS & SOPHOMORES
4.0
24
12 L.CHE 1323 111 02 General Chemistry I
10:00-10:50
MWF
SCIE 242
Binz, C
Aug 27 - Dec 13
01:30-04:20pm W
SCIE 245
ONLY FIRST YEARS & SOPHOMORES
4.0
24
23 L.CHE 2116 111 03 General Chemistry I
10:00-10:50
MWF
SCIE 242
Binz, C
Aug 27 - Dec 13
08:00-10:50
T
SCIE 245
ONLY FIRST YEARS & SOPHOMORES
4.0
24
18 L.CHE 2117 111 04 General Chemistry I
12:30-01:20pm MWF
SCIE 245
Moser,A
Aug 27 - Dec 13
12:30-03:20pm T
SCIE 245
ONLY FIRST YEARS & SOPHOMORES
4.0
24
14 L.CHE 2118 111 05 General Chemistry I
10:00-10:50
MWF
SCIE 245
Moser,A
Aug 27 - Dec 13
12:30-03:20pm TH
SCIE 245
ONLY FIRST YEARS & SOPHOMORES
4.0
15
11 L.CHE 1329 225 01 Quantitative Analysis
01:30-04:50pm T
SCIE 242
Binz, C
Aug 27 - Dec 13
12:30-04:50pm TH
SCIE 242
4.0
24
20 L.CHE 1330 233 01 Organic Chemistry I
08:00-08:50
MWF
SCIE 128
Oostendorp, D
Aug 27 - Dec 13
08:00-10:50
T
SCIE 142
4.0
24
12 L.CHE 1331 233 02 Organic Chemistry I
08:00-08:50
MWF
SCIE 128
Oostendorp, D
Aug 27 - Dec 13
12:30-03:20pm T
SCIE 142
4.0
25
25 L.CHE 1332 260 01 Chemistry of Art-AH
11:00-12:20pm WF
SCIE 128
Oostendorp, D
Aug 27 - Dec 13
12:30-02:20pm W
SCIE 142
NOT OPEN TO CROSS-REGISTRATION
CAN'T REG IF TOOK L.CHE-203
4.0
25
22 L.CHE 1333 262 01 Globl Warming-Fact/Fiction-AH
08:00-08:50
MWF
SCIE 252
Maslowsky, E
Aug 27 - Dec 13
09:00-10:50
TH
SCIE 252
NOT OPEN TO CROSS-REGISTRATION
4.0
ATTACHMENT THEORY AND CELL PHONE USAGE
116
25
25 L.CHE 1334 262 02 Globl Warming-Fact/Fiction-HV
4.0
11:00-12:20pm WF
SCIE 252
Maslowsky, E
Aug 27 - Dec 13
01:30-03:20pm TH
SCIE 252
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.PHI-313-01
Clustered with L.PHI 1826 313 01 Environmental
Ethics-HV
20
15 L.CHE 1335 335 01 Biochemistry
09:00-09:50
MWF
SCIE 134
Speckhard, D
Aug 27 - Dec 13
08:00-10:50
T
SCIE 137
4.0
20
12 L.CHE 2210 335 02 Biochemistry
09:00-09:50
MWF
SCIE 133
Speckhard, D
Aug 27 - Dec 13
3.0
0
0 L.CHE 2351 335L 01 Biochemistry Lab
08:00-10:50
T
SCIE 137
Speckhard, D
Aug 27 - Dec 13
1.0
20
7 L.CHE 1337 389 01 Junior Seminar
03:30-04:20pm F
SCIE 128
Speckhard, D
Aug 27 - Dec 13
03:30-04:20pm F
SCIE 125
1.0
20
2 L.CHE 1338 490 01 Senior Thesis
03:30-04:20pm F
SCIE 128
Oostendorp, D
Aug 27 - Dec 13
03:30-04:20pm F
SCIE 125
Chemistry and Biochemistry Majors
1.0
15
ARR
2 L.CHE 1339 491 01 Research
ARR ARR
Maslowsky, E
Aug 27 - Dec 13
1.0
15
ARR
0 L.CHE 1340 491 02 Research
ARR ARR
Binz, C
Aug 27 - Dec 13
2.0
15
ARR
1 L.CHE 1341 491 03 Research
ARR ARR
Oostendorp, D
Aug 27 - Dec 13
3.0
15
ARR
0 L.CHE 1342 491 04 Research
ARR ARR
Speckhard, D
Aug 27 - Dec 13
4.0
25
16 L.CIT 1080 110 01 Computing & Info Tech Basics
01:30-02:20pm MWF
HOFF 112
Kerkenbush, R
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
117
25
20 L.CIT 1503 110 02 Computing & Info Tech Basics
10:00-10:50
MWF
HENN 270
Thompson, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
20 L.CIT 1275 110 03 Computing & Info Tech Basics
09:00-09:50
MWF
HOFF 511
Mauss, A
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
22 L.CIT 1276 110 04 Computing & Info Tech Basics
10:00-10:50
MWF
HOFF 511
Mauss, A
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
22 L.CIT 1504 115 01 Programming & Design Basics
12:30-01:20pm MTWTHF
HENN 250
Litka, B
Aug 27 - Dec 13
4.0
25
19 L.CIT 1285 217 01 Network Management
09:30-10:50
TTH
ARCE 102
Mauss, A
Aug 27 - Dec 13
3.0
16
14 L.CIT 1505 219 01 Computer Organiz/Architecture
09:00-09:50
MWF
HENN 350
Neebel, D
Aug 27 - Dec 13
02:00-03:50pm TH
SCIE 231
4.0
16
8 L.CIT 2321 219 02 Computer Organiz/Architecture
09:00-09:50
MWF
HENN 350
Neebel, D
Aug 27 - Dec 13
12:00-01:50pm TH
SCIE 231
4.0
10
4 L.CIT 2315 295 01 Linear Programming
12:30-01:20pm MWF
HENN 470
Thompson, M
Aug 27 - Dec 13
3.0
25
7 L.CIT 1081 321 01 Data Analysis
09:30-10:50
TTH
HOFF 112
Hitchcock, W
Aug 27 - Dec 13
3.0
25
21 L.CIT 1082 322 01 Web 1 Basic HTML Authoring
06:00-09:00pm T
ARCE 402
Hitchcock, W
Aug 27 - Sep 25
1.0
25
17 L.CIT 1083 323 01 Web 2 Adv HTML Authoring
06:00-09:00pm T
ARCE 402
Hitchcock, W
Oct 2 - Oct 30
1.0
25
17 L.CIT 1084 324 01 Web 3 Site Development/Admin
06:00-09:00pm T
ARCE 402
Hitchcock, W
Nov 6 - Dec 11
1.0
20
23 L.CIT 1508 325 01 Algorithm Design & Analysis
08:00-08:50
MWF
HENN 250
Thompson, M
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
10
ARR
1 L.CIT 2388 398 01 Empirical Research
ARR ARR
Neebel, D
Aug 27 - Dec 13
118
3.0
25
24 L.COM 1098 131 01 Intro Mass Communication
09:00-09:50
MWF
HOFF 412
Hinton, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
18 L.COM 1099 131 02 Intro Mass Communication
12:30-01:20pm MWF
HOFF 111
Hinton, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
25 L.COM 1100 131 03 Intro Mass Communication
09:30-10:50
TTH
KEAN 011
Hinton, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
14
12 L.COM 1102 158 01 Intro TV Production
12:30-02:20pm TTH
HOFF 211
Schaefer, C
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
20
2 L.COM 1104 159 01 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Aug 27 - Oct 12
1.0
20
1 L.COM 1105 159 02 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Oct 22 - Dec 13
1.0
16
10 L.COM 1106 164 01 Digital Imaging
12:30-01:50pm TTH
HOFF 435
Pisarik, P
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
19 L.COM 1111 190 01 Communication Theory
09:30-10:50
TTH
HOFF 411
Sullivan, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
10
ARR
0 L.COM 1107 193 01 Theatre Practicum
ARR ARR
Donald, D
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
ONLY FIRST YEARS & SOPHOMORES
1.0
10
ARR
1 L.COM 1108 193 02 Theatre Practicum
ARR ARR
Donald, D
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
ONLY FIRST YEARS & SOPHOMORES
2.0
ATTACHMENT THEORY AND CELL PHONE USAGE
10
ARR
0 L.COM 1110 193 03 Theatre Practicum
ARR ARR
Donald, D
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
ONLY FIRST YEARS & SOPHOMORES
119
3.0
25
25 L.COM 1113 201 01 Prin of Public Relations
10:00-10:50
MWF
HOFF 412
Harris, M
Aug 27 - Dec 13
3.0
20
20 L.COM 1114 202 01 Public Relations Writing
12:30-01:50pm TTH
HOFF 412
Hinton, M
Aug 27 - Dec 13
3.0
20
19 L.COM 1115 225 01 Media Writing
10:00-10:50
MWF
HOFF 411
Kohl, P
Aug 27 - Dec 13
3.0
14
13 L.COM 1116 257 01 Electronic Field Production
09:30-10:50
TTH
HOFF 211
Schaefer, C
Aug 27 - Dec 13
3.0
20
3 L.COM 1117 259 01 Mock Trials
03:30-06:30pm F
ARCE 402
Merkel,D
Aug 27 - Oct 12
1.0
20
0 L.COM 1118 259 02 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Oct 22 - Dec 13
1.0
22
3 L.COM 2123 259 21 Mock Trials
03:30-06:30pm F
ARCE 402
Merkel,D
Oct 22 - Dec 13
1.0
16
15 L.COM 1119 264 01 Desktop Publishing
09:30-10:50
TTH
HOFF 435
Pisarik, P
Aug 27 - Dec 13
PR Majors Only
3.0
25
14 L.COM 1120 280 01 News Analysis
12:30-01:20pm MWF
HOFF 412
Pisarik, P
Aug 27 - Dec 13
3.0
25
25 L.COM 1121 285 01 World Cinema-CA
3.0
01:30-04:20pm M
SCIE 242
Kohl, P
Aug 27 - Dec 13
01:30-03:30pm W
SCIE 242
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.HIS-282-01
Clustered with L.HIS 2166 282 01 History as Film:
Africa-CA
14
4 L.COM 1122 293 01 Media Studies Practicum Staff
09:00-09:50
MWF
HOFF 211
Schaefer, C
Aug 27 - Dec 13
05:00-07:30pm W
HOFF 211
1.0
ATTACHMENT THEORY AND CELL PHONE USAGE
120
25
21 L.COM 1124 330 01 Busn Speaking & Writing
08:00-09:20
TTH
HOFF 412
Neuhaus, M
Aug 27 - Dec 13
3.0
25
20 L.COM 1125 330 02 Busn Speaking & Writing
09:30-10:50
TTH
HOFF 412
Neuhaus, M
Aug 27 - Dec 13
3.0
25
25 L.COM 1126 351 01 Adv Public Relations Writing
10:00-10:50
MWF
HOFF 329
Hinton, M
Aug 27 - Dec 13
3.0
20
0 L.COM 1127 359 01 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Aug 27 - Oct 12
1.0
20
0 L.COM 1128 359 02 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Oct 22 - Dec 13
1.0
20
18 L.COM 1129 380 01 Persuasion
09:00-09:50
MWF
HOFF 411
Sullivan, M
Aug 27 - Dec 13
3.0
25
22 L.COM 1130 390 01 Media Criticism
12:30-01:50pm TTH
HOFF 512
Kohl, P
Aug 27 - Dec 13
3.0
25
24 L.COM 1131 393 01 Communication Law
02:30-03:50pm MW
HOFF 512
Neuhaus, M
Aug 27 - Dec 13
