PSYC 300W Syllabus FA23

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Simon Fraser University *

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300W

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Psychology

Date

Oct 30, 2023

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Psyc 300W, Section D100 Critical Analysis of Issues in Psychology Fall 2023 Lectures: Tuesdays 12:30-2:20pm in room B9201 (All lectures and tutorials are in-person/face-to-face, unless otherwise specified) Instructor: Dr. Alyssa Croft (she/her) Email : acroft@sfu.ca (please see email policies below) Office hours : Tuesdays 2:30-3:20 or by appointment via Zoom Acknowledgement : I would like to thank Dr. V. Gordon Rose for his support; he and his team developed the structure, syllabus, materials, and assignments upon which this course is built. Teaching Team Information Section Day and Time TA Name TA Email D103 Tuesday: 2:30 - 4:20 Ariel Buxton ariel_buxton@sfu.ca D104 Tuesday: 5:30 - 7:20 Ariel Buxton ariel_buxton@sfu.ca D105 Wednesday: 10:30 - 12:20 Ruby Dhillon rsd11@sfu.ca D106 Wednesday: 12:30 - 2:20 Adam Wisely auwisely@sfu.ca D107 Wednesday: 2:30 - 4:20 Adam Wisely auwisely@sfu.ca D108 Wednesday: 5:30 - 7:20 - Mary Lamons Mary_Lamons@sfu.ca D109 Thursday: 10:30 - 12:20 - Bridget Disini bbeggs@sfu.ca D110 Thursday: 8:30 - 10:20 Bridget Disini bbeggs@sfu.ca D111 Thursday: 2:30 - 4:20 Kelsey Hazelwood klh20@sfu.ca D112 Thursday: 5:30 - 7:20 Ruby Dhillon rsd11@sfu.ca D113 Tuesday: 2:30 - 4:20 Victoria Belway vba13@sfu.ca D114 Wednesday: 12:30 - 2:20 Mary Lamons Mary_Lamons@sfu.ca D115 Wednesday: 10:30 - 12:20 Kelsey Hazelwood klh20@sfu.ca D116 Tuesday: 5:30 - 7:20 Victoria Belway vba13@sfu.ca Territorial Acknowledgement : At Simon Fraser University, we respectfully acknowledge that we gather to live, work, and study on the ancestral, traditional, and stolen homelands of the xʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wu7mesh (Squamish), səliI lw̓ ətaʔɬ (Tsleil-Waututh), q̓ icə̓ y̓ (Katzie), kʷikʷəƛ ̓ əm (Kwikwetlem), qiqeyt (Qayqayt), qʼʷa:n̓ ƛʼən̓ (Kwantlen), Səmyamə (Semiahmoo), and sc̓ əwaθən (Tsawwassen) Nations. May this acknowledgement serve as a reminder for us to continue the dialogue around the historic and present-day colonialism that Indigenous peoples experience. Prerequisites: PSYC 201W

