Course Syllabus
PSYC101 101
Introduction to Psychology
Fall 2012
Mondays, 4:20 p.m. – 6:50 p.m.
Room LA2110
Instructor: N. Sabet
Office: LA2107 - Hours: By appointment before and after class
Virtual Office: http://www.sabet.org/psyc/
E-Mail: psyc@sabet.org
Phone: 410.704.2709
DESCRIPTION
This course provides an introduction to the field of psychology including the philosophical/historical bases, research methodologies, and selected major content areas. Issues and topics explored include: mind, behavior, and science; biopsychology; states of mind; psychological development; sensation and perception; learning; memory; thinking and intelligence; emotion and motivation; stress, health, and wellbeing; personality; psychopathology; therapies for mental disorder; and social psychology.
LEARNING GOALS, OBJECTIVES, AND EXPECTED OUTCOMES
The learning goals and objectives of this course are as follows. These are skills that you will have an opportunity to develop and master over the course of this semester.
1. Articulate relevant basic assumptions, concepts, theoretical constructs and factual information of the social and behavior sciences.
2. Demonstrate an understanding of relevant social and behavioral science methodologies.
3. Apply appropriate problem-solving skills in discipline specific contexts.
4. Apply disciplinary knowledge from the social and behavioral sciences to contemporary ethical or social issues.
REQUIRED TEXTS AND MATERIALS
Zimbardo, P. G., Johnson, R. L.., & McCann, V. (2012). Psychology: Core concepts (7th ed.). Boston,
MA: Pearson.
Three Scantron forms (No. F-289) – Available at the bookstore, and #2 medium pencils
Access to Microsoft Word and a functioning @students.towson.edu e-mail. Note: Other file formats including Word Perfect or Microsoft Works are unacceptable.
OPTIONAL REFERENCE MATERIAL
The text's Companion Website accessible via: http://wps.ablongman.com/ab_intropsych_studysite_1/214/54899/14054392.cw/index.html
Study Guide for Psychology: Core Concepts, 7th Edition and MyPsychLab
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PSYC101 ’s companion Website at: http://www.sabet.org/psyc/
American Psychological Association. ( 2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Sabet, N. (2006). Effective professional writing . MD: Author. (Accessible via PSYC101 ’s companion
Website)
Optional and supplementary readings will be suggested throughout the term.
TEACHING STRATEGIES AND EXPECTATIONS
This course will be conducted primarily with lectures and discussions of text and outside materials.
Analyses and discussions of current research and practices will provide insights and practical examples of the conceptual and theoretical aspects of psychology.
About PSYC101
PSYC101 uncovers the "base" of the psychology iceberg. Students will definitely encounter and relate of the material to an assortment of real-life situations for many years to come - if not a lifetime
Upon the conclusion of each chapter, students are expected to be able to associate the material to real-life situations just like math students are expected to apply an algebraic equation when they walk out of the classroom and into the grocery store following the module on that particular formula.
Certainly, refinement and fine-tuning will happen with experience but this does not absolve students from comprehending the material as they encounter them in PSYC101. While the course provides ample examples and assignments to reinforce the material, students' abilities will enhance with each new - actual - experience in the future.
Generally, for undergraduate courses, one credit is equivalent to an average of three hours of learning effort per week over a semester. In other words, an average student taking a semesterlong 3-credit course should expect to spend 9 hours a week on course work to achieve an average grade. As it happens, success in PSYC101 requires much less time. However, to ensure favorable grades, students should commit to remaining consistent throughout the term.
Each individual has his or her style of learning and must find a way to cope with the course content but while memorization may work with courses like Shakespearean Literature and
Ancient History, it is a defeatist strategy for PSYC101. This sort of material should be read and understood; then walked around with, chewed and mulled over, contemplated and pondered upon, and digested to enable students to discern the appropriateness and applicability of each concept as well as facilitate its actual application when the situation requires it.