3.0
10
ARR
2.0
1 L.COM 2400 394 01 Internship
ARR ARR
Hinton, M
Aug 27 - Dec 13
Instructor Signature Required
PRIOR APPROVAL OF CHAIRPERSON REQ
16
9 L.COM 1132 395 01 Topics: Flash
01:30-02:20pm MWF
HOFF 435
Myers, S
Aug 27 - Dec 13
3.0
20
0 L.COM 1133 459 01 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Aug 27 - Oct 12
1.0
22
1 L.COM 1134 459 02 Mock Trials
06:30-08:30pm M
HOFF 411
Merkel,D
Oct 22 - Dec 13
1.0
30
27 L.COM 1135 485 01 Communication Research
12:30-01:20pm MWF
HOFF 512
Harris, M
Aug 27 - Dec 13
PR & MEDIA STUDIES MAJORS ONLY
SENIORS ONLY
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
121
14
5 L.COM 1136 493 01 Media Studies Practicum Staff
09:00-09:50
MWF
HOFF 211
Schaefer, C
Aug 27 - Dec 13
1.0
25
19 L.CRJ 1616 120 01 Intro to Criminal Justice
08:00-09:20
TTH
HENN 350
Tentis, D
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
24 L.CRJ 1617 120 02 Intro to Criminal Justice
09:30-10:50
TTH
HENN 350
Tentis, D
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
30
12 L.CRJ 1618 224 01 Criminal Law
06:00-09:00pm W
HENN 070
Corken, C
Aug 27 - Dec 13
3.0
30
24 L.CRJ 1619 252 01 Criminology
09:00-09:50
MWF
WAHL 110
Decker, L
Aug 27 - Dec 13
3.0
30
23 L.CRJ 1620 253 01 Corrections
10:00-10:50
MWF
HENN 250
Bell, V
Aug 27 - Dec 13
3.0
25
24 L.CRJ 1622 320 01 Juvenile Delinq & Justice
08:00-08:50
MWF
HENN 480
Decker, L
Aug 27 - Dec 13
3.0
10
ARR
3.0
1 L.CRJ 2229 398 01 Empirical Research
ARR ARR
Bell, V
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
20
10 L.CRJ 1623 480 01 Senior Seminar
09:00-09:50
MWF
HENN 470
Bell, V
Aug 27 - Dec 13
3.0
10
1 L.CRJ 1624 490 01 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
3.0
10
0 L.CRJ 1625 490 02 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
4.0
10
0 L.CRJ 1626 490 03 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
5.0
ATTACHMENT THEORY AND CELL PHONE USAGE
122
10
0 L.CRJ 1627 490 04 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
6.0
10
0 L.CRJ 1628 490 05 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
7.0
10
0 L.CRJ 1629 490 06 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
8.0
10
0 L.CRJ 1630 490 07 Field Experience
02:00-02:50pm T
ARR ARR
Decker, L
Aug 27 - Dec 13
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION
9.0
15
14 L.CTL 1938 100 01 The Once & Future Church-FI
02:30-03:50pm MW
SMYT 102
Wathier, D
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
CTL STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
21
20 L.CTL 1895 274 01 All for One, One for All?-IV
3.0
12:30-01:20pm MWF
ARCE 402
Lorenz, A
Aug 27 - Dec 13
CTL STUDENTS ONLY
MUST REGISTER FOR COREQUISITE: L.CTL-277-01
Clustered with L.CTL 1939 277 01
Belief,Unbelief&Good Life-IV
21
20 L.CTL 1939 277 01 Belief,Unbelief&Good Life-IV
3.0
11:00-12:20pm TTH
WAHL 143
Wathier, D
Aug 27 - Dec 13
CTL STUDENTS ONLY
MUST REGISTER FOR COREQUISITE: L.CTL-274-01
Clustered with L.CTL 1895 274 01 All for One, One
for All?-IV
25
10 L.CTL 2237 490 01 Leadership Sem for Soc Justice
06:00-08:00pm TH
SMYT 102
Wathier, D
Aug 27 - Oct 12
CTL STUDENTS ONLY
2.0
30
19 L.ECO 1867 221 01 Prin of Microeconomics
09:00-09:50
MWF
HOFF 512
Smith, J
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
123
30
29 L.ECO 1868 221 02 Prin of Microeconomics
10:00-10:50
MWF
HOFF 512
O'Connor, D
Aug 27 - Dec 13
3.0
30
30 L.ECO 1869 221 03 Prin of Microeconomics
12:30-01:20pm MWF
HOFF 511
Smith, J
Aug 27 - Dec 13
3.0
30
26 L.ECO 1870 222 01 Prin of Macroeconomics
09:30-10:50
TTH
HOFF 512
Smith, J
Aug 27 - Dec 13
3.0
30
15 L.ECO 1871 222 02 Prin of Macroeconomics
11:00-12:20pm WF
HOFF 512
Maskay, B
Aug 27 - Dec 13
3.0
30
16 L.ECO 1872 222 03 Prin of Macroeconomics
01:30-02:20pm MWF
HOFF 512
Maskay, B
Aug 27 - Dec 13
3.0
25
15 L.ECO 2208 321 01 Intermed Microecon Theory
09:30-10:50
TTH
HOFF 511
O'Connor, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
9 L.ECO 1873 345 01 Monetary Theory/Policy
02:30-03:50pm TTH
HOFF 111
Maskay, B
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
15 L.ECO 1874 349 01 Government & Business
01:00-02:20pm TTH
HOFF 136
O'Connor, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
ARR
3.0
3 L.ECO 2369 395 01 Crimes, Econ & Urban Issues
ARR ARR
Finnegan, F
Aug 27 - Dec 13
25
24 L.EDU 1387 200 01 Foundations of Education
2.0
09:00-09:50
MW
WAHL 109
Welsh,H
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.EDU-205
Community Based Learning Required-Contact
Instructor for Info
25
24 L.EDU 1388 205 01 Foundations/Special Education
2.0
10:00-10:50
MW
WAHL 110
Kruse,A
Aug 27 - Dec 13
NO FIRST YEAR STUDENTS IN FALL
MUST REGISTER FOR COREQUISITE: L.EDU-200
Community Based Learning Required-Contact
ATTACHMENT THEORY AND CELL PHONE USAGE
124
21
19 L.EDU 1389 221 01 Learning Envir & Social Intera
09:00-09:50
MW
WAHL 143
Kane, J
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
L.EDU 200 RECOMMENDED
2.0
20
16 L.EDU 1390 221 02 Learning Envir & Social Intera
02:30-03:20pm MW
WAHL 143
Kane, J
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
L.EDU 200 RECOMMENDED
2.0
25
22 L.EDU 1394 230 01 Children & Young Adult Lit-AA
12:30-01:50pm TTH
WAHL 110
Kruse,A
Aug 27 - Dec 13
3.0
15
8 L.EDU 1391 232 01 C/I in PE/Health/Wellness
1.0
04:30-05:20pm W
WAHL 109
Heinle, S
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-233*L.EDU234
15
8 L.EDU 1392 233 01 C/I in Performing Arts
1.0
02:20-03:20pm W
WAHL 109
Heinle, S
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-232*L.EDU234
15
8 L.EDU 1393 234 01 C/I in Visual Arts
1.0
03:30-04:20pm W
WAHL 109
Heinle, S
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-232*L.EDU233
25
25 L.EDU 1399 255 01 Social Studies & Curr & Instr
2.0
12:30-02:20pm T
WAHL 143
Monhardt, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-256
25
25 L.EDU 1400 256 01 Science Curriculum & Instr
3.0
12:30-03:20pm TH
WAHL 145
Monhardt, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-255
25
26 L.EDU 2127 265 01 Multicultural Education-AC
08:00-09:20
TTH
WAHL 143
Kane, J
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
125
20
17 L.EDU 1403 321 01 Infant/Toddlers Curriculum
3.0
12:30-02:20pm MWF
WAHL 124
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-323
20
17 L.EDU 1404 323 01 Preprimary Curriculum
3.0
03:45-06:35pm W
WAHL 110
Steines David,T
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-321
20
10 L.EDU 1405 327 01 Dev Curr & Methods Birth-Age 5
08:00-09:20
TTH
WAHL 110
Kruse,A
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
3.0
1
ARR
3.0
1 L.EDU 2356 327 02 Dev Curr & Methods Birth-Age 5
Kruse,A
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
15
13 L.EDU 1406 331 01 Curr/Instr in Lang Arts
3.0
08:00-09:20
TTH
WAHL 145
Salyer, D
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-332
15
13 L.EDU 1407 332 01 Beginning Reading
3.0
09:30-10:50
TTH
WAHL 145
Salyer, D
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-331
15
15 L.EDU 1408 333 01 Curr/Instr in Math
3.0
03:30-07:30pm M
FULT SCH
Nugent, C
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
Community Based Learning Required-Contact
Instructor for Info
15
12 L.EDU 1413 334 01 Intermed Clinical Exper K-8
1.0
08:00-10:50
TTH
WAHL 124
Monhardt, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
Community Based Learning Required-Contact
Instructor for Info
15
ARR
8 L.EDU 1414 334 02 Intermed Clinical Exper K-8
1.0
Monhardt, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
Community Based Learning Required-Contact
ATTACHMENT THEORY AND CELL PHONE USAGE
15
14 L.EDU 1415 337 01 Reading Across the Curriculum
12:30-01:50pm WF
WAHL 145
Salyer, D
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
126
3.0
20
3 L.EDU 1416 339 01 Differentiated Instr 5-12
2.0
08:00-09:50
M
WAHL 145
Scheuerell, S
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.EDU-35001*L.EDU-350L-01
20
10 L.EDU 1417 340 01 Differentiated Instruction K-8
12:30-02:20pm M
WAHL 145
Kruse,A
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