Course description : [From the academic calendar] Trains students to evaluate critically important issues from the main areas of Psychology (e.g., Cognitive and Neural, Clinical, Developmental, History, Quantitative and Theoretical, Law and Psychology, Social) and to communicate their ideas clearly in written form. The content may vary in different offerings of the course. Course Overview: The purpose of this writing-intensive course is to train students to critically analyse and write about important issues in psychology. The course will consist of guest lectures from faculty members in different areas of psychology (e.g., biological, cognitive, developmental, law & psychology, social, theory & methods) presenting a range of important issues in psychology related to their areas of research, including historical and theoretical background. Tutorials will be structured around the process of thinking and writing critically about these issues. Students should be prepared to do considerable writing, and to have examples of their writing shown (anonymously) in class for feedback and instructional purposes. Registration in the course is taken to be consent by the student to (a) have examples of their work used in this (anonymous) fashion and (b) submit their writing to Turnitin (see Course Format) to check the originality of their work. Regular attendance, compliance with deadlines, and participation in labs, lectures, and on-line discussion are necessary to achieve an acceptable result in this course. Learning Objectives: Each component of this course is designed to cultivate one or more of the objectives listed below. Throughout the semester, you will have the opportunity to: – Develop or enhance your ability to: o read sometimes difficult material, often from primary sources, in psychology and related fields of science. To gain a reasonable level of understanding about the points and arguments made in such material, and to gain confidence in your ability to do so. o accurately and succinctly summarize complex arguments and supporting evidence. o analyze and critically evaluate the arguments and evidence presented by others. o synthesize a position from multiple sources. o adopt a position (i.e., to state a strong thesis), and to solidly support that thesis with evidence and logical argument. o construct a strong scientific argument. o analyze and critically evaluate your own arguments and evidence, through the analysis and evaluation of the writing of others (published authors AND peers!). o state and argue your position and critically evaluate the positions of others in public discussion/debate. o practice the steps necessary for effective academic writing (including incubation, research, peer review, and revision). – Gain a sophisticated understanding of several issues from a diverse range of areas in contemporary psychology, based on the guest lectures and associated readings, and to master the evidence and arguments regarding at least one psychological issue of personal interest through the preparation of a substantial term paper project.

Canvas: As a registered student, you will have access to Canvas for PSYC 300W. You will find a number of things on Canvas: the syllabus and Tutorial Handbook, course-related readings and handouts, announcements, discussion boards, etc. This will also be where you will submit your assignments and view all of your grades. Do not submit assignments by email – they will not be recorded. All submissions must go through Canvas. Course Format: Lectures, held on Tuesdays, will typically consist of presentations (guest lectures) by faculty members from the SFU Psychology Department who focus on different areas of psychology (biological, cognitive, developmental, legal, social, theory and methods, etc.). Guest lecturers will be presenting on issues related to their own areas of research and interest, including requisite historical and theoretical background. Prior to each lecture, you will read articles and/or chapters selected by the speaker and then you will submit a critical reading evaluation (see below) to prepare you for the in-class discussion following the presentation. In addition to lectures, this course includes small-group tutorials designed to offer students instruction in the writing process, and to develop critical thinking skills through the practice of writing. Tutorials are scheduled for 110 minutes, and throughout the term will include discussions about the week’s lecture/readings and general performance on critical readings evaluations (CREs), instruction on crafting arguments, and detailed coaching on how to write your term paper. In most tutorials, there will be some time for individual consultation with TAs. Lectures and tutorials will be held in-person (face-to-face), unless otherwise specified. Course Materials Resources  Textbook: Weston, A. (2018). A rulebook for arguments, 5 th Ed. (Amazon is your friend!). You may use older editions if you wish, just note that you might miss valuable information that is up-to-date in the current edition. There is also a copy of the e-book available on reserve through the SFU library (access is limited to 3 simultaneous users).  Course readings: Articles and other course-related readings will be posted on Canvas; see the Course Calendar and Tutorial Handbook for information on weekly readings  Lecture slides and recordings: Slides and audio recordings of lectures may be posted on Canvas depending upon the preferences of guest speakers and whether technology cooperates, so please do not rely on posted slides/recordings as your only source of lecture notes  Recommended textbook: Current edition of the APA Publication Manual will likely be useful; there is a copy on reserve at the SFU library. Also check out this helpful FREE online resource provided by Purdue University: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html Letter Grades: There are no university or department-wide grading standards or requirements. Letter grades will be assigned based on your performance relative to that of your classmates. Past distributions have shown that the top 20-25% of the class will receive As, the next approximately 40% of the class will receive Bs, the next approximately 25-30% will receive Cs, and the final 10% will get Ds and Fs. Plus and minus grades for C to A range grades may be given, but the cut-offs are not provided in advance. Failure to complete all elements of the course will result in an N for incomplete (see Incomplete Policy below).

