Understanding Intelligence

Course Information

In this course, students examine intelligence testing and its uses in employee selection and placement. Students learn the principles and techniques of assessing human traits (reliability, validity, bias and other systematic errors), and apply them to intelligence testing. We will work to define "intelligence" and consider various approaches to intelligence, contrasting the theories of unitary vs. multiple intelligences. Students will examine the implications of the definitions and measurement approaches on different groups of people, both historically and currently, with attention to the unintended effects of the biases of test developers and the ethical implications of different approaches and uses of intelligence testing.

Course Learning Goals

After completing this course, you will be able to:

If you opt to address an H3A competence, you will be able to:

If you opt to address an S3D competence, you will be able to:

If you opt to address an FX competence, you will be able to:

If you opt to address an A3C competence, you will be able to:

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Gould, S.J. (1996). The Mismeasure of Man. W. W. Norton & Company. ISBN-10: 0393314251.

The following readings are available in the course itself, either through the library e-reserve system, or through links to websites.

"Intelligence and Achievement Testing: Is the Half Full Glass Getting Fuller?" Psychology Matters: APA Online. http://www.apa.org/research/action/intelligence-testing.aspx

"Intelligence" Wikipedia. Retrieved January 30, 2010 from http://en.wikipedia.org/wiki/Human_Intelligence

Gardner's theory:
"Theory of multiple intelligences," Wikipedia.
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences and http://www.infed.org/thinkers/gardner.htm

Guilford's theory:
Kearsley, G (2007), "Structure of the Intellect (J.P. Guilford)," Theory Into Practice.
http://tip.psychology.org/guilford.html and "Howard Gardner, Multiple Intelligences and Education" at http://www.indiana.edu/~intell/guilford.shtml

Sternberg's theory:
Kearsley, G (2007), "Triarchic Theory (R. Sternberg)," Theory Into Practice:
http://tip.psychology.org/stern.html and Sternberg's Triarchic Theory of Intelligences: http://wilderdom.com/personality/L2-2SternbergTriarchicTheory.html#Analytical

Robert J. Sternberg entry in the Human Intelligence Website: http://www.indiana.edu/~intell/sternberg.shtml

First three sections:
"Measurement," Quantitative Methods in Social Sciences (QMSS) E-Lessons.
http://ccnmtl.columbia.edu/projects/qmss/meas_about.html

Pages on Reliability and Validity:
Jonathan Howell, Paul Miller, Hyun Hee Park, Deborah Sattler, Todd Schack, Eric Spery, Shelley Widhalm, and Mike Palmquist. (2005). Reliability and Validity. Writing@CSU. Colorado State University Department of English.
http://writing.colostate.edu/guides/research/relval/.

Read this example of validity and reliability:
Fred Beauvais, F., Edwards, R. and Oetting, E. (2003) American Drug and Alchohol Survey. Rocky Mountain Behavioral Science Institute.
http://www.rmbsi.com/relvalid.html

Read and watch videos.
"Bias in Measurement: Measurement Error" and "Bias in Measurement: Testing your Measurement Bias," Learning Math: Data Analysis, Statistics and Probability. Annenberg Media.
http://www.learner.org/channel/courses/learningmath/data/session1/part_c/index.html

Benson, E. (2003). Intelligent Intelligence Testing. Monitor on Psychology: APA Online.
http://www.apa.org/monitor/feb03/intelligent.html

Jencks, C. (1998) Racial Bias in Testing. In Jencks, C. and Phillip, M. (Eds.), The Black-White Test Score Gap. Brookings Press, pp. 55-85. On e-reserve.

Reserve Reading:
Neisser, U. (1998). Introduction: Rising Test Scores and What They Mean. In Neisser, U. (Ed.), The Rising Curve (pp. 3-22). Washington, D.C.: American Psychological Association

For FX Competence only:

Highhouse, S (2008). Stubborn reliance on intuition and subjectivity in employee selection, Industrial and Organizational Psychology, 1, pp. 333-342.

US Office of Personnel Management, Assessment Decision Guide at: http://apps.opm.gov/ADT/ContentFiles/AssessmentDecisionGuide071807.pdf

United States Department of Labor. EEOC. 1978. Uniform Guidelines on Employee Selection Procedures. [Online.] Available:http://www.uniformguidelines.com/uniformguidelines.html

U.S. Office of Personnel Management (2008). Structured interviews: A practical guide.

Rothstein, M.G. and Goffin, R.D. (2006). The use of personality measures in personnel selection: What does current research support? Human Resource Management Review, 16, pp. 155-180.