About the Textbook
Neither the lectures, nor the chapter reading assignments are sufficient by themselves for success in the course. Lectures, discussions, and activities are intended to supplement and enhance the reading assignments. They are not meant to replace them.
Our text provides a comprehensive view of psychology. The information is indeed "must know" for those interested in the field. Chapter learning outcomes should guide you as you approach the material.
Textbooks are normally "encoded " in the author's language. Students are expected to “decode” the contents (i.e., translate them into what is comprehensible to them) and be able to discern between the basic (mustknow) concepts and "the fillers.” Each chapter’s learning objectives and summaries can help you target your learning. In addition, the Study Guide and resources
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available at the textbook’s Companion Website at http://wps.ablongman.com/ab_intropsych_studysite_1/ can help with further synthesis.
About the Exams
PSYC101 ’s exams gauge students' comprehension and their ability to apply the material.
The material is presented incrementally over a semester and each exam is on a specific portion of the course. Those who pace themselves will have ample time to process and synthesize each section. Of course, piling things until the eleventh hour can affect the outcome of any test.
I am ethically bound to you, to the University, and to the society at large, to ensure that you have mastered the course before issuing passing grades. The project involves using the text and outside resources. Closed-book tests are my way of ensuring that you will not require your textbooks and/or notes when you ultimately need to apply the objectives of the course.
Psychologists often do not have the luxury (time, availability, etc.) of referencing a book or notes to familiarize themselves with the basic concepts each time they make decisions that impact their careers and organizations.
Therefore, it is imperative that you be able to do some critical thinking of your own. This is only possible if you grasp the underlying concepts, processes, etc. and can modify and apply them to different situations.
COURSE REQUIREMENTS
The overall course grade is based on multiple measures of performance. All exams and the project must be attempted in order to receive a passing grade in the course.
1. Exams (60%) - Three exams will be administered: Exam questions may be in multiple choice, true or false, and short answer format and may involve additional at-home activities such as arriving at questions and chapter summaries. Each exam’s actual format, number of questions, and other particulars will be announced at the session preceding that exam.
In light of the one session per week nature of the class, each exam will be reviewed immediately following its administration for continuity and while still fresh in memory. Although students will have the opportunity to determine their informal grades then, final grades will be based only on formal exam grades after I have reviewed and graded the exams.
2. Diary of observations and insights (20%) – For Weeks 2 through 13 (the 9/10 session through the 11/26 session,) keep a weekly diary of observations and insights about the experiences that you have had in this class - including readings, class discussions, and relevant outside work experiences and observations.
Diaries must include one entry of no less than one page and no more than two pages for each of those 12 weeks and follow the current American Psychological Association’s (APA) writing style and formatting guidelines. (Note that the page count does not include the diary’s title page and
References section.)
This assignment must be e-mailed as a Microsoft Word Document to psyc@sabet.org on or before 12/3. (Files in other formats are unacceptable.) That email’s subject line must include
PSYC101, the section number, and your last name. Please copy (cc) yourself on the e-mail and make the point of backing up your diary regularly and even print it out for safekeeping.
Each student must submit a printout of his or her diary in progress (A title page, at least four entries, and their corresponding References section) at the 10/8 session to verify that s/he is on the right track.*
Additional details about this assignment are available later in this Syllabus.
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3. Journal Article Review (10%) – Each student will review and critique a scholarly research article
(peer reviewed) that delves into psychology. The goal of this assignment is to keep you informed about current research findings in psychology.
Each review should be approximately 2-3 pages in length and include both a summary of the article as well as the student’s own thoughts and comments about the article.
Submissions must follow the current American Psychological Association’s (APA) writing style and formatting guidelines and include a copy of the article. (Note that the page count does not include the submission’s title page, References section, and the article.)
Additional details about this assignment are available later in this Syllabus.
4. Introductory Psychology Research Exposure Requirement (3%) – All students in Introductory
Psychology (PSYC 101 or PSYC 102) at Towson University must accumulate four (4) points of research credit during the semester.