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Course Evaluation : Your performance in this course will be evaluated based on the following criteria (more detailed descriptions of each assessment are provided below and due dates can be found on the Course Calendar below): Weekly Critical Readings Evaluations (CREs; best 6 of 8) 40% Weekly In-class Writing 10% Term paper (several components: 50% Exploratory paper 5% Peer-review process 10% First Submission 15% Final Submission 15% Review Responses (2 x 2.5% each) 5% TOTAL 100% There are no exams in this course  Weekly Critical Readings Evaluations (CREs): o Each week, by 11:59pm on the Sunday night before lecture, students will write a commentary based on the readings for that week, submit it to Turnitin, and to upload it to Canvas. The purpose of this requirement is to encourage students to carefully read, reflect on, and respond to the assigned readings in preparation for class – to develop a proficiency in academic argument. These brief response papers will cultivate students’ thinking about issues, questions, and problems raised by studying the assigned readings. Doing this deeper processing and preparation in advance of lecture will generate a richer discussion during class. There will be eight critical readings evaluations assignments over the course of the semester (plus an optional, practice assignment at the beginning of the semester). We will count the best six of these eight assignments , worth 40% toward your final grade. (For most students, this means that the first two assignments will not count. It could also mean you get two “freebies” in case you need to miss class or do not submit your CRE for any reason.)  Weekly in-class writing: o Lectures will generally be broken into two parts: the first 50 minutes or so will involve the lecture proper, delivered by me or by other faculty members in the Department of Psychology. During or after the lecture, students will spend about 5 minutes on a “free-write” – a brief reaction to the lecture. It is not expected that these free-writes will be written in formally exact English – these are “low- stakes” assignments, intended to help students focus on the main ideas conveyed in the lecture and think about them in a critical way. These assignments give students practice in “thinking out loud on paper.” The free-writes stimulate thinking, preparing for an open discussion about issues arising from the lecture and readings. If we are in person, you will hand your free-writes physically to your TA at the end of class. If we are on-line, I will briefly open an assignment drop box on Canvas – you must submit your free-write during that window. Be

sure to include your name on your paper! We cannot award marks to anonymous assignments; these will not be given credit. No exceptions.  Term Paper: o This course is designed around the term paper assignment. The paper will be completed in several stages, intended to teach the process of writing a typical thesis-based research paper in psychology. The various steps will include an Exploratory Paper, a Peer-Review exercise, a First Submission with Peer-Review Response, and a Final Submission with TA Review Response. More information and a detailed rationale about each of these components can be found in the Tutorial Handbook . Important note: Written work for this course will be submitted to Turnitin , a third party service licensed for use by SFU. Turnitin is used for originality checking to help detect plagiarism. Students will be required to create an account with Turnitin, and to submit their work via that account, on the terms stipulated in the agreement between the student and Turnitin. This agreement includes the retention of your submitted work as part of the Turnitin database. Any student with a concern about using the Turnitin service may opt to use an anonymous identity in their interactions with Turnitin. Students who do not intend to use Turnitin in the standard manner must notify the instructor at least two weeks in advance of any submission deadline. In particular, it is the responsibility of any student using the anonymous option (i.e., false name and temporary e-mail address created for the purpose) to inform the instructor such that the instructor can match up the anonymous identity with the student. Students can find information about using Turnitin in the Protection of Privacy section here: https://www.sfu.ca/students/calendar/2022/fall/fees-and-regulations/student- contract/pop.html#turnitin Your TA will give you the class codes and passwords you need to set up your student accounts. Written assignments that have not been submitted first to Turnitin will not be assessed. The standard late penalties will apply to assignments until they have been filed with Turnitin AND submitted via Canvas. Failure to submit will result in a zero for that assignment. This is strictly enforced! Be sure you have successfully uploaded your files to Canvas, and that you have a digital receipt from Turnitin . Grade Appeals : If you wish to appeal a grade on a particular assignment, notify me (Dr. Croft) by email within 7 calendar days of receiving your grade. This written letter should outline, in detail, why you believe your work was unfairly marked. Based on this appeal, I will determine whether your assignment qualifies to be re-graded by another grader using the same assignment criteria. Keep in mind that grade reconsideration may raise the grade, reduce the grade, or leave the grade unchanged. (Also see the Psychology Department grade appeal process and review SFU Grade Reconsideration Policy here: http://www.sfu.ca/policies/teaching/t20-01.htm ) Course Policies