Sy, T., Tram, S. and O'Hara, L.A. (2006). Relation of employee and manager emotional intelligence to job satisfaction and performance. Journal of Vocational Behavior, 68, pp. 461-473.

Recommended reading (not required)

Interactive map of research on intelligence: Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources.
http://www.indiana.edu/%7Eintell/map.shtml

Sternberg, R.J. (2002). Cultural explorations of human intelligence around the world. In W.J. Lonner, D.L. Dinnel, S.A. Hayes & D.N. Sattler (Eds), Online Readings in Psychology and culture (Unit 5, Chapter 1), (http://www.wwu.edu/~culture) Center for Cross-Cultural Research, Western Washington University, Bellingham, WA.

Optional resources for unitary intelligence tests:

Optional resources for multiple intelligence tests:

Optional resources for validated intelligence tests:

General information about the Wechsler:
http://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scale

Publisher's info about the Wechsler (adult version):
http://psychcorp.pearsonassessments.com/haiweb/cultures/en-us/productdetail.htm?pid=015-8980-808&Community=CA_Psych_AI_Ability

General information about the Stanford-Binet:
http://en.wikipedia.org/wiki/Stanford-Binet_IQ_test

Publisher's info about Stanford-Binet
http://www.riverpub.com/products/sb5/index.html

General information about the Wonderlic Personnel Test:
http://en.wikipedia.org/wiki/Wonderlic_Test

Publisher's Information about the Wonderlic Personnel Test (Revised)
http://www.wonderlic.com/hiring-solutions/employee-assessment.aspx

Overview of several major tests: "IQ Test List: Most Widely Used and Recognized IQ Tests," ExtremeIntellect.com
http://www.extremeintellect.com/ei2007/IQ/IQtestlist.html

Buros listing of mental measurements: (Search for "Intelligence" in Title and Purpose of test, or search for a specific test)
http://buros.unl.edu/buros/jsp/search.jsp

Hartcourt Assessment listing of intelligence tests:
http://harcourtassessment.com/HaiWeb/Cultures/en-us/harcourt/Community/
Psychology/results.htm?Community=CognitionIntelligence

Pearson/Talent Lens listing of tests of cognitive skills and occupational skills (includes Miller Analogies test, Stanford Achievement Test, Watson-Glaser Critical Thinking, Raven Progressive Matrices, etc.):
http://www.talentlens.com/en/

Sternberg, Ch. 6. (2001). "Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition." In Halonen, J. S. and Davis, S. F., The Many Faces of Psychological Research in the 21st Century. The Society for the Teaching of Psychology.
http://teachpsych.org/ebooks/faces/index_faces.php (find PDF at this site).

Course Competences

In this course, you will develop the following competences:

CompetenceCompetence Statement and Facets
H3A Can use two or more theories of human psychology to understand and solve problems.
S3D Can use scientific knowledge to understand varying perspectives on a policy issue.
A3C Can examine a social issue from an ethical perspective.
FX Can analyze cognitive abilities tests used for personnel selection or placement, and recommend supplemental or alternative assessment tools.
How the Competences will be Demonstrated in this Course

All of you will explore the concepts of intelligence, measuring intelligence, and using measures of intelligence to make decisions. You will be exposed to the basic concepts of measurement: reliability, validity, and random and systematic error (bias). You will read and discuss the history of intelligence testing, learn about the biases of early researchers and the assumptions about cognitive skills that are embedded in attempts to measure how smart people are, and learn how these tests have been used to select and place people and develop public policy. This content defines the course. You will all develop a definition of intelligence, both in a group and individually. You will understand test bias first hand by developing a biased test; take two online intelligence tests; and research a commonly-used, published intelligence test. In addition:

H3A: Can use two or more theories of human psychology to understand and solve problems.

  1. Articulates two or more theories or models explaining human behavior.
  2. Identifies a problem and proposes a solution using appropriate theoretical approaches.

If you opt to address this competence, you will compare and contrast at least two competing models of human intelligence: a unitary model vs. at least one multi-dimensional model; and an immutable and inborn model vs. a developmental model. You will describe these models in the class discussion, and explore the effects of different models on decisions such as selection, placement, equality of opportunity and social policy, and write a short research paper describing the model of intelligence reflected in a commonly-used, published intelligence test. You will also take two intelligence tests and analyze one in a paper that focuses on the model of intelligence reflected and make recommendations about its use.

S3D: Can use scientific knowledge to understand varying perspectives on a policy issue.

  1. Identifies and describes a current public policy issue that has significant scientific or technological elements.
  2. Analyses the scientific theories, methods, or standards taken by two or more perspectives on this issue.