2.0
20
11 L.EDU 1418 343 01 Assess Exceptionality Pre K-12
09:30-10:50
TTH
WAHL 110
Kane, J
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
3.0
20
3 L.EDU 1419 350 01 Gen Sec Methods of Tching
3.0
07:45-09:15
WF
WAHL 124
Scheuerell, S
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-350L01*L.EDU-339-01
20
3 L.EDU 1420 350L 01 Intermed Clinical Exper 5-12
1.0
09:25-10:55
WF
WAHL 145
Scheuerell, S
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-35001*L.EDU-339-01
20
9 L.EDU 1421 353 01 Special Sec Methods: Math
09:00-09:50
WF
HENN 450
Keller, R
Aug 27 - Dec 13
02:30-03:30pm F
HENN 250
ONLY TEACHER EDUCATION STUDENTS
3.0
20
5 L.EDU 2266 354 01 Special Sec Methods: Science
05:30-08:20pm T
WAHL 145
Monhardt,L
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
3.0
20
8 L.EDU 1422 355 01 Special S Methods: Soc Studies
09:30-10:50
TTH
WAHL 143
Scheuerell, S
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
3.0
20
15 L.EDU 1423 357 01 Reading in Sec Schools
12:30-01:50pm TTH
WAHL 101
Welsh,H
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
127
20
19 L.EDU 1424 361 01 Practicum/Instr Read Problem
3.0
03:30-04:50pm TTH
WAHL 110
Lansing, S
Aug 27 - Dec 13
Community Based Learning Required-Contact
Instructor for Info
30
ARR
0 L.EDU 1425 411 01 Student Tch Elem Music
Staff
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
5.0
30
ARR
0 L.EDU 1426 412 01 Student Tch Sec Music
Staff
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
5.0
30
ARR
2 L.EDU 1427 416 01 Student Tch Elem Physical Educ
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
Community Based Learning Required-Contact
Instructor for Info
30
ARR
0 L.EDU 1428 417 01 Student Tch Sec Physical Educ
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
Community Based Learning Required-Contact
Instructor for Info
30
ARR
2 L.EDU 1429 418 01 Student Tch Sec P E & Health
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
Community Based Learning Required-Contact
Instructor for Info
30
ARR
1 L.EDU 1430 424 01 Stud Tch Early Child Sp Ed 0-5
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-426
30
ARR
2 L.EDU 1431 425 01 Student Tch Early Child 0-5
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-426
30
ARR
3 L.EDU 1432 426 01 Student Tch Primary K-3 ECE
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-425*L.EDU-
424
ATTACHMENT THEORY AND CELL PHONE USAGE
128
30
ARR
3 L.EDU 1433 432 01 Student Tch Elem School
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
10.0
30
ARR
5 L.EDU 1434 441 01 Student Tch Inst Strat I K-8
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-442
30
ARR
5 L.EDU 1435 442 01 Student Tch El Ed Inst Strat I
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-441
30
ARR
2 L.EDU 1436 443 01 Student Tch Inst Strat I 5-12
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-444
30
ARR
2 L.EDU 1437 444 01 Student Tch Sec W Inst Strat I
5.0
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
MUST REGISTER FOR COREQUISITE: L.EDU-443
30
ARR
5 L.EDU 1438 452 01 Student Tch Secondary School
Fabricius, R
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
10.0
40
20 L.EDU 1439 490 01 Capstone Seminar/Portfolio-PJ
04:00-05:30pm T
WAHL 101
Welsh,H
Aug 27 - Dec 13
ONLY TEACHER EDUCATION STUDENTS
2.0
1
ARR
1 L.EDU 2357 495 01 Topics: Field Practicum
Kruse,A
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
1.0
10
ARR
1 L.EDU 2496 495 02 Field Practicum
ARR ARR
Kruse,A
Aug 27 - Dec 13
Instructor Signature Required
NOT OPEN TO FIRST YEAR STUDENTS
3.0
30
ARR
1 L.EDU 2516 691 01 Problem Based Learning Design
ARR ARR
Archdiocese Crses
Aug 27 - Dec 13
Instructor Signature Required
GRADUATE STUDENTS ONLY
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
129
20
12 L.EGR 1510 105 01 Intro to Engineering I
08:00-08:50
M
SCIE 118
Merkel, C
Aug 27 - Dec 13
08:00-09:20
TTH
SCIE 118
ONLY FIRST YEARS & SOPHOMORES
3.0
24
21 L.EGR 1511 232 01 Engineering Dynamics
01:30-02:20pm MWF
SCIE 118
Merkel, C
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
20
17 L.EGR 1512 335 01 Electric Circuits
02:30-03:20pm MWF
HENN 180
Neebel, D
Aug 27 - Dec 13
02:00-03:50pm T
SCIE 231
4.0
10
ARR
2 L.EGR 2381 398 01 Empirical Research
ARR ARR
Merkel, C
Aug 27 - Dec 13
1.0
20
8 L.EGR 1514 488 01 Engineering Topics/Review
10:00-10:50
T
SCIE 118
Merkel, C
Aug 27 - Dec 13
1.0
10
8 L.EGR 1513 490 01 Capstone Engineer Design I
09:00-09:50
MWF
SCIE 118
Merkel, C
Aug 27 - Dec 13
4.0
21
21 L.ENG 1677 111 01 Critical Writing-FW
11:00-12:20pm WF
HOFF 412
Stone, S
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
19 L.ENG 1678 111 02 Critical Writing-FW
02:30-03:50pm MW
HOFF 111
Pollock, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
20 L.ENG 1679 111 03 Critical Writing-FW
09:30-10:50
TTH
HOFF 329
Strickler, B
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
20 L.ENG 1680 111 04 Critical Writing-FW
12:30-01:50pm TTH
HOFF 212
Merrill, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
19 L.ENG 1681 111 05 Critical Writing-FW
02:00-03:20pm TTH
HOFF 212
Merrill, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
25
11 L.ENG 1682 222 01 World Lit Renaissance to Modn
12:30-01:50pm TTH
HOFF 411
VanLaningham, E
Aug 27 - Dec 13
130
3.0
25
24 L.ENG 2129 232 01 The Novel-CA
3.0
11:00-12:20pm TTH
HOFF 411
Wilson, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.HIS-249-01
Clustered with L.HIS 1882 249 01 Russian
Civilization-CA
25
24 L.ENG 1683 233 01 Drama-AA
11:00-12:20pm WF
HOFF 111
Merrill, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
24 L.ENG 1685 235 01 The Revisionist Superhero-AA
11:00-12:20pm WF
HOFF 112
Jablonsky, W
Aug 27 - Dec 13
3.0
15
12 L.ENG 1686 238 01 Poetry Writing
10:00-10:50
MWF
HOFF 347
Pollock, J
Aug 27 - Dec 13
3.0
25
24 L.ENG 1687 285 01 Modn Irish Culture & Lit
09:00-09:50
MWF
HOFF 212
Auge, A
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
21 L.ENG 1688 290 01 Canadian Imagination-AC
01:30-02:20pm MWF
HOFF 311
Pollock, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
13 L.ENG 1689 324 01 African American Literature
12:30-01:50pm TTH
HOFF 511
Stone, S
Aug 27 - Dec 13
3.0
25
14 L.ENG 1690 330 01 Am Lit: Modn Prose 1900-1945
06:00-09:00pm T
HOFF 412
Strickler, B
Aug 27 - Dec 13
3.0
25
15 L.ENG 1691 337 01 Medieval/Renaiss British Lit
02:30-03:50pm MW
HOFF 112
Merrill, J
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
7 L.ENG 1692 346 01 Major Figure: John Fowles
06:30-09:30pm W
HOFF 412
Wilson, R
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
131
25
10 L.ENG 1693 355 01 English Novel 1800-1840
12:30-01:20pm MWF
HOFF 340
VanLaningham, E
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
15
10 L.ENG 1694 383 01 Nonfiction Lit & Workshop
09:30-10:50
TTH
HOFF 134
Koch, K
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
15
9 L.ENG 1695 384 01 Adv Fiction Writing
06:30-09:30pm M
HOFF 412
Jablonsky, W
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
15
9 L.ENG 1696 468 01 Literary Criticism
09:30-10:50
TTH
KEAN 009
Auge, A
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
15
12 L.ENG 1697 468 02 Literary Criticism
12:30-01:50pm TTH
ARCE 402
Auge, A
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
20
19 L.ENG 1698 490 01 Senior Literature Capstone
04:00-04:50pm W
HOFF 212
Auge, A
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
1.0
25
ARR
9 L.ENG 2519 490D 01 Senior Lit Capstone Defense
0.0
Auge, A
Aug 27 - Dec 13
Need L.ENG-490
MUST REGISTER FOR COREQUISITE: L.ENG-490
15
15 L.ENG 1699 491 01 Senior Thesis Seminar
02:00-03:20pm TTH
HOFF 134
Koch, K
Aug 27 - Dec 13
3.0
15
ARR
6 L.ENG 2520 491D 01 Senior Thesis Seminar Defense
0.0
Koch, K
Aug 27 - Dec 13
Need L.ENG-491
MUST REGISTER FOR COREQUISITE: L.ENG-491
10
ARR
4 L.ENG 2330 498 01 Directed Readings
ARR ARR
Jablonsky, W
Aug 27 - Dec 13
Instructor Signature Required
1-3
25
ARR
2 L.EXP 2350 000 01 Study Abroad: Botswana
Kehren, M
Aug 27 - Dec 13
12.0
