Requirements

All the things we do.

Submit designated projects through the assigned medium on the date and time discussed in class; late submissions will incur deductions (see Class Policies). Guidelines and rubrics for the projects and peer evaluations will be given in class during the semester.

You’ll be writing a literature review by examining the literature on a concept or issue that is of psychological interest or relevance. You can either explore what knowledge has been created for a specific phenomenon, or use previous studies to justify a position or theoretical explanation you’re proposing.

You’ll group yourselves into teams of four, then choose a topic and have it approved before proceeding. Other requirements that you complete in preparation for the final paper will be accounted for in your grade.

Throughout the semester, you’ll be applying your learnings through writing exercises, reading activities, group discussions, class demonstrations, and reflection papers that cover the topic of the day. These will allow you to see how you can apply what we discuss in class to the research process.

You’ll be compiling your outputs for these activities either individually or as a group (with your lit review teammates). We’ll discuss in class which projects go where, and what these activities will be.

After we finish a major section in our syllabus, you’ll answer a checkpoint quiz that aims to measure your comprehension of and ability to apply and integrate what we have discussed so far. Questions can be in true-or-false, multiple choice, identification/fill-in-the-blanks, or short-answer essay types.

These quizzes and their coverage will be announced ahead of time and will be given at the beginning of the meeting after we finished a module. We’ll also have shorter review quizzes at the end of each lesson to help you prepare for the checkpoints.

By spreading out short quizzes across the semester, you're encouraged to read and review frequently, thus helping you learn effectively and remember the lessons for longer (also distributing the amount of material covered in each assessment) (Putnam, Sungkhasettee, & Roediger, 2016).