This requirement will count for 30 points or 3% of the final grade in PSYC 101 and is not optional.
These 4 points of research credit may be obtained by completing 1.5 hours of the following activities:
1. Participating in psychology studies;
2. Reading and summarizing journal articles;
3. Attending and summarizing research presentations (colloquia); or,
4. Participating in a mock counseling session.
Each of these credit opportunities is described in more detail on the Research Participation website, which is available by clicking on the “Need help using this website” link on http://researchpool.towson.edu.
Creating an Account
Before completing your research exposure requirement, you must sign up for a “Research Pool” account on the Internet. This will allow you, me, and the Psychology Research Administrator to keep track of your credits. To create an account, go to http://researchpool.towson.edu and click on “Request an account here.”
All students must create an account by the end of the 3rd week of classes. All credits must be earned by the last day of classes for the semester. No credits can be earned during the final exam period.
5. Participation and Interaction (7%) – Productive contributions to the discussions, professional demeanor and conduct, demonstrated understanding and adherence to the policies and requirements, and positive interaction.
Factors affecting this grade include, but are not limited to, compliance with the following expectations, some entailing more weight than the others. For example, a single incident of cheating or plagiarism at any time during the term or in the project will result in forfeiture of all 70 points.
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Students will adhere to the standards of academic integrity.
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Students will exercise utmost professionalism throughout the term.
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Students will attend the class sessions regularly.
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Students will be on time and attentive for the duration of every class session.
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Students will familiarize themselves with the course mechanics and policies and procedures by reading the Syllabus and other handout as soon as possible.
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By the second week of class, students will be knowledgeable and comfortable enough about the policies and procedures to focus on the subject matter for the remainder of the term.
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Students will follow the reading material as prescribed in the Syllabus.
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Students will follow the assignment guidelines and schedules as prescribed in the
Syllabus
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Students will make productive and insightful contributions to class discussions.
 Students will enhance the classroom’s collective body of learning via insightful dialogue, contributions, and discussions of the subject matter.
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Students will respect the diversity of social backgrounds; political and religious persuasions; ideologies and opinions; and learning styles and approaches among members of the class even if these differences are personally disagreeable to them.
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Students will maintain positive and productive tones in their communications with other members of the class.
 Students will refrain from engaging in activities that can distract others. e.g., “side” conversations, irrelevant utterances, tapping fingers, chewing gum, munching on crunchy snacks, etc.
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Students will ensure that their personal electronic devices including cell phones, blackberries, pagers, laptops/notebooks/netbooks/tablets, PDAs, portable games consoles, iPods, etc. are off during class.
GRADING
All three exams, the diary, the article review, and the research exposure requirement must be attempted/completed in order to receive a passing grade in the course. The final course grade will be determined by the following factors:
1. Exam 1
2. Exam 2
3. Exam 3
4. Diary of observations and insights
5. Journal Article Review
6. Research Exposure Requirement
7. Participation and Interaction
Unless specified otherwise, there is a two-session turnaround from the time an exam or assignment is submitted to when grades are distributed.
Grading disputes and requests for reevaluation must be fully explained in writing and submitted within one week of the return of work. Only valid requests will be considered.
ASSIGNMENT OF FINAL GRADE
Points from the seven factors will be added together and the sum will be divided by 10. This figure will
NOT be rounded up.
GRADING SCALE
Range Grade
93 - 100
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
A
A-
B+
B
B-
C+
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70 - 76.99
67 - 69.99
60 - 66.99
00 - 59.99
C
D+
D
F
GRADING CRITERIA
A, A- … Excellent
Student's performance and/or work demonstrate complete understanding of the material.
B, B, B+ … Good
Student's performance and/or work demonstrate above average understanding of the material.
C, C+ … Satisfactory
Student's performance and/or work demonstrate adequate understanding of the material.