ATTACHMENT THEORY AND CELL PHONE USAGE
132
10
ARR
3 L.EXP 2346 294 01 Dubuque Internships
Finnegan, F
Aug 27 - Dec 13
1-11
10
ARR
3 L.EXP 2385 294 02 Dubuque Internship
ARR ARR
Finnegan, F
Aug 27 - Dec 13
2.0
10
ARR
0 L.EXP 2409 294 03 Dubuque Internship
ARR ARR
Finnegan, F
Aug 27 - Dec 13
3.0
25
ARR
7 L.EXP 2347 370 01 Chicago Ctr Preparation
Finnegan, F
Aug 27 - Dec 13
CHICAGO/WASHINGTN CTR STUDNTS ONLY
1.0
25
ARR
7 L.EXP 2348 372 01 Chicago Ctr Internship
Finnegan, F
Aug 27 - Dec 13
CHICAGO/WASHINGTN CTR STUDNTS ONLY
6.0
25
ARR
7 L.EXP 2349 374 01 Chicago Ctr Service Learning
Mauss, A
Aug 27 - Dec 13
CHICAGO/WASHINGTN CTR STUDNTS ONLY
2.0
20
13 L.EXP 2176 395 01 Ireland Pre-Departure
06:00-08:00pm W
HENN 270
Grinde, L / Kehren, M
Aug 27 - Dec 13
1.0
20
22 L.GRS 2180 395 01 Mythology & the Cosmos-HI
3.0
11:00-12:20pm TTH
ARCE 402
Smith, C
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.PHY-208-01
Clustered with L.PHY 1538 208 01 Astronomy-HI
30
22 L.HIS 1878 121 01 U S History to 1877
09:00-09:50
MWF
ARCE 402
Salvaterra, D
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
16 L.HIS 1879 140 01 Early Modern Europe to 1750
10:00-10:50
MWF
HOFF 112
Lorenz, A
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
11 L.HIS 2178 222 01 Archaeology & World Prehistory
05:30-08:30pm TH
HOFF 111
P. Millhouse
Aug 27 - Dec 13
3.0
25
24 L.HIS 1882 249 01 Russian Civilization-CA
3.0
11:00-12:20pm WF
HOFF 212
Zhu, L
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.ENG-232-01
Clustered with L.ENG 2129 232 01 The Novel-CA
ATTACHMENT THEORY AND CELL PHONE USAGE
133
25
25 L.HIS 2166 282 01 History as Film: Africa-CA
3.0
09:30-10:50
TTH
ARCE 402
Kehren, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.COM-285-01
Clustered with L.COM 1121 285 01 World Cinema-CA
25
13 L.HIS 1883 306 01 Historians of Greece & Rome
02:30-03:50pm MW
HOFF 329
Smith, C
Aug 27 - Dec 13
3.0
27
23 L.HIS 1884 349 01 Second World War
09:30-10:50
TTH
KEAN 008
Zhu, L
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
10
ARR
3 L.HIS 2228 398 01 Empirical Research
ARR ARR
Zhu, L
Aug 27 - Dec 13
ADVISOR CONSENT REQUIRED
3.0
10
ARR
2 L.HIS 2303 398 02 Empirical Research
ARR ARR
Eby, J
Aug 27 - Dec 13
1.0
10
ARR
0 L.HIS 2332 398 03 Empirical Research
ARR ARR
Garoutte, L
Aug 27 - Dec 13
4.0
25
9 L.HIS 1885 431 01 Revolutionary Era U S
12:30-01:50pm TTH
HOFF 134
Salvaterra, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
20
14 L.HIS 1886 489 01 Seminar for Majors
02:30-03:50pm MW
HOFF 411
Eby, J
Aug 27 - Dec 13
JR & SR HISTORY MAJORS ONLY
3.0
20
16 L.HIS 1888 490 01 Research Seminar
06:00-09:00pm T
HOFF 111
Eby, J / Zhu, L
Aug 27 - Dec 13
HISTORY MAJORS ONLY
3.0
22
23 L.HON 1923 100 02 Memory and Identity-FI
02:30-03:50pm MW
WAHL 101
Osheim, A
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
ONLY STUDENTS IN HONORS PROGRAM
NOT OPEN TO CROSS-REGISTRATION
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
134
22
23 L.HON 1980 100 03 Modern Music Festivals-FI
02:30-03:50pm MW
HENN 470
Cavanagh, B
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
ONLY STUDENTS IN HONORS PROGRAM
NOT OPEN TO CROSS-REGISTRATION
3.0
26
25 L.HON 1901 220 01 Democracy/Globl Diversity-MD
02:30-03:50pm MW
HOFF 412
Budzisz, C
Aug 27 - Dec 13
ONLY STUDENTS IN HONORS PROGRAM
NOT OPEN TO CROSS-REGISTRATION
3.0
25
22 L.HON 2130 220 02 Democracy/Globl Diversity-MD
02:30-03:50pm MW
ARCE 102
Salvaterra, D
Aug 27 - Dec 13
ONLY STUDENTS IN HONORS PROGRAM
NOT OPEN TO CROSS-REGISTRATION
3.0
25
17 L.HON 2187 274 01 Darwin & His World-AC
3.0
12:30-01:50pm TTH
SCIE 128
Cooper, K
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
Registration is open to all students
25
13 L.HON 2186 278 01 Darwin & His World-AI
3.0
12:30-01:50pm TTH
SCIE 125
Eby, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
Registration is open to all students
50
29 L.HON 2131 290 01 Honors Inquiry
07:00-09:00pm M
WAHL 143
Eby, J
Aug 27 - Dec 13
1.0
10
ARR
6 L.HON 2188 488 01 Abstract and Defense
ARR ARR
Sinha, A
Aug 27 - Dec 13
ONLY STUDENTS IN HONORS PROGRAM
1.0
22
13 L.HON 1935 490 01 Honors Service Learning-PJ
07:00-09:00pm M
ARCE 102
Shadle, M
Aug 27 - Dec 13
ONLY STUDENTS IN HONORS PROGRAM
NOT OPEN TO CROSS-REGISTRATION
3.0
1
ARR
3.0
1 L.HON 2543 490 02 Honors Service Learning-PJ
Shadle, M
Aug 27 - Dec 13
ONLY STUDENTS IN HONORS PROGRAM
NOT OPEN TO CROSS-REGISTRATION
ATTACHMENT THEORY AND CELL PHONE USAGE
135
20
10 L.INS 1876 489 01 Senior Seminar
08:00-09:20
TTH
ARCE 402
Kehren, M
Aug 27 - Dec 13
3.0
24
24 L.LIB 1515 100 01 Criminal Minds-FI
12:30-01:50pm TTH
HENN 470
Tentis, D
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
25 L.LIB 1516 100 02 Computers in Movies-FI
09:30-10:50
TTH
HENN 250
Litka, B
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
25 L.LIB 1615 100 03 Click with Caution-FI
01:30-02:20pm MWF
HENN 450
Bell, V
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
24 L.LIB 1709 100 05 (In)Visible Peoples-FI
11:00-12:20pm WF
WAHL 143
McCarthy-Gilmore, K
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
24 L.LIB 1710 100 06 Science Fiction-FI
3.0
11:00-12:20pm WF
HOFF 311
Strickler, B
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
Community Based Learning Required-Contact
Instructor for Info
24
23 L.LIB 1803 100 07 Weird Beliefs-FI
01:30-02:20pm MWF
HENN 180
Bechen, M
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
24 L.LIB 1981 100 08 Last Person in the Woods-FI
09:00-09:50
MWF
HENN 270
Grinde, L
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
24 L.LIB 1896 100 09 Effects of Disasters-FI
09:30-10:50
TTH
HENN 470
Parks, K
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
136
24
24 L.LIB 1897 100 10 Capitalism, Socialism-FI
01:30-02:20pm MWF
HOFF 411
Smith, J
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
22 L.LIB 1898 100 11 Let the Games Begin-FI
08:00-09:20
TTH
HOFF 411
Smith, C
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
22 L.LIB 1982 100 12 The First Immortal-FI
02:30-03:50pm MW
HENN 250
Thompson, K
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
25 L.LIB 1983 100 13 Poison or Kool-Aid-FI
11:00-12:20pm WF
HOFF 511
Mauss, A
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
24
24 L.LIB 1984 100 14 Leadership-FI
09:30-10:50
TTH
HENN 450
Sazama, D
Aug 27 - Dec 13
INCOMING FY STUDENTS ONLY
NOT OPEN TO CROSS-REGISTRATION
3.0
21
20 L.LIB 1669 105 01 College Writing-FW
11:00-12:20pm WF
ARCE 402
Hall, H
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
21 L.LIB 1670 105 02 College Writing-FW
09:30-10:50
TTH
HOFF 212
Jablonsky, W
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
20 L.LIB 1671 105 03 College Writing-FW
11:00-12:20pm TTH
HOFF 212
Jablonsky, W
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
19 L.LIB 1672 105 04 College Writing-FW
09:30-10:50
TTH
WAHL 109
VanLaningham, E
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
137
21
22 L.LIB 1673 105 05 College Writing-FW
12:30-01:50pm TTH
HOFF 329
Klapatauskas, K
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
19 L.LIB 1674 105 06 College Writing-FW
12:30-01:50pm TTH
HOFF 112
Witthoeft, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
21
20 L.LIB 1675 105 07 College Writing-FW
02:00-03:20pm TTH
HOFF 112
Witthoeft, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
19
18 L.LIB 1142 110 01 Public Spking & Group Comm-FS
08:00-08:50
MWF
HOFF 136
Goodman, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
19
19 L.LIB 1143 110 02 Public Spking & Group Comm-FS
09:00-09:50
MWF
HOFF 136
Goodman, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
19
19 L.LIB 1144 110 03 Public Spking & Group Comm-FS
10:00-10:50
MWF
HOFF 427
Sullivan, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
18
19 L.LIB 1145 110 04 Public Spking & Group Comm-FS
08:00-09:20
TTH
HOFF 427
Sisco,B
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
18
16 L.LIB 1147 110 06 Public Spking & Group Comm-FS
09:30-10:50
TTH
HOFF 427
Sisco,B