If you opt to address this competence, you will focus on the reliability, validity and bias in intelligence testing, and the effects of these factors on decisions such as selection, placement, equality of opportunity and social policies such as education and affirmative action. You will discuss these phenomena, as well as different definitions of test bias, and their effects. You will write a short research paper describing the development, reliability, validity and systematic error in a commonly-used, published intelligence test. You will also take two intelligence tests and analyze one in a paper that focuses on its reliability, validity and systematic error, its utility from multiple perspectives, and make recommendations about its use in public policy such as education, immigration or voting.

A3C: Can examine a social issue from an ethical perspective.

  1. Identifies and describes a social issue or situation.
  2. Identifies an ethical perspective relevant to the issue or situation.
  3. Uses that perspective to raise or explore questions about this issue or situation.

If you opt to address this competence, you will focus on the ethics of intelligence testing. You will discuss the effects of intelligence testing, and different models of intelligence (unitary vs. multidimensional, and inborn and immutable vs. developmental), on outcomes such as selection, placement, equality of opportunity and social policies such as education and affirmative action. You will examine different definitions of test bias and consider the ethical implications of each; and write an extended research paper describing the development, reliability, validity and systematic error in a commonly-used, published intelligence test, and examine its use from the ethical perspective of its effects on various groups in society. NOTE: If you are taking this competence alone, you will only write a single, extended paper.

FX: Can analyze cognitive abilities tests used for personnel selection or placement, and recommend appropriate uses.

If you opt to address this competence, you will focus on the reliability, validity and bias in intelligence testing, and the effects of these factors on decisions such as selection, placement, and equality of opportunity. You will develop a working definition of intelligence, and write a short research paper describing the development, reliability, validity and systematic error in a commonly-used, published intelligence test. You will also take two intelligence tests and analyze one in a paper that focuses on its reliability, validity and systematic error, its utility from multiple perspectives, and make recommendations about its use. You will identify supplemental or alternative means of selecting employees into a given job or situation.

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Course Structure

This course consists of 10 modules. The estimated time to complete each module is 1 week.

The following table outlines the course:

Week,  Module # and Title

Readings

Assignments

Week 1, Module 1: Classmates and Concepts

Obtain and review textbook. Download and review other reading materials (articles)

Activity: Join a Group

1.1 Introductions Discussion

1.2 Class Climate Discussion

1.3 Introduction to Intelligence Discussion

Week 2, Module 2: What is Intelligence?

Read The Mismeasure of Man, Chapter 1

Read "Intelligence and Achievement Testing: Is the Half-Full Glass Getting Fuller?"

Read "Intelligence" Wikipedia. Retrieved January 30, 2010 Read 2 articles about Gardner's theory:

http://www.intelltheory.com/gardner.shtml Article on Howard Gardner in the Human Intelligence website: A. Plucker, J. A. (Ed.). (2013). Human intelligence: Historical influences, current controversies, teaching resources. http://www.intelltheory.com

http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/ Howard Gardner, multiple intelligences and education, The Encyclopedia of Informal Education.

Read 2 articles about Guilford's theory:

http://www.instructionaldesign.org/theories/intellect.html Structure of the Intellect (J.P. Guilford)

http://www.intelltheory.com/guilford.shtml Article on J.P. Guilford in the Human Intelligence website: A. Plucker, J. A. (Ed.). (2013). Human intelligence: Historical influences, current controversies, teaching resources.

http://www.intelltheory.com

Read 3 articles about Sternberg's theory:

Kearsley, G (2007), "Triarchic Theory (R. Sternberg)," Theory Into Practice.

Sternberg's Triarchic Theory of Intelligences.

Robert J. Sternberg's entry in the Human Intelligence Website

2.1 Group Definition of Intelligence Dropbox

2.1 Group Definition of Intelligence Discussion (Group)

2.2 Group Definition of Intelligence Discussion (Individual)

2.3 Structure of Intelligence Discussion

Week 3, Module 3: Measuring People

Read first three sections: "Measurement," Quantitative Methods in Social Sciences (QMSS) E-Lessons.

Read all pages on Reliability and Validity, including the examples of each: Jonathan Howell, Paul Miller, Hyun Hee Park, Deborah Sattler, Todd Schack, Eric Spery, Shelley Widhalm, and Mike Palmquist. (2005). Reliability and Validity. Writing@CSU. Colorado State University Department of English.

Read and watch videos. "Bias in Measurement: Measurement Error" and "Bias in Measurement: Testing your Measurement Bias," Learning Math: Data Analysis, Statistics and Probability. Annenberg Media.