D, D+ … Limited
Student's performance and/or work demonstrate limited understanding of the material.
F … Unsatisfactory performance
Student's performance and/or work are unsatisfactory.
POLICY ON REVISIONS, BONUSES, AND EXTRA CREDIT
Assignments are expected to be in accordance with their stated guidelines upon submission. There will be no opportunities for revision to improve a grade. In addition, there are no bonuses or extra credit opportunities beyond what may be offered to all students at my discretion.
POLICY ON MISSED EXAMS AND DELAYED SUBMISSIONS
Students can make up missed exams and receive extensions for assignments without penalty only with valid excuses AND official documentations/verifications. Without satisfactory documentations, unexcused late submissions of any assignment will be penalized by 10% of the total grade for that assignment for every 24 hour period that it is late, and exams attempted after their deadlines will incur a 10% penalty per week. Assignments will not be accepted 5 days after the original due date.
Generally, the only valid excuses are religious holidays, debilitating illnesses, and death of an immediate family member.
Beyond striving to e-mail their completed diaries on time, to minimize the penalties for late submission of their sample (incremental) diaries and article reviews, instead of waiting until the next session, students may hand-deliver them to Psychology Office, Room LA1103C and request that they be time-stamped and placed in my mailbox.
In all cases, all work in the course (even if excused) must be completed by 12/10/2012.
POLICY ON ABSENTEEISM
Towson University’s policies on absenteeism are stated in the Student Handbook. Regular attendance, participation, and contribution to the collective body of learning by taking part in class discussions contribute to the overall grade.
Official proof will be required to excuse absences. Verification(s) must account for the entire time. If verification only covers a partial period, the student will be excused for the part accounted by that verification.
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To be considered for an excusable absence, please e-mail me at psyc@sabet.org. Include the date of the session from which you were absent and scan and attach the documentation.
Note that the documentation need not indicate the exact nature of the activity which prevented you from attending – Only that you had a valid reason for being absent. (For example, that you had a doctor’s appointment instead of the nature and details of the condition which led to the appointment.)
TECHNOLOGY
Technology is playing an increasingly important role in education. We will be utilizing technology (e-mail,
World Wide Web, etc.) throughout the course. All students must have access to functioning computers and Internet connections or be prepared to use the computers at the University’s computer labs and public libraries. Technical problems are not valid excuses for delayed and missed work.
Most handouts will be available at PSYC100's Website at: http://www.sabet.org/psyc/ in Adobe Acrobat format. The Website contains a link to the Acrobat Reader and its installation guide.
USE OF ELECTRONIC DEVICES
In deference to the other members of the class, students must turn off ALL electronic devices including cell phones, blackberries, pagers, notebooks/laptops/netbooks/tablets, PDAs, portable games consoles, iPods, etc. during class. A memo from Disability Support Services authorizing accommodation for an electronic assistive device is required.
RESEARCH AND WRITING STANDARDS
All submissions must demonstrate University-level research and writing ability. Points will be taken off for non-professional work (for example, spelling mistakes, poor English, improper referencing, etc.)
The only acceptable file format for the project is Microsoft Word with a .doc extension. Files with other extensions and in other formats including WordPerfect and Microsoft Works are unacceptable.
It is customary to credit all sources used towards academic research. Moreover, indicating references enables those who wish to follow up on the topic do so. PSYC101’s standard for writing style, document formatting, and citing and referencing sources is the American Psychological Association (APA) format.
APA requires in-text, parenthetical citations and diligent detailing of references and is fast becoming the standard for business, research, and writing. Citations and references must concur with current APA guidelines as prescribed in the Publication Manual of the American Psychological Association, 6 th
ed., and at http://www.apastyle.org. Mere indication that an item is from such and such publication is not a proper reference and MLA, Chicago, and other styles are not acceptable formats.
In sum, the APA style requires citing almost everything except items of general knowledge and personal experiences, opinions, and thoughts. A list of general references at the end of a document without specific citations within the text is NOT sufficient referencing.