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
19
19 L.LIB 1178 110 07 Public Spking & Group Comm-FS
12:30-01:50pm TTH
HOFF 427
Donald, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
138
19
19 L.LIB 1179 110 08 Public Spking & Group Comm-FS
02:30-03:50pm MW
HOFF 427
Merkel,D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
19
17 L.LIB 1180 110 09 Public Spking & Group Comm-FS
02:00-03:20pm TTH
HOFF 427
Donald, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
19
20 L.LIB 1181 110 10 Public Spking & Group Comm-FS
10:00-10:50
MWF
HOFF 136
Goodman, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
25
21 L.LIB 1830 130 01 Wtnesses to Hope,Heart&Hum-MC
02:30-03:50pm TTH
ARCE 102
Joensen, W
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
20 L.LIB 1928 130 02 Seasons of the Sacred-MC
09:00-09:50
MWF
KEAN 008
Pitt, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
25 L.LIB 1929 130 03 Seasons of the Sacred-MC
10:00-10:50
MWF
KEAN 011
Pitt, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
25 L.LIB 2169 130 04 The Displaced Person-MC
12:30-01:50pm TTH
KEAN 008
Welch, L
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
20 L.LIB 2170 130 05 The Displaced Person-MC
02:00-03:20pm TTH
KEAN 008
Welch, L
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
25 L.LIB 1832 135 01 Catholicism and Taoism-MC
02:00-03:20pm TTH
KEAN 009
Lammer-Heindel, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
22
21 L.LIB 1283 220 01 Democracy/Global Diversity-MD
09:30-10:50
TTH
HOFF 111
Lammer, L
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
24
23 L.LIB 1284 220 02 Democracy/Global Diversity-MD
02:30-03:50pm MW
HOFF 312
Collins, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
139
24
24 L.LIB 1676 220 03 Democracy/Global Diversity-MD
02:30-03:50pm MW
HOFF 340
Wilson, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
22
21 L.LIB 1833 220 04 Democracy/Global Diversity-MD
02:30-03:20pm MWF
KEAN 011
Lammer-Heindel, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
22
21 L.LIB 1899 220 05 Democracy/Global Diversity-MD
02:30-03:50pm MW
KEAN 008
Zhu, L
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
22
22 L.LIB 1933 220 07 Democracy/Global Diversity-MD
12:30-01:50pm TTH
KEAN 009
Shadle, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
22
22 L.LIB 2172 220 08 Democracy/Global Diversity-MD
09:30-10:50
TTH
HENN 180
Budzisz, C
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
0
ARR
5 L.LIB 2399 245 OL The Irish in America-AC
Cochran, D
Oct 22 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
20
18 L.LIB 2222 305 01 Portfolio-PJ
05:00-08:00pm M
HOFF 329
Sturm, K
Aug 27 - Oct 12
NOT OPEN TO CROSS-REGISTRATION
1.0
20
19 L.LIB 2257 305 04 Portfolio-PJ
06:00-09:00pm M
HENN 350
Bell, V
Aug 27 - Oct 12
NOT OPEN TO CROSS-REGISTRATION
1.0
20
19 L.LIB 2258 305 05 Portfolio-PJ
06:00-09:00pm M
HENN 250
Parks, K
Aug 27 - Oct 12
NOT OPEN TO CROSS-REGISTRATION
1.0
20
19 L.LIB 2260 305 07 Portfolio-PJ
08:00-08:50
MWF
SCIE 049
Cooper, K
Aug 27 - Oct 12
NOT OPEN TO CROSS-REGISTRATION
1.0
20
9 L.LIB 2238 305 21 Portfolio-PJ
06:00-08:00pm TH
WAHL 143
Wathier, D
Oct 22 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
CTL STUDENTS ONLY
1.0
ATTACHMENT THEORY AND CELL PHONE USAGE
140
20
16 L.LIB 2259 305 22 Portfolio-PJ
10:00-10:50
W
WAHL 109
McCarthy-Gilmore, K
Oct 22 - Dec 7
NOT OPEN TO CROSS-REGISTRATION
1.0
20
16 L.LIB 2262 305 23 Portfolio-PJ
03:30-04:50pm T
HENN 450
Cavanagh, B
Oct 22 - Dec 7
NOT OPEN TO CROSS-REGISTRATION
1.0
25
22 L.MAT 1517 091 01 Intermediate Algebra
11:00-11:50
TWTHF
ARCE 102
Klapatauskas, K
Aug 27 - Dec 13
FIRST YEAR ONLY
4.0
25
19 L.MAT 1518 091 02 Intermediate Algebra
12:30-01:20pm MTWF
ARCE 102
Klapatauskas, K
Aug 27 - Dec 13
FIRST YEAR ONLY
4.0
25
23 L.MAT 1519 110 01 Math for Elem Teachers I
12:30-01:20pm T
HENN 270
Willis, D
Aug 27 - Dec 13
12:30-01:20pm MWF
HENN 180
ONLY FIRST YEARS & SOPHOMORES
4.0
25
19 L.MAT 1520 111 01 Math for Elem Teachers II-FM
12:30-01:20pm MTWF
SCIE 118
Keller, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
22 L.MAT 1522 113 02 College Algebra I-FM
01:30-02:20pm MWF
HENN 250
Kohlhaas, A
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
25
25 L.MAT 1523 113 03 College Algebra I-FM
08:00-08:50
MWF
HENN 270
Heidenreich, K
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
3.0
25
25 L.MAT 1524 115 01 Statistics-FM
08:00-08:50
MTWF
HENN 280
Rissler, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
4.0
25
18 L.MAT 1525 115 02 Statistics-FM
11:00-11:50
TWTHF
HENN 480
Crook,S
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
4.0
ATTACHMENT THEORY AND CELL PHONE USAGE
141
25
30 L.MAT 1526 117 01 Pre-Calculus-FM
11:00-11:50
TWTHF
HENN 070
Meyer, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
22 L.MAT 1527 117 02 Pre-Calculus-FM
12:30-01:20pm MTWF
HENN 070
Meyer, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
17 L.MAT 1528 124 01 Finite Mathematics-FM
08:00-08:50
MTWF
HENN 180
Willis, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
16 L.MAT 1529 150 01 Calc of One Variable I-FM
11:00-11:50
TWTHF
HENN 270
Kohlhaas, A
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
12 L.MAT 1530 150 02 Calc of One Variable I-FM
11:00-11:50
TWTHF
HENN 180
Willis, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
12 L.MAT 1531 150 03 Calc of One Variable I-FM
12:30-01:20pm MTWF
HENN 360
Crook,S
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
20 L.MAT 1532 160 01 Calc of One Variable II
11:00-11:50
TWTHF
HENN 350
Heidenreich, J
Aug 27 - Dec 13
4.0
25
11 L.MAT 1533 170 01 Accelerated Calc of One Var-FM
11:00-11:50
TWTHF
HENN 280
Rissler, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
ONLY FIRST YEARS & SOPHOMORES
4.0
25
14 L.MAT 1534 230 01 Discrete Mathematics
01:30-02:20pm MWF
HENN 360
Heidenreich, J
Aug 27 - Dec 13
3.0
25
8 L.MAT 2211 250 01 Linear Algebra
10:00-10:50
MWF
HENN 480
Heidenreich, J
Aug 27 - Dec 13
3.0
25
12 L.MAT 1535 260 01 Analytic Geom/Calc III
08:00-08:50
MTWF
HENN 360
Crook,S
Aug 27 - Dec 13
4.0
ATTACHMENT THEORY AND CELL PHONE USAGE
142
10
3 L.MAT 2316 295 01 Linear Programming
12:30-01:20pm MWF
HENN 470
Thompson, M
Aug 27 - Dec 13
3.0
14
8 L.MAT 1536 390 01 Seminar
02:30-03:20pm M
HENN 360
Rissler, M
Aug 27 - Dec 13
1.0
14
17 L.MAT 2182 391 01 Guided Research
01:30-02:20pm MWF
HENN 270
Meyer, J
Aug 27 - Dec 13
3.0
25
18 L.MAT 1537 450 01 Modern Algebra
09:30-10:50
TTH
HENN 360
Kohlhaas, A
Aug 27 - Dec 13
3.0
10
ARR
3.0
1 L.MAT 2392 498 01 Directed Readings
ARR ARR
Heidenreich, J
Aug 27 - Dec 13
18
9 L.MUS 1010 101 01 Music Theory I
08:00-08:50
MTWTHF
VISI 135
McConnell,M / Carroll, R
Aug 27 - Dec 13
3.0
10
ARR
6 L.MUS 1011 110 01 Applied Voice
VISI 137
Kotowich, B
Aug 27 - Dec 13
1.0
5
ARR
2 L.MUS 1012 110 02 Applied Voice
VISI 137
Kotowich, B
Aug 27 - Dec 13
2.0
15
ARR
12 L.MUS 1013 110 03 Applied Voice
VISI 138
Swanson,J / Kotowich, B
Aug 27 - Dec 13
1.0
10
ARR
5 L.MUS 1014 110 04 Applied Voice
VISI 138
Swanson,J / Kotowich, B
Aug 27 - Dec 13
2.0
10
ARR
0 L.MUS 1015 110 05 Applied Voice
VISI 137
Kotowich, B
Aug 27 - Dec 13
1.0
15
ARR
8 L.MUS 1016 121 01 Applied Piano
VISI 134
Staff / Carroll, R
Aug 27 - Dec 13
1.0
1
ARR
0 L.MUS 1017 121 02 Applied Piano
VISI 134
Staff / Carroll, R
Aug 27 - Dec 13
2.0
15
ARR
8 L.MUS 1018 121 03 Applied Piano
VISI 138
Staff / Carroll, R
Aug 27 - Dec 13
1.0
ATTACHMENT THEORY AND CELL PHONE USAGE
143
6
ARR
2 L.MUS 1019 122 01 Applied Organ
VISI 134
Pitt, D
Aug 27 - Dec 13
1.0
1
ARR
0 L.MUS 1020 122 02 Applied Organ
VISI 134
Pitt, D
Aug 27 - Dec 13
2.0
3
ARR
1 L.MUS 1021 123 01 Applied Harpsichord
VISI 135
Pitt, D
Aug 27 - Dec 13
1.0
10
ARR
1 L.MUS 1022 131 01 Applied Violin
Luke,W
Aug 27 - Dec 13
1.0
10
ARR
2 L.MUS 1023 132 01 Applied Viola
Luke,W
Aug 27 - Dec 13
1.0
10
ARR
1 L.MUS 1024 133 01 Applied Cello
Luke,W
Aug 27 - Dec 13
1.0
10
ARR
2 L.MUS 1025 134 01 Applied String Bass
Luke,W
Aug 27 - Dec 13
1.0
24
ARR