3.1 Group Analysis of Measuring Skills Reliably and Validly Dropbox

3.1 Group Analysis of Measuring Skills Reliably and Validly Discussion

3.2 Measuring Skills Reliably and Validity Discussion

3.3 Defining Terms Discussion

Week 4, Module 4: Measuring Intelligence, Part 1: Western Scientific Tradition

Read Gould, S.J.: The Mismeasure of Man: Chapters 2 and 3.

Recommended reading: Interactive map of research on intelligence.

4.1 Group Analysis of Scientist's Error

4.2 Scientists' Error Discussion

4.3 Nature vs. Nurture Discussion

Week 5, Module 5: Measuring Intelligence, Part 2: IQ Testing

Take one of these Unitary Intelligence tests:

Mensa Workout

The Classic IQ Test

Take one of these Multi-dimensional intelligence tests

Multiple Intelligences for Adult Literacy and Education: Introduction and Assessment

Birmingham Grid for Learning

If you find an alternative intelligence test that you wish to take, please check with your instructor.

Optional resources for validated intelligence tests:

General information about the Wechsler

Publisher's info about the Wechsler (adult version)

General information about the Stanford-Binet

Publisher's info about Stanford-Binet

General information about the Wonderlic Personnel Test

Publisher's Information about the Wonderlic Personnel Test (Revised)

Overview of several major tests: "IQ Test List: Most Widely Used and Recognized IQ Tests," ExtremeIntellect.com

Buros listing of mental measurements (Search for "Intelligence" in Title and Purpose of test, or search for a specific test)

Pearson Assessment listing of Cognitive Ability Tests

Talent Lens tests of cognitive skills (includes Watson-Glaser Critical Thinking and Raven Progressive Matrices)

Miller Analogies Test

Stanford Achievement Test URL

5.1 Taking an Intelligence Test Discussion

5.2 Selecting a Test to Research Discussion

5.3 The Army Tests Discussion

Week 6, Module 6: Assumptions in Intelligence Testing

Read Gould, S.J.: The Mismeasure of Man: Chapters 6 and Epilogue

Read Sternberg, Ch. 6. (2001).

"Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition."

In Halonen, J. S. and Davis, S. F., The Many Faces of Psychological Research in the 21st Century. The Society for the Teaching of Psychology. NOTE: Read only Chapter 6

6.1 Create a Biased Test

6.2 Explain Your Biased Test

6.3 Many Competences Discussion

Week 7, Module 7: Statistical Artifacts in Intelligence Testing

Read Gould, S.J.: The Mismeasure of Man: Critique of The Bell Curve.

Read Neisser, U. (1998).

Introduction: Rising Test Scores and What They Mean. In Neisser, U. (Ed.), The Rising Curve (pp. 3-22). Washington, D.C.: American Psychological Association.

Password: sw217

7.1 Take and Analyze Biased Tests

7.2 The Rising Curve Discussion

7.3 Research Paper on Published Test (H3A, S3D, FX)

7.4 Part One of Research Paper (A3C)

Week 8, Module 8: Using Tests to Make Personnel Decisions

Read Benson, E. (2003). Intelligent Intelligence Testing. Monitor on Psychology: APA Online.

Read Jencks, C. (1998) Racial Bias in Testing. In Jencks, C. and Phillip, M. (Eds.), The Black-White Test Score Gap. Brookings Press, pp. 55 - 85.

Password: SW217

8.1 Test Bias Discussion

Week 9, Module 9: Culture, Testing and Selection

Sternberg, R.J. (2002). Cultural explorations of human intelligence around the world. In W.J. Lonner, D.L. Dinnel, S.A. Hayes & D.N. Sattler (Eds), Online Readings in Psychology and culture (Unit 5, Chapter 1),

Center for Cross-Cultural Research, Western Washington University, Bellingham, WA

9.1 The Effects of Culture Discussion

9.2 Assessment from Two Perspectives Discussion

Week 10, Module 10: Wrap Up

 