APA defines "general knowledge" as something that is VERY commonly known. So for example, it is not necessary to cite the World Atlas to say France in Europe. However, our text and/or lectures and/or the discussions must be credited if draws upon for any of the assignments in PSYC101. While this information pertains to the field of Psychology, it is not general knowledge - this is evident by the fact that one must take the course and purchase the text to gain it!
Quoting is defined as the act or process of repeating the language and/or thoughts of others.
Paraphrasing is the act or process of restating or rewording the language and/or thoughts of others.
Since APA requires citations for both quoted and paraphrased information, a mere citation without clearly identifying a passage as a direct quote is insufficient. APA mandates indicating a quotatio n’s page(s) or
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paragraph number(s) in its citation, and depending on the length of the quoted passage, identifying it via quotation marks or block formatting.
The handout titled: Effective professional writing which is available in PSYC101’s Companion Website provides an overview. For detailed information on APA guidelines, please consult the Publication Manual of the American Psychological Association, 6th ed., and/or visit the University’s library, or http://www.apa.org/. In addition, Purdue University's Online Writing Lab at: http://owl.english.purdue.edu/handouts/print/research/r_apa.html provides a good overview of APA's rules.
Note that although the APA style may be described/interpreted differently by different handbooks and at different Websites, Handouts and crib sheets may be modified versions of APA by particular teachers/professors/facilitators for specific use in specific assignments. PSYC101 expects the “authentic” version as detailed in the Publications Manual and at http://www.apastyle.org.
ACADEMIC INTEGRITY
Plagiarism is defined as representation of the language and/or thoughts of others - either verbatim or their close imitations - as one's own original work. This is regardless of whether the information is quoted or paraphrased and whether the misrepresentation is intentional or inadvertent.
Acts of plagiarism and cheating constitute serious misconduct and will result in grade reduction, failure, and/or academic suspension. Without exception, all incidents of cheating, plagiarism, and other academic misconduct shall be formally reported to the University.
CONFIDENTIALITY
Students are bound by confidentiality in this class. In order to ensure a free and open discussion, each student is expected to respect the confidentiality of the information shared by the other participants.
CORRESPONDENCE PROTOCOL
I can be available by appointment before and after class. All correspondences must include the students’ full names. I prefer e-mails, and strive toward a turn-around time of less than 24 hours. E-mails must identify the course and section (PSYC101-101) in the subject line. Voice Mail at 410.704.2709 must include the student’s name, course designation/section, and provide a reasonable time frame for call back. Please follow the voice mail with an e-mail notification. There is also a Virtual Office/contact form available at the course Website at: http://www.sabet.org/psyc/.
CAVEATS
All you need to succeed in this course is spelled out in this Syllabus and the project’s description. Please read them carefully. Four of my policies in particular may be atypical of other classes you have taken, so I am asking that you pay careful attention to them:
First, all four exams, the project, and the Research Exposure Requirement must be attempted/completed for a passing grade in the course. This means that I expect my students to try to do all of the assignments. Each assignment addresses one or more of the objectives. Even if a submission is not perfect, I must know that the student was inclined to tackle the subject matter before I can be motivated to issue a passing grade. This also means that students with missing exams and/or project may fail the course even if their cumulative average at the end of the term puts them in the "passing" bracket.
Second, in academia, all work must follow the accepted conventions of writing. So please pay attention to the section on "Research and Writing Standards" and ensure that everything that I am to read/see is properly cited and referenced. Whether intentional or unintentional, plagiarism is plagiarism and it shall not be tolerated in this class.
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The course's focus is Psychology, not writing and mechanics, and a major portion of the grade for the project depends on its substance and fidelity to the subject matter. Although I provide extensive suggestions and handouts on professional writing, organization, style, and formatting, ultimately, it is up to the individual student to ensure that his or her submission is in accordance with the standards of academic writing.