Absences and Late Assignments: Obviously, there are many assignments in this course, both formal and informal. As a result, the marking workload for the TAs is very heavy. To manage that workload it is essential that deadlines be respected. Although your TA will mark some assignments that are up to a week late, you should not expect your TA to give feedback on late assignments. Extensions will be granted only in extenuating circumstances*, and only with sufficient documentation. Students must email your TA ASAP or at least within 24 hours of the due date (unless there are extenuating circumstances) to set up alternative accommodations. *Extenuating circumstances are defined as unusual circumstances beyond the student's control . Situations that DO NOT count as ‘extenuating’ include, but are not limited to the following: going on vacation, work, sleeping in, forgetting about deadlines, being busy with other assignments, leaving town to visit family/friends/partners/attending events etc. There must be a clear association between the excuse provided and the inability to complete the assignment in a timely manner. The official documentation (e.g., a note from a medical doctor) must clearly show that the excuse extended for the entire period for which the student is requesting the deadline or late-penalty be waived. If an extension request is deemed “not qualified” by the instructor, standard late penalties will apply. No exceptions. Students who are experiencing symptoms consistent with COVID/flu should stay home, and let your TA know in advance of your absence. For brief absences due to illness, please submit the self-declaration form available through student services . Longer absences will require documentation from a medical services provider. If you are going to miss the paper exchange or peer-review tutorials for medical reasons, you are expected to advise your TA in advance! Notwithstanding anything else in this syllabus, no paper or assignment will be accepted more than one week late (in the absence of a properly documented valid excuse), and no assignments or assignment components will be accepted after the last official day of classes. Diversity, Equity and Inclusion. Please familiarize yourself with the SFU statement on diversity. Given the nature of this discussion-based course, building a culture of mutual respect and appreciation for diverse perspectives is particularly important. In this class, we are committed to fostering an environment in which students and faculty—from all socio-demographic backgrounds—can live, work, and learn free from the insidious and debilitating effects of prejudice, discrimination, and marginalization. Any form of harassment, bullying, or discriminatory behavior will not be tolerated. We respect and refer to people using the names and personal pronouns that they share; I invite and encourage people to share them. We are responsible to continuously learn about and disrupt systems of privilege, inequality, and oppression and ensure a safe and fun learning environment for everyone, including people from the global majority, Black, Indigenous, and People of