18 L.MUS 1029 135 01 Applied Guitar
ARR ARR
McConnell,M
Aug 27 - Dec 13
1.0
10
ARR
3 L.MUS 1030 141 01 Applied Flute
ARR ARR
Staff
Aug 27 - Dec 13
1.0
4
ARR
0 L.MUS 1031 142 01 Applied Oboe
ARR ARR
Omarzu,M
Aug 27 - Dec 13
1.0
10
ARR
2 L.MUS 1034 143 01 Applied Clarinet
Omarzu,M
Aug 27 - Dec 13
1.0
10
ARR
1 L.MUS 1033 144 01 Applied Saxophone
ARR ARR
Omarzu,M
Aug 27 - Dec 13
1.0
4
ARR
0 L.MUS 1035 145 01 Applied Bassoon
Omarzu,M
Aug 27 - Dec 13
1.0
8
ARR
2 L.MUS 1036 151 01 Applied Trumpet
VISI 130
Pohland, G
Aug 27 - Dec 13
1.0
ATTACHMENT THEORY AND CELL PHONE USAGE
144
10
ARR
0 L.MUS 1037 152 01 Applied French Horn
VISI 130
Pohland, G
Aug 27 - Dec 13
1.0
8
ARR
0 L.MUS 1038 153 01 Applied Trombone
VISI 130
Pohland, G
Aug 27 - Dec 13
1.0
8
ARR
2 L.MUS 1039 154 01 Applied Baritone
VISI 130
Pohland, G
Aug 27 - Dec 13
1.0
8
ARR
2 L.MUS 1040 155 01 Applied Tuba
VISI 130
Pohland, G
Aug 27 - Dec 13
1.0
12
ARR
4 L.MUS 1041 160 01 Applied Percussion
ARR ARR
Iwasaki, M
Aug 27 - Dec 13
1.0
12
5 L.MUS 1042 176 01 Brass Techniques
09:00-09:50
F
VISI 226
Pohland, G
Aug 27 - Dec 13
1.0
70
36 L.MUS 1091 181 01 Wind Ensemble
07:00-08:50pm TTH
VISI 236
Pohland, G
Aug 27 - Dec 13
1.0
25
13 L.MUS 1092 182 01 Jazz Ensemble
06:00-06:50pm TTH
VISI 226
Pohland, G
Aug 27 - Dec 13
REQUIRES AUDITION
1.0
90
55 L.MUS 1044 183 01 Loras Concert Choir
03:30-04:50pm TTH
VISI 236
Kotowich, B
Aug 27 - Dec 13
1.0
24
16 L.MUS 1093 184 01 Chamber Singers
04:30-05:50pm MW
VISI 236
Kotowich, B
Aug 27 - Dec 13
REQUIRES AUDITION
1.0
42
16 L.MUS 1094 185 01 Bella Voce
03:30-04:20pm MW
VISI 236
Kotowich, B
Aug 27 - Dec 13
REQUIRES AUDITION
1.0
36
8 L.MUS 1095 186 01 Con Brio
05:00-05:50pm TTH
VISI 236
Kotowich, B
Aug 27 - Dec 13
REQUIRES AUDITION
1.0
25
18 L.MUS 2310 252 01 Music Appreciation-AA
10:00-10:50
MWF
VISI 226
Swanson,J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
12
TTH
7 L.MUS 1046 309 01 Orchestration
VISI 226
Pohland, G
Aug 27 - Dec 13
145
2.0
18
6 L.MUS 1047 315 01 History & Lit of Music III
08:00-08:50
MWF
VISI 226
Pohland, G
Aug 27 - Dec 13
3.0
25
24 L.MUS 1048 321 01 History of Sacred Music-AA
09:30-10:50
TTH
VISI 236
Kotowich, B
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
1
ARR
1.0
1 L.MUS 2569 395 01 Liturgical Music Capstone
Kotowich, B
Aug 27 - Dec 13
16
14 L.PHE 1349 072 01 Racquet Sports
10:00-10:50
MW
GRAB CT3
Tebon, C
Aug 27 - Dec 13
1.0
25
23 L.PHE 1350 074 01 Team Sports I
11:00-11:50
TTH
GRAB CT1
Tebon, C
Aug 27 - Dec 13
1.0
15
12 L.PHE 1355 079 01 Swimming
02:00-02:50pm MW
POOL POOL
Colin, D
Aug 27 - Dec 13
1.0
25
19 L.PHE 1356 121 01 Personal/Comm Health Educ
3.0
12:30-01:20pm MWF
ROHL 143
Riley, H
Aug 27 - Dec 13
Community Based Learning Required-Contact
Instructor for Info
25
24 L.PHE 1357 135 01 Sports Officiating
08:00-09:20
TTH
ROHL 127
Tebon, C
Aug 27 - Dec 13
3.0
25
17 L.PHE 9738 150 01 Intro to Kinesiology
08:00-08:50
MWF
GRAB 206
Kult, T
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
22 L.PHE 1358 150 02 Intro to Kinesiology
09:00-09:50
MWF
ROHL 143
Sazama, D
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
7 L.PHE 1359 205 01 Intro Teaching PE Elementary
3.0
09:30-10:50
TTH
ROHL 127
Riley, H
Aug 27 - Dec 13
09:30-10:50
TTH
GRAB CTS
Community Based Learning Required-Contact
Instructor for Info
ATTACHMENT THEORY AND CELL PHONE USAGE
25
24 L.PHE 1360 244 01 Theory of Coaching
10:00-10:50
MWF
ROHL 143
Dodds, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
PE & SPORT SCIENCE MAJORS ONLY
146
3.0
25
6 L.PHE 1361 340 01 Curriculum & Admin of PE
3.0
01:30-02:20pm MWF
ROHL 127
Sazama, D
Aug 27 - Dec 13
Community Based Learning Required-Contact
Instructor for Info
25
9 L.PHE 1363 465 01 Sec Physical Educ Methods
3.0
08:00-09:20
TTH
HENN 450
Sazama, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
Community Based Learning Required-Contact
Instructor for Info
15
2 L.PHE 1364 493 01 Practicum in PE & Coaching
3.0
06:00-06:50pm T
GRAB 206
Tebon, C
Aug 27 - Dec 13
PE & SPORT SCIENCE MAJORS ONLY
JUNIORS & SENIORS ONLY
Community Based Learning Required-Contact
Instructor for Info
15
ARR
2 L.PHE 2133 493 02 Practicum in PE & Coaching
3.0
ARR ARR
Kult, T
Aug 27 - Dec 13
PE & SPORT SCIENCE MAJORS ONLY
JUNIORS & SENIORS ONLY
INSTRUCTOR PERMISSION REQUIRED
Community Based Learning Required-Contact
Instructor for Info
20
16 L.PHI 1831 101 01 Critical Reasoning
09:00-09:50
MWF
KEAN 011
Lammer-Heindel, C
Aug 27 - Dec 13
3.0
25
18 L.PHI 1829 222 01 Modern Philosophy
08:00-09:20
TTH
KEAN 008
Joensen, W
Aug 27 - Dec 13
3.0
25
23 L.PHI 1825 311 01 Business Ethics-AV
06:00-09:00pm W
ARCE 102
Ciapalo, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
25 L.PHI 1826 313 01 Environmental Ethics-HV
3.0
11:00-12:20pm TTH
KEAN 011
Ciapalo, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.CHE-262-02
Clustered with L.CHE 1334 262 02 Globl WarmingFact/Fiction-HV
ATTACHMENT THEORY AND CELL PHONE USAGE
147
20
18 L.PHI 1827 317 01 Ethics & New Genetics-HV
3.0
06:00-09:00pm T
HENN 250
Idziak, J
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.BIO-273-01
Clustered with L.BIO 2115 273 01 Human GeneticsHV
20
22 L.PHY 1538 208 01 Astronomy-HI
4.0
06:00-08:50pm MTH
SCIE 242
McLaughlin, Ken
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
MUST REGISTER FOR COREQUISITE: L.GRS-395-01
Clustered with L.GRS 2180 395 01 Mythology & the
Cosmos-HI
52
50 L.PHY 1539 210 01 Elements Physics I
4.0
01:30-02:20pm MWF
SCIE 128
Thompson, K
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.PHY-290
20
16 L.PHY 1540 223 01 Physics Scientist/Engineers I
5.0
12:30-01:20pm MTWF
SCIE 242
McLaughlin, Ken
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.PHY-290
18
17 L.PHY 1541 290 01 Intro Physics Lab I
0.0
08:00-10:50
TH
SCIE 122
Neebel, D
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.PHY-210*L.PHY223
18
15 L.PHY 1542 290 02 Intro Physics Lab I
0.0
12:30-03:20pm TH
SCIE 122
Thompson, K
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.PHY-210*L.PHY223
18
16 L.PHY 1543 290 03 Intro Physics Lab I
0.0
02:30-05:20pm W
SCIE 122
McLaughlin, Ken
Aug 27 - Dec 13
MUST REGISTER FOR COREQUISITE: L.PHY-210*L.PHY223
18
18 L.PHY 2287 290 04 Intro Physics Lab I
02:00-04:50pm T
SCIE 122
Thompson, K
Aug 27 - Dec 13
0.0
30
28 L.POL 1903 101 01 Issues in American Politics
01:30-02:20pm MWF
HOFF 511
Cochran, D
Aug 27 - Dec 13
3.0
30
15 L.POL 1904 101 02 Issues in American Politics
02:30-03:20pm MWF
HOFF 511
Cochran, D
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
148
24
12 L.POL 2278 121 01 Issues in Global Politics
09:30-10:50
TTH
SMYT 102
Darr,B
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
14 L.POL 1905 131 01 Found Western Political Thgt
10:00-10:50
MWF
HOFF 312
Cochran, D
Aug 27 - Dec 13
3.0
25
9 L.POL 1906 201 01 Campaigns & Elections
06:30-09:30pm T
HOFF 112
Budzisz, C
Aug 27 - Dec 13
3.0
25
11 L.POL 1907 211 01 Comparative Politics
09:00-09:50
MWF
SMYT 102
Darr,B
Aug 27 - Dec 13
3.0
25
8 L.POL 1908 301 01 Constitutional Law
02:00-03:20pm TTH
HOFF 311
Budzisz, C
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
24
5 L.POL 1909 314 01 Politics in Developing World
12:30-01:50pm TTH
SMYT 102
Darr,B
Aug 27 - Dec 13
3.0
25
3 L.POL 2270 395 02 Moot Court
06:00-08:00pm M
ARCE 402
Merkel,D
Aug 27 - Dec 13
2.0
25
ARR
2 L.POL 2271 490 01 Senior Seminar
ARR ARR
Budzisz, C
Aug 27 - Dec 13
3.0
30
28 L.PSY 2011 101 01 Introductory Psychology
09:00-09:50
MWF
HENN 180
Bagley,S
Aug 27 - Dec 13
3.0
30
26 L.PSY 2012 101 02 Introductory Psychology
12:30-01:20pm MWF
HENN 280
Bagley,S
Aug 27 - Dec 13
3.0
30
28 L.PSY 2013 101 03 Introductory Psychology
01:30-02:20pm MWF
HENN 070
Hopper, M
Aug 27 - Dec 13
3.0
25
25 L.PSY 2014 121 01 Developmental Psych
10:00-10:50
MWF
HENN 350
Grinde, L
Aug 27 - Dec 13
3.0
25
22 L.PSY 2015 121 02 Developmental Psych
12:30-01:50pm TTH
HENN 280
Johnson, M
Aug 27 - Dec 13
3.0
25
23 L.PSY 2016 121 03 Developmental Psych
02:30-03:50pm MW
HENN 070
Dunn, R
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