Third, this course assumes a certain degree of professionalism and organizational skills. We are all bogged down with other professional, academic, and personal responsibilities. However, as adults, we are expected to manage these responsibilities to accommodate our other commitments including this course. Therefore, in fairness to the students who know how to manage their time effectively to be able to attend every session and submit their work on time, there are no opportunities to makeup tests without valid and verified excuses, and tremendous penalties for late submissions. Deadlines are spelled out in the section titled: "Course Outline."
Fourth, the project’s description establishes the basic expectations. These are the minimums that must be attended to and what I will be gauging when grading. You may get as creative as you wish as long as you give me what I am asking for. In other words, when exercising creativity, don't lose sight of the forest for the trees. Bells and whistles should only enhance your submission, not detract from, or replace, its substance.
DISABILITY STATEMENT
If you need accommodation due to a disability, please make an appointment to see me, and bring a statement from Disability Support Services (x4-3475) authorizing your accommodation.
REPEATING THIS COURSE
Please note that this course may be repeated only once without the prior permission of the Academic
Standards Committee.
EMERGENCY STATEMENT
In the event of a University-wide emergency course requirements deadlines and grading schemes are subject to changes that may include alternative delivery methods, alternative methods of interaction with me, class materials, and/or classmates, a revised attendance policy, and a revised semester calendar and/or grading scheme. In the case of a University-wide emergency, please refer to the following about changes in this course:
Course web page: http://www.sabet.org/psyc/
My email: nsabet@towson.edu
My telephone number: 410.704.2709
For general information about any emergency situation, please refer to the following:
1. Web Site: www.towson.edu
2. Telephone Number” 410.704.2000
3. TU Text Alert System: This is a service designed to alert the Towson University community via text messages to cell phones when situations arise on campus that affect the ability of the campus to function normally. Sign up: http://www.towson.edu/adminfinance/facilities/police/campusemergency/
Please note: I will attempt to communicate with you via your Towson e-mail address.
CRITICAL SUCCESS FACTORS
To succeed in this course ...
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Understand the policies stated in this Syllabus
Attend every class session. Arrive on time and stay and participate through the end of the session
Read and understand the project’s guidelines before attempting it. Read it again as you proceed to make sure you are on the right track
Attempt all requirements and submit all deliverables on time for full credit
Ask questions and participate in the discussions
Begin preparing for the exams as early as possible
Begin working on the project as early as possible
Inform me of any special needs, new circumstances, and requirements
Apply what you learn in class beyond the classroom
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TENTATIVE COURSE SCHEDULE AND OUTLINE
1. Textbook: Zimbardo, P. G., Johnson, R. L.., & McCann, V. (2012). Psychology: Core concepts (7th ed.). Boston, MA: Pearson.
2. Please read the weekly reading assignments BEFORE Monday ’s class. Lectures will expand on topics related to the assigned reading but will not repeat them.
3. Other readings will be assigned throughout the semester.
4. This is a tentative outline. Schedule adjustments may be necessary.
Week Date Topics and Activities
Readings and
Assignments
1 9/3
Labor Day – No Class
Note: Friday, 9/7 is the last day to drop a course with no grade posted to academic record
2 9/10
Course Introduction;
Mind, Behavior, and Psychological Science
3 9/17
Biopsychology, Neuroscience, and Human Nature
Note: Students must create their research pool accounts by the end of the 3rd week of classes
Ch. 1
Ch. 2
4 9/24 Sensation and Perception Ch. 3
5
6
10/1
10/8
7 10/15
8 10/22
9 10/29
Learning and Human Nature
Memory
Sample (Incremental) Diaries Due *
Exam I
Thinking and Human Intelligence
Development over the Lifespan
Ch. 4
Ch. 5
Ch. 6
Ch. 7
States of Consciousness
Journal Article Reviews Due
Ch. 8
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Week Date
TENTATIVE COURSE SCHEDULE AND OUTLINE (Cont’d.)