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Colour, people from across the spectrums of gender, sexual orientation, ability, status, and body type. As your instructor, I acknowledge that I teach from a position of power and privilege and cover material that may have both overt and covert biases due to the lens with which it was written, even though the material is primarily of a scientific nature. Please contact me (in person or electronically) or submit anonymous feedback if you have suggestions to improve the quality of the course materials and to foster greater equity, diversity, and inclusivity in the classroom. I want you all to feel comfortable being in the class and participating in discussions. I expect everyone to provide room for ideas and opinions that are different from their own so that we can create a safe class for everyone. Thus, I ask you to please think about how your words might be heard by others in the room before you say them, and to speak with intention when you wish to contribute to the conversation (e.g., use classmates’ preferred pronouns; don’t make generalizations about whole groups of people; if you do not know how someone feels about an issue, ask them and engage respectfully with their answer, etc.). Note: This EDI policy was adapted from one created by Dr. Yuthika Girme. Email Policy: We (the teaching team) are available and delighted to help students as much as possible throughout the term! Note, however, that we receive hundreds of emails every week and we would prefer to spend our time preparing to make our classes as useful, fun, and interesting to you as possible. So when you have a question, please first check the syllabus and course website. In the interest of saving time, any emails containing questions that can be answered by looking at the syllabus or website will not receive a response. Please allow at least 2 business days before expecting a response to your message. If your question is a simple one, we may be able to answer it via email, but if your question is more complex, we may request that you come in during office hours or make an appointment so that we can discuss it with you in greater depth. For general course-related content, we encourage you to post questions in the discussion forum on our course website, or ask during class so that other students can benefit from hearing the answer. To recap who to contact if you have a question: First, please consult the course syllabus or Canvas; there’s a good chance these resources contain the answer to your question, especially regarding course logistics (e.g., due dates). Second, make a new friend in class – this person can be your first line of human communication. You all are bright and helpful people, so we encourage you to help one another as much as possible. Third, the TAs and are happy to provide information on course material and assignments if you tried the first two approaches but were unable to find out what you needed know. Finally, if your question cannot be answered by your TAs, you may contact me (the professor). Keep in mind that there are many more of you (students) than there are of us (teaching team), so please be respectful of our time and be courteous in your message (see email etiquette). Email Etiquette: We (instructors and TAs) get a lot of email. Across all my courses combined, I have nearly 1000 students just this semester! So please help me help you by a) including your name, course title, course number, and course section in your email. And please sign your

messages! I do not usually respond to email (or any other business correspondence) that is unsigned. If your message does not clearly address the content of the course, or the subject line is simply “hi,” or if it is not sent from an @sfu.ca email address, there is a good chance that your message will be automatically classified as SPAM and discarded without my ever seeing it. In particular, messages from hotmail, Gmail, or other similar accounts may be discarded automatically as “junk”. Please proof-read your messages so that your questions are clear, and please word your messages in an appropriately polite and respectful manner (e.g., begin your message with, “Dear Professor Croft…” or “Hello Dr. Croft…”, include a clearly worded question or request for help, and end the email with your name and identifying information + course details). Remember to double check whether your question can be answered by another source, such as the syllabus or a classmate, before you send an email to the teaching team. As mentioned above, the TAs and I try to deal with email quickly but please do not expect us to respond to messages in the evenings or on weekends (i.e., outside business hours). If a message is sent late on Friday afternoon or during the weekend, students should receive a response the following week. Although we do our best to respond to inquiries in a timely manner, students should understand that due to the large volume of e-mail we receive, it may days before an instructor can reply to their message, particularly if it requires a considered response. That is why we ask for at least 2 business days before expecting a reply. Academic Integrity and Plagiarism. We take academic integrity very seriously. Please familiarize yourself with the university policy and procedures . The SFU Library’s Plagiarism Tutorial and Quiz is no longer a required part of this course, but the tutorial is still available via our Canvas site, and students are strongly encouraged to take a few minutes to go through the tutorial. Enrolment in this course presumes that students understand and are familiar with the information presented in that tutorial. Academic dishonesty in all forms violates the basic principles of integrity, thus impeding learning. Academic dishonesty includes cheating, fabrication, fraud, facilitating academic dishonesty, and plagiarism. For example, submitting the same (or very similar) assignments for credit in two different courses is a form of academic dishonesty, even if you wrote both papers. (In this regard, please note that if you are taking this class for a second time, you must write your term paper this semester on a different topic than you selected before.) Recall that written work for this course will be submitted to Turnitin as well as Canvas (see note above). Failure to indicate a quotation (including from an AI source, such as ChatGPT) , or to acknowledge the source of your ideas is plagiarism. Please consider this fair warning . All materials submitted in this course are subject to the requirements of SFU’s of academic honesty policies (and, without restricting its generality, this includes the Practice CRE, weekly CREs, the Exploratory Paper, both submissions of the Term Paper and the version subject to Peer Review, as well as any drafts shown to TAs or the course instructor). Students are also cautioned not to incorporate classmates’ posts from Canvas into their CREs without attribution.