149
25
24 L.PSY 2179 121 04 Developmental Psych
02:00-03:20pm TTH
HENN 250
Homb,J
Aug 27 - Dec 13
3.0
20
24 L.PSY 2017 211 01 Res Methods & Statistics I
11:00-11:50
TWTHF
HENN 250
Grinde, L
Aug 27 - Dec 13
4.0
25
24 L.PSY 2018 221 01 Abnormal Psychology
09:30-10:50
TTH
HENN 270
Dunn, R
Aug 27 - Dec 13
3.0
25
22 L.PSY 2019 221 02 Abnormal Psychology
02:00-03:20pm TTH
HENN 070
Dunn, R
Aug 27 - Dec 13
3.0
20
21 L.PSY 2020 231 01 Sensation & Perception
08:00-09:20
TTH
HENN 270
Bagley,S
Aug 27 - Dec 13
3.0
25
24 L.PSY 2021 252 01 Positive Psychology-AI
12:30-01:50pm TTH
HENN 350
Hopper, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
20
18 L.PSY 2034 265 01 Psychology As a Profession
01:30-02:20pm W
HENN 280
Johnson, M
Aug 27 - Dec 13
1.0
30
27 L.PSY 2035 332 01 Learning & Cognition
10:00-10:50
MWF
HENN 070
Hopper, M
Aug 27 - Dec 13
3.0
12
11 L.PSY 2377 345 01 Neurobiology
09:00-09:50
MWF
SCIE 014
Jarcho,M
Aug 27 - Dec 13
03:30-05:20pm T
SCIE 014
3.0
20
ARR
9 L.PSY 2036 351 01 Adv Research Methods
ARR ARR
Grinde, L
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
1.0
25
ARR
3 L.PSY 2378 390 01 Psych Peer Assistantship
TBA TBA
Hopper, M
Aug 27 - Dec 13
INSTRUCTOR PERMISSION REQUIRED
1.0
4
ARR
2 L.PSY 2037 394 01 Internship
HENN 480
Johnson, M
Aug 27 - Dec 13
1.0
4
ARR
3 L.PSY 2038 394 02 Internship
HENN 480
Johnson, M
Aug 27 - Dec 13
2.0
ATTACHMENT THEORY AND CELL PHONE USAGE
4
ARR
2 L.PSY 2039 394 03 Internship
HENN 480
Johnson, M
Aug 27 - Dec 13
150
3.0
15
16 L.PSY 2230 435 01 Addictions
05:15-06:35pm MW
HENN 280
Schwab,A / Hopper, M
Aug 27 - Dec 13
JUNIORS & SENIORS ONLY
INSTRUCTOR PERMISSION REQUIRED
3.0
25
18 L.PSY 2040 490 01 Senior Seminar
09:30-10:50
TTH
HENN 280
Johnson, M
Aug 27 - Dec 13
3.0
15
9 L.PSY 2041 612 01 Ethics/Prof Standards
04:00-07:00pm W
HENN 180
Johnson, M
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
3.0
18
6 L.PSY 2042 615 01 Intro Psych Test/Meas
06:00-09:00pm T
HENN 180
Hopper, C
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
3.0
18
16 L.PSY 2043 625 01 Psychopathology
06:00-09:00pm TH
HENN 180
Nemmers, J
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
3.0
18
11 L.PSY 2044 633 01 Physiological Psychology
04:00-07:00pm M
HENN 180
Hopper, M
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
3.0
10
5 L.PSY 2300 645 01 Risk Assessment
07:00-10:00pm W
HENN 350
Bell, V
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
3.0
10
3 L.PSY 2045 694
07:00-09:00pm M
01 Practicum
Dalsing, D
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
NEED 12 GR PSY CREDS PRIOR TO REG
3.0
1 L.PSY 2046 696 01 Supvsed Clinical Internship I
ARR ARR
Dalsing, D
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
NEED 12 GR PSY CREDS PRIOR TO REG
3.0
10
ARR
30
18 L.REL 1925 112 01 Intro Theology & Rel Studies
10:00-10:50
MWF
KEAN 008
Osheim, A
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
151
25
15 L.REL 2109 261 01 Christ & Culture-AC
01:30-02:20pm MWF
SMYT 102
Pitt, D
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
25 L.REL 1934 272 01 Christian Sexual Morality-AV
10:00-10:50
MWF
KEAN 009
Shadle, M
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
20
14 L.REL 2110 295 01 Religion and Consumer Culture
06:30-09:30pm T
SMYT 102
Darr,C
Aug 27 - Dec 13
3.0
25
16 L.REL 1828 391 01 The Catholic Heritage
08:00-09:20
TTH
KEAN 011
Idziak, J
Aug 27 - Dec 13
3.0
15
ARR
0 L.REL 1943 491 01 Thesis Writing
Waldmeir, J
Aug 27 - Dec 13
SENIORS ONLY
RELIGIOUS STUDIES MAJORS ONLY
3.0
10
ARR
1 L.REL 1944 493 01 Practicum Parish Ministry
Waldmeir, J
Aug 27 - Dec 13
SENIORS ONLY
RELIGIOUS STUDIES MAJORS ONLY
6.0
10
ARR
1 L.REL 2384 498 01 Directed Readings
ARR ARR
Waldmeir, J
Aug 27 - Dec 13
RELIGIOUS STUDIES MAJORS ONLY
3.0
20
7 L.REL 1924 653 01 Catechesis & Faith Development
09:30-03:30pm S
SMYT 102
Osheim, A
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
3.0
10
ARR
0 L.REL 1926 680 01 Thesis
Osheim, A
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
1 L.REL 1931 680 02 Thesis
Pitt, D
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
0 L.REL 1936 680 03 Thesis
Shadle, M
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
ATTACHMENT THEORY AND CELL PHONE USAGE
152
10
ARR
0 L.REL 1940 680 04 Thesis
Wathier, D
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
1 L.REL 1945 680 05 Thesis
Waldmeir, J
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
0 L.REL 1927 683 01 Practicum Project
Osheim, A
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
0 L.REL 1932 683 02 Practicum Project
Pitt, D
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
0 L.REL 1937 683 03 Practicum Project
Shadle, M
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
0 L.REL 1941 683 04 Practicum Project
Wathier, D
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
0 L.REL 1946 683 05 Practicum Project
Waldmeir, J
Aug 27 - Dec 13
GRADUATE STUDENTS ONLY
WRITTEN APPROVAL DIR OF CAPSTONE
6.0
10
ARR
1 L.REL 2375 699 01 Directed Readings
ARR ARR
Wathier, D
Aug 27 - Dec 13
3.0
25
20 L.SCW 1797 130 01 Intro Social Welfare
09:00-09:50
MWF
HENN 250
Cavanagh, B
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
25 L.SCW 1798 130 02 Intro Social Welfare
10:00-10:50
MWF
HENN 180
Bechen, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
153
25
10 L.SCW 1799 231 01 Human Behav & Soc Environmt
09:30-10:50
TTH
HENN 480
Fett, N
Aug 27 - Dec 13
3.0
25
7 L.SCW 1800 346 01 Social Work Practice I
12:30-01:50pm TTH
HENN 480
Cavanagh, B
Aug 27 - Dec 13
3.0
25
10 L.SCW 1801 347 01 Social Work Practice II
12:30-01:50pm TTH
HENN 180
Bechen, M
Aug 27 - Dec 13
3.0
25
16 L.SCW 1802 348 01 Social Work Practice III
09:00-09:50
MWF
HENN 360
Fett, N
Aug 27 - Dec 13
3.0
10
ARR
3.0
1 L.SCW 2383 394 01 Internship
ARR ARR
Fett, N
Aug 27 - Dec 13
20
9 L.SCW 1808 395 01 Career Options in SW Field
10:00-10:50
MWF
HENN 445
Fett, N
Aug 27 - Dec 13
3.0
25
0 L.SCW 1805 446 01 Field Instruction
4.5
08:00-09:50
F
HENN 445
Fett, N
Aug 27 - Dec 13
SOCIAL WORK MAJORS ONLY
Community Based Learning Required-Contact
Instructor for Info
25
0 L.SCW 1806 447 01 Field Instruction
08:00-09:50
F
HENN 445
Fett, N
Aug 27 - Dec 13
SOCIAL WORK MAJORS ONLY
4.5
25
0 L.SCW 1807 448 01 Field Instruction
9.0
08:00-09:50
F
HENN 445
Fett, N
Aug 27 - Dec 13
SOCIAL WORK MAJORS ONLY
Community Based Learning Required-Contact
Instructor for Info
10
ARR
1 L.SCW 2367 498 01 Directed Readings
ARR ARR
Cavanagh, B
Aug 27 - Dec 13
3.0
29
28 L.SMG 1365 150 01 Intro Sport Management
3.0
08:00-08:50
MWF
ROHL 143
Garrett, M
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
Community Based Learning Required-Contact
Instructor for Info
25
14 L.SMG 1366 240 01 Sport & Society
12:30-01:50pm TTH
ROHL 143
Marx,A
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
154
25
25 L.SMG 1367 270 01 Ethics in Sports-AV
12:30-01:50pm TTH
KEAN 011
Ciapalo, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
23 L.SMG 1751 280 01 Women in Sport-AI
09:30-10:50
TTH
ROHL 143
Marx,A
Aug 27 - Dec 13
3.0
25
8 L.SMG 1368 294
03:30-04:20pm M
01 Level-2 Internship Sport Mgmt
Garrett, M
Aug 27 - Dec 13
MINIMUM GPA OF 2.0 REQUIRED
3.0
0 L.SMG 2396 294 02 Level-2 Internship Sport Mgmt
Garrett, M
Aug 27 - Dec 13
MINIMUM GPA OF 2.0 REQUIRED
6.0
15
ARR
25
25 L.SMG 1369 345 01 Adm Athletic & Rec Facilities
12:30-01:20pm MWF
HENN 270
Marx,A
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
20 L.SMG 2135 450 01 Finance & Fund Raising
02:30-03:50pm MW
ROHL 143
Marx,A
Aug 27 - Dec 13
JUNIORS & SENIORS ONLY
3.0
25
26 L.SMG 2136 468 01 Sports Marketing
3.0
08:00-09:20
TTH
ROHL 143
Garrett, M
Aug 27 - Dec 13
JUNIORS & SENIORS ONLY
Community Based Learning Required-Contact
Instructor for Info
10
1 L.SMG 2137 492
03:30-04:20pm M
01 Lev 3 Field Experience Spt Mgt
Garrett, M
Aug 27 - Dec 13
JUNIORS & SENIORS ONLY
SENIORS ONLY
9.0
10
0 L.SMG 2138 492
03:30-04:20pm M
02 Lev 3 Field Experience Spt Mgt
Garrett, M
Aug 27 - Dec 13
JUNIORS & SENIORS ONLY