Topics and Activities
Readings and
Assignments
10 11/5
Motivation and Emotion
Note: Wednesday, 11/7 is the last day to withdraw from full term courses with a grade of W and the last day to change to pass/fail or audit options
Ch. 9
11 11/12 Personality: Theories of the Whole Person Ch. 10
12 11/19
Social Psychology
Exam II
Ch. 11
13 11/26 Psychological Disorders Ch. 12
14 12/3
Therapies for Psychological Disorders
Diaries of Observations and Insights Due
Ch. 13
15
16
12/10 Stress, Health, and Well-Being Ch. 14
5:15 p.m.
12/17
Exam IV
Please see http://www.towson.edu/registrar/calendars/exams.asp for the Final Exam Schedule.
University-wide final exams are scheduled for 12/13 through 12/19. If the university postpones a final exam day or time, the exams will be rescheduled for the next available FREE time period.
Students are responsible for taking rescheduled exams. For information regarding the rescheduled day and time, visit http://www.towson.edu or call 410-704-NEWS. Announcements regarding postponements will be made on various local radio and TV stations.
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PSYC101-101
Introduction to Psychology
Some thoughts about your Diary of Observations and Insights and Journal Article Review
You should conduct your research using the University's library and other "respected" primary sources.
When researching the topic, outdated material should be used only for background and for your own clarification since they present historical rather than current information.
Note that although resources like dictionaries and encyclopedias can help with clarification, they are not valid sources for academic research. Similarly, since sites such as Wikipedia, answer.com, about.com, eHow.com, Yahoo!, Google, et al. may contain inaccuracies; they are not valid sources for academic writing.
In addition, rearranging and/or summarizing facts do not make for quality academic submissions.
Synthesis of these facts into insight is the key. Moreover, a major portion of each submission must be original insights. Therefore, no more than 25% of each submission’s content can be quoted and paraphrased – Specifically, direct quotes, if at all necessary, must be limited to 10% or less. Another 15% may be paraphrased.
ALL submissions must adhere to APA's writing standards, identify all quotations, include in-text citations, and reference all sources used in the research. A list of general references at the end of an analysis without specific citations within the text is NOT sufficient referencing.
Without exception, submissions containing direct quotes that do not appear in quotation marks or blocked as appropriate, and/or are not cited within text, and/or are not referenced; and those containing paraphrased information without in-text citations and/or references will be assumed plagiarized work.
They will not be graded and the student shall be reported to the University for further disciplinary action.
Diaries and article reviews must be MS Word formatted with 1" margins, using normal 10 or 12 pt. fonts.
Submissions in file formats other than Microsoft Word are unacceptable. Page limits do not include title pages, References sections, and any appendixes and other supplementary material. Points will be taken off for non-professional work (spelling mistakes, poor English, untidy looking poster or summary, omitted citations, improper referencing, etc.)
Please see each assignment’s “Grading Rubric" for its grading methodologies. You are encouraged to take advantage of t he University’s resources (the library, databases, and the Writing Lab) when researching, contemplating, and composing your submissions.
Sample (incremental) diaries are due at the beginning of the 10/15 session. Article reviews are due at the beginning of the 10/29 session. Each completed diary must be attached to an e-mail and sent to psyc@sabet.org by the beginning of the 12/3 session via the student's @students.towson.edu e-mail address. The subject line of that e-mail must indicate the course designation and section number, and the student’s last name (e.g., PSYC101-101 Smith.)
Please copy (cc) yourself on the e-mail and make the point of backing up your work regularly and even print it out for safekeeping.
Also please ensure the accuracy of the file and its readability before submission. Your grade will be based on the file I receive, so it is your responsibility to send me the correct file the first time around. Also, your report will not be considered if I cannot open and read it at first attempt.
The late penalties outlined in this Syllabus will apply to any assignment submitted after its deadline.
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