Academic dishonesty is a serious offense. Any form of dishonest behavior (e.g., cheating, plagiarism, deception of effort, unauthorized assistance), will result in penalties that may include a warning, a requirement to redo the work or complete supplementary work, a reduced grade, an “F”, an “FD”, denial of admission to the University, de-registration, forfeiture of awards or assistance, and suspension or permanent suspension from the University. Information about SFU’s The University Code of Academic Honesty is contained in Policy S10.01-.4. These links explain the policy and penalties: https://www.sfu.ca/policies/gazette/student.html and http://www.sfu.ca/policies/gazette/student/s10-01.html Chat GPT and Other AI Resources: If you are using any assistive technology to produce content that will be part of your graded work in the course, you must be transparent about the tools that you use (i.e., CITE THEM properly according to current APA formatting guidelines). Undeclared use of the tool/technology will be considered a violation of the academic integrity policy. For example, if you use ChatGPT to assist you in your submission, you must acknowledge the use of the software and document the prompts used to generate the results as well as the generated results. Be aware that AI technology is capable of telling lies and might be getting less intelligent . Any tool used will require you to evaluate the output for accuracies and be responsible for making the appropriate corrections. Uploading or Accessing Course Materials Outside Canvas: As a reminder, the materials of this course are the intellectual property of Dr. Croft and the guest speakers who visit our class. Please use them only for the purposes of participating and learning while you are in this course - do not share them with others. Uploading or accessing any course materials (e.g., exams, quizzes, PowerPoint lectures, readings, or assignments) to places like Course Hero or similar platforms is considered academic dishonesty. Importantly, if your own personal notes are substantially similar in content to the instructor’s/speaker’s slides or lectures, then uploading those may also be considered academic dishonesty. These links explain the policy and penalties: http://www.sfu.ca/policies/gazette/research/r30-03.html https://www.sfu.ca/students/academicintegrity/what-is-it.html Copyright : Your instructor’s course materials such as PowerPoint slides, lecture notes, the lecture itself, and exams are all protected by copyright. Recording, copying, or sharing these materials without permission may be a violation of Canadian copyright law and SFU policies. SFU students, faculty, and staff are required to abide by Canada’s Copyright Act as well as SFU’s copyright policies. Sharing pdfs or other copies of textbooks and course materials, whether or not you profit from it, may be a violation of Canadian copyright law and SFU policies. A work does not need to be marked with a © or a copyright statement to be protected. Find information about what this means for students at SFU’s copyright website: https://www.lib.sfu.ca/help/academic-integrity/copyright or by contacting the Copyright Office at copy@sfu.ca . Remote Teaching & Learning: In the context of any remote-teaching (e.g., if there is a snow day or zombie plague and we must move to online classes with very little notice), it is the