SENIORS ONLY
12.0
30
28 L.SOC 1911 115 01 Intro to Sociology
09:00-09:50
MWF
HENN 280
Anderson, R
Aug 27 - Dec 13
Has Not Taken L.SOC-101
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
155
30
29 L.SOC 1914 115 02 Intro to Sociology
10:00-10:50
MWF
SCIE 134
Garoutte, L
Aug 27 - Dec 13
Has Not Taken L.SOC-101
3.0
30
14 L.SOC 1915 115 03 Intro to Sociology
12:30-01:20pm MWF
SCIE 125
Garoutte, L
Aug 27 - Dec 13
Has Not Taken L.SOC-101
3.0
25
25 L.SOC 1912 240 01 Gender & Society
10:00-10:50
MWF
HENN 280
Anderson, R
Aug 27 - Dec 13
3.0
25
25 L.SOC 1913 254 01 Race & Ethnicity-AC
08:00-09:20
TTH
HENN 070
Anderson, R
Aug 27 - Dec 13
NOT OPEN TO CROSS-REGISTRATION
3.0
25
26 L.SOC 1916 295 01 Aryan Societies
02:00-03:20pm TTH
HENN 180
Garoutte, L
Aug 27 - Dec 13
3.0
25
12 L.SOC 1917 333 01 Statistical Analysis
10:00-10:50
MWF
HENN 360
Parks, K
Aug 27 - Dec 13
3.0
25
20 L.SOC 1919 336 01 Classical Sociological Theory
09:30-10:50
TTH
SCIE 125
Garoutte, L
Aug 27 - Dec 13
3.0
25
20 L.SOC 1918 340 01 Social Demography
12:30-01:50pm TTH
HENN 450
Parks, K
Aug 27 - Dec 13
3.0
25
ARR
4 L.SOC 2370 395 01 Contemporary Urban Issues
ARR ARR
Finnegan, F
Aug 27 - Dec 13
3.0
10
ARR
1 L.SOC 2364 398 01 Emperical Research
ARR ARR
Garoutte, L
Aug 27 - Dec 13
4.0
10
ARR
1 L.SOC 2389 498 01 Directed Readings
ARR ARR
Anderson, R
Aug 27 - Dec 13
3.0
18
14 L.SPA 1700 110 01 Beginning Spanish I
09:00-09:50
MWF
WAHL 101
Livingston, D
Aug 27 - Dec 13
4.0
18
14 L.SPA 1701 210 01 Intermediate Spanish I
12:30-01:20pm MWF
WAHL 143
Jeffries, K
Aug 27 - Dec 13
3.0
ATTACHMENT THEORY AND CELL PHONE USAGE
156
18
17 L.SPA 1702 210 02 Intermediate Spanish I
01:30-02:20pm MWF
WAHL 143
Jeffries, K
Aug 27 - Dec 13
3.0
18
12 L.SPA 1703 270 01 Adv Communicative Modes
09:30-10:50
TTH
WAHL 101
McCarthy-Gilmore, K
Aug 27 - Dec 13
3.0
18
12 L.SPA 1704 270 02 Adv Communicative Modes
02:00-03:20pm TTH
WAHL 109
McCarthy-Gilmore, K
Aug 27 - Dec 13
3.0
18
10 L.SPA 2337 270 03 Adv Communicative Modes
09:30-10:50
TTH
HOFF 136
Livingston, D
Aug 27 - Dec 13
3.0
18
13 L.SPA 1705 350 01 El Mundo Hispano
10:00-10:50
MWF
WAHL 143
Livingston, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
18
11 L.SPA 1706 350 02 El Mundo Hispano
01:00-01:50pm MWF
WAHL 101
Livingston, D
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
18
9 L.SPA 1707 460 01 Themes in Literature
12:30-01:50pm TTH
WAHL 109
Jeffries, K
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
30
26 L.SSC 2139 140 01 First Aid & Emergency Care
10:00-10:50
MWF
GRAB 206
Kamm,C
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
30
29 L.SSC 2140 140 02 First Aid & Emergency Care
01:30-02:20pm MWF
ROHL 143
Homan,K
Aug 27 - Dec 13
ONLY FIRST YEARS & SOPHOMORES
3.0
25
26 L.SSC 2141 145 01 Nutrition
12:30-01:20pm MWF
HOFF 112
Kult, T
Aug 27 - Dec 13
3.0
25
25 L.SSC 2142 145 02 Nutrition
02:30-03:20pm MWF
GRAB 206
Kult, T
Aug 27 - Dec 13
3.0
25
24 L.SSC 2143 230 01 Anat/Phys I Musculoskeletal
08:00-08:50
MWF
HENN 070
Johnson, D / Glover, S
Aug 27 - Dec 13
11:00-12:20pm T
SCIE 134
NOT OPEN TO FIRST YEAR STUDENTS
4.0
ATTACHMENT THEORY AND CELL PHONE USAGE
157
25
23 L.SSC 2144 230 02 Anat/Phys I Musculoskeletal
08:00-08:50
MWF
HENN 070
Johnson, D / Glover, S
Aug 27 - Dec 13
11:00-12:20pm TH
SCIE 134
NOT OPEN TO FIRST YEAR STUDENTS
4.0
15
14 L.SSC 2145 322 01 Physiology of Exercise
09:00-09:50
MWF
GRAB 206
Glover, S
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
15
15 L.SSC 2146 322 02 Physiology of Exercise
12:30-01:20pm MWF
GRAB 206
Glover, S
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
15
12 L.SSC 2147 322 03 Physiology of Exercise
01:30-02:20pm MWF
GRAB 206
Glover, S
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
25
26 L.SSC 2148 344 01 Theory Strength Train & Condit
08:00-09:20
TTH
GRAB 206
Kult, T
Aug 27 - Dec 13
NOT OPEN TO FIRST YEAR STUDENTS
3.0
10
ARR
0 L.SSC 2149 492 01 Internship in Sport Science
GRAB 206
Glover, S
Aug 27 - Dec 13
SENIORS ONLY
INSTRUCTOR PERMISSION REQUIRED
2.0
10
ARR
3 L.SSC 2150 492 02 Internship in Sport Science
GRAB 206
Glover, S
Aug 27 - Dec 13
SENIORS ONLY
INSTRUCTOR PERMISSION REQUIRED
3.0
10
ARR
0 L.SSC 2151 492 03 Internship in Sport Science
GRAB 206
Glover, S
Aug 27 - Dec 13
SENIORS ONLY
INSTRUCTOR PERMISSION REQUIRED
4.0
16
18 L.SSE 2185 094 01 Learning Strategies
10:00-10:50
MW
ARCE 402
L. Gallagher
Aug 27 - Dec 13
ENHANCED PROGRAM STUDENTS ONLY
2.0
ATTACHMENT THEORY AND CELL PHONE USAGE
Appendix D
158
ATTACHMENT THEORY AND CELL PHONE USAGE
159
ATTACHMENT THEORY AND CELL PHONE USAGE
Appendix E
160
ATTACHMENT THEORY AND CELL PHONE USAGE
161
Questionnaire code book
1. What is your gender? (A)
Male (1)
Female (2)
2. What year are you in college? (B)
A.) First year (1)
B.) Sophomore(2)
C.) Junior (3)
D.) Senior (4)
3. At what age did you first get a cell phone? (C)
A) 8-10 (1)
B) 11-13 (2)
C) 14-16 (3)
D) 17-19 (4)
E) 20-22 (5)
F) 23+ (6)
G) N/A (7)
4. I would find it odd for someone to not have a cell phone. (D)
Strongly Agree (1)
Agree (2)
5. I carry my phone with me at all times. (E)
N/A (3)
Disagree(4) Strongly Disagree (5)
ATTACHMENT THEORY AND CELL PHONE USAGE
Yes
(1)
No (2)
6. I use Internet on my phone multiple times a day. (F)
Strongly Agree (1)
Agree (2)
N/A (3)
Disagree (4) Strongly Disagree (5)
7. I couldn’t go back to a cell phone without Internet. (G)
Strongly Agree (1)
Agree (2) N/A (3) Disagree (4) Strongly Disagree (5)
8. Is your phone considered a smart phone? (A smartphone is a device that combines a
phone with the capabilities of a handheld computer, typically offering Internet access,
data storage, e-mail capabilities, applications, etc.) (H)
Yes
(1)
No (2)
9. I use my cell phone to avoid awkward situations (ex. elevators with strangers). (I)
Strongly Agree (1)
Agree (2)
N/A (3)
Disagree (4) Strongly Disagree (5)
10. I feel anxious when I do not have my cell phone with me. (J)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
162
ATTACHMENT THEORY AND CELL PHONE USAGE
163
11. I usually turn my phone off at some point during the day. (K)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
12. I would rather text then call someone. (L)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
13. In a typical day I use my cell phone for more than texting and calling.(M)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
14. I text when I know I shouldn’t (ex: class, work, dinner) (N)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
15. I like using my phone because I can contact family, significant others, and friends. (O)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
ATTACHMENT THEORY AND CELL PHONE USAGE
164
16. I feel I must constantly check my phone because family, significant others and friends
might be mad if I do not respond right away.(P)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
17. Have you ever used your cell phone is an emergency situation? (Q)
Yes (1)
No (2)
18. Do you believe your phone helps you stay connected with others (friends, family, peers,
teachers, etc.)? (R)
Yes
(1)
No (2)
19. Have you ever used you cell phone to cheat in a classroom? (S)
Yes (1)
No (2)
20. I feel safe knowing I have my cell phone with me.(T)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
21. I believe day to day life would be very difficult without my cell phone (U)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
ATTACHMENT THEORY AND CELL PHONE USAGE
22. I constantly check my cell phone when there is no reason to look at it. (V)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
23. How many hours a day would you say you are on your phone? (W)
A) 0 (1)
B) 1-2 (2) C) 3-5 (3)
D) 6-10 (4) E) More than 10 hours a day (5)
24. I believe I am disconnected to the world when I do not have my phone. (X)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
25. I would consider myself to be attached to my phone. (Y)
Strongly Agree (1) Agree (2)
N/A (3) Disagree (4) Strongly Disagree (5)
165