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student’s responsibility to ensure that they have access to a computer/laptop and internet to complete their course work. I will make every effort to adapt course assignments to increase their accessibility. Ideally, most remote learning tasks will not require high speed internet, but attending live meetings and/or office hours via Zoom with other peers may require higher speed internet. Electronics: For in person class meetings, please turn the sound OFF on any electronic devices you bring to class. Laptop computers, phones, and tablets are acceptable for note taking and other class participation purposes only (please do not use them to display other material as this is very distracting for other students). If other students notify me that someone’s use of electronics/technology in class is distracting, I will ask the person to stop using the device and/or leave the room. Submitting Assignments. All assignments must be submitted by their due dates in the canvas drop boxes (and to Turnitin, where appropriate). You are responsible for keeping backups of your written assignments as you work. Computer crashes, internet glitches, and viruses are not acceptable excuses for late assignments. Do not submit assignments by email. Incomplete Policy. Students who are unable to complete course requirements by the due dates are responsible for initiating and working out an arrangement with me prior to the end of the term to receive a deferred grade (DE) rather than N (incomplete). An agreed upon plan for completion must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the first week of the following term, the ‘N’ grade will convert into an “F.” Harassment. Under GP18 , the University has policies and procedures that respond to our obligations under the BC Human Rights Code to provide a harassment and discrimination free environment for the students, staff and faculty of this institution. Members of this community have an affirmative obligation to safeguard the human rights of others. Health and Counselling. If you encounter physical or psychological health difficulties during the semester, please consult with HCC . If you are concerned about your progress in the course because of circumstances beyond your control, please consult with me as soon as possible and before problems meeting deadlines occur. Religious Accommodations . If you require religious accommodations, please notify me within the first week of the semester. Students with Disabilities. If you require accommodations, please consult the Center for Accessible Learning . How to Succeed in this Course: This course has a fairly heavy reading load, and assignment deadlines weekly. It is important that you plan your workload and schedule to allow you to do your reading, writing and research in a timely manner. If you fail to keep up with the readings and your assignments, it is unlikely that you will do well in the course. I strongly recommend

that you familiarize yourself with the course schedule and plan ahead. Please also take the time to watch the following time management video . If you find that you need more help than your TA or I can give you, especially with the fundamentals of writing, you are strongly encouraged to visit the Student Learning Commons. As well, if you want more feedback on your writing, you might look into the WriteAway service (https://writeaway.ca). You can submit a paper for detailed feedback on your work prior to submitting it for marks in class. This free service is highly recommended for everyone!

Course Calendar (also see Tutorial Handbook and Canvas for details) * Note: Adjustments to this schedule may be made as needed. Thanks for understanding! Wk # Wk of: Lecture Topic Tutorial Topic Important Notes/Due Dates 1 Sep 11-15 Course introduction Lecture responses; CREs; reading & summarizing text; critical framing/summary Practice CRE due (optional, for feedback) 2 Sep 18-22 Writing is thinking! Paraphrasing/citations/plagiari sm; Practice CRE CRE due (and for the following 7 lectures) 3 Sep 25-29 Critically evaluating “evidence” Exploratory papers; thesis based writing; topic sentences; arguments by example (Rules 7-11) & analogy (Rule 12); arguments about causes (Rules 18-21) 4 Oct 2-6 Dr. Alyssa Croft: “Gender Equality Is (Directly and Indirectly) Hindered by Rigid Masculine Norms” Structuring a draft; deductive arguments (Rules 22-28); fallacies (Appendix I); definitions (Appendix II) Exploratory paper due 5 Oct 9-13 NO LECTURE – Thanksgiving Observed NO TUTORIALS 6 Oct 16-20 Dr. Richard Wright: "Looking but Not Seeing: How Attention Influences Perception" Exploratory papers; extended arguments (Rules 29-33); argumentative essays (Rules 34-39) Exploratory paper returned 7 Oct 23-27 Dr. Lara Aknin: "Does spending money on others promote happiness?: An unexpected love story" Introductions and conclusions Outlines for Peer Review (in-class) 8 Oct 30 - Nov 3 Dr. Stephen Hart: “Psychopathic Personality Disorder: A Gentle Introduction” The peer-review process Peer Review Paper/Outline Exchange (2 copies and on Canvas the night before!) 9 Nov 6-10 Dr. Iris Gordon: "Concussions & CTE - is there more to it?" Conduct peer-reviews 10 Nov 13-17 Dr. Yuthika Girme: “Are Single People Coping or Thriving?” NO TUTORIALS First submission package due Nov 14 at 11:59pm 11 Nov 20-24 NO LECTURE Perry revisited 12 Nov 27 - Dec 1 Revision Revision & editing, consulting re: term paper First submission package returned 13 Dec 4-5 Course Wrap-up NO TUTORIALS Second submission package due Dec 5 at 11:59pm

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