10.1 Final Analytical Paper (H3A, S3D, FX)

10.2 Reflection

10.3 Final Research Paper (A3C)

Assessment of Learning

CompetenceCompetence Assessment
H3A
  • Read and discuss readings on the history, development, and use of intelligence testing for selection and placement
  • Define of the concept of intelligence; explain the implications of different definitions; and develop a group definition as well as a personal working definition.
  • Discuss the history of the concept of intelligence and its testing, and the uses of intelligence testing.
  • Describe how to develop a basic test of cognitive abilities.
  • Describe (in general terms) how to assess the reliability and validity of a test.
  • Understand test bias by developing a biased test of cognitive abilities and describing your process, taking a biased test, and analyzing the experience from both sides.
  • Take two intelligence tests, one of a unitary concept of intelligence and one of a multi-dimensional concept of intelligence.
  • Write a short (2 pp) research paper describing a commonly used, standardized published cognitive abilities test, focusing on the test's development and the construct or model of intelligence measured, including implications of the model.
  • Write a 5-6 pp paper analyzing the model of human intelligence implied by and reflected in one of the cognitive abilities tests that you took, as well as aspects of intelligence that were excluded from the test; examine how well the test meets managerial needs (e.g., efficiency of assessment, decision-making accuracy) and employee needs (equal opportunity, fairness and equitable treatment); and integrate your findings into a recommendation about use of the test.
S3D
  • Read and discuss readings on the history, development, and use of intelligence testing for selection and placement
  • Define of the concept of intelligence; explain the implications of different definitions; and develop a group definition as well as a personal working definition.
  • Discuss the history of the concept of intelligence and its testing, and the uses of intelligence testing.
  • Describe how to develop a basic test of cognitive abilities.
  • Describe (in general terms) how to assess the reliability and validity of a test.
  • Understand test bias by developing a biased test of cognitive abilities, taking a biased test, and analyzing the experience from both sides.
  • Take two intelligence tests, one of a unitary concept of intelligence and one of a multi-dimensional concept of intelligence.
  • Write a short (2pp) research paper describing a commonly used, standardized published cognitive abilities test, including the test's development and assessment, including the test's reliability, validity and any likely sources of error.
  • Write a 5-6 pp paper describing how one could apply the science of measuring human traits to assess the reliability, validity, and minimize error (systematic and random) of one of the cognitive abilities tests that you took. Include your evaluation of the likely reliability, validity and sources of error of the test. Analyze how the test might be used for public policy decisions such as school placement, affirmative action or immigration; and integrate the findings into recommendations about improving the test, uses of the test (if any) for affecting public policy, and recommendations about alternative approaches.
A3C
  • Read and discuss readings on the history, development, and use of intelligence testing for selection and placement.
  • Define of the concept of intelligence; explain the implications of different definitions; and develop a group definition as well as a personal working definition.
  • Discuss the history of the concept of intelligence and its testing, and the uses of intelligence testing.
  • Describe how to develop a basic test of cognitive abilities.
  • Describe (in general terms) how to assess the reliability and validity of a test.
  • Take two intelligence tests, one of a unitary concept of intelligence and one of a multi-dimensional concept of intelligence.
  • Understand test bias by developing a biased test of cognitive abilities, taking a biased test, and analyzing the experience from both sides.
  • Write an extended (10-12 pp) research paper describing a commonly used, standardized published cognitive abilities test, including the construct of intelligence measured; the procedures used to develop the test; its reliability, validity and likely sources of error; the history of use of the test; and an analysis of the ethical implications of its uses based on its fairness and its effect on multiple groups (e.g., cultural or ethnic groups). Integrate the analyses to make recommendations for either its continued use or limitations on its use. NOTE: If you are only taking the A-3-C competence, you will write only this one paper while other students write two.
FX
  • Read and discuss readings on the history, development, and use of intelligence testing for selection and placement.
  • Define of the concept of intelligence; explain the implications of different definitions; and develop a group definition as well as a personal working definition.
  • Discuss the history of the concept of intelligence and its testing, and the uses of intelligence testing.
  • Describe how to develop a basic test of cognitive abilities.
  • Describe (in general terms) how to assess the reliability and validity of a test.
  • Understand test bias by developing a biased test of cognitive abilities, taking a biased test, and analyzing the experience from both sides. .
  • Write a short (2pp) research paper describing a commonly used, standardized published cognitive abilities test, including the construct of intelligence measured and the test's reliability, validity and likely sources of error.
  • Write a 5-6 pp paper describing how one could apply the science of measuring human traits to assess the reliability, validity, and minimize error (systematic and random) of one of the cognitive abilities tests that you took. Include your evaluation of the likely reliability, validity and sources of error of the test. Consider the use of the test in any given employment context (e.g., when hiring for a specific job or situation), and examine how well the test meets managerial needs (e.g., efficiency of assessment, decision-making accuracy) and employee needs (equal opportunity, fairness and equitable treatment) Make a recommendation about use of the test in this context, and recommend supplemental or alternative assessment approaches.

If you are taking more than one competence, you will write two papers that include both perspectives. If you are taking any combination of H3A, S3D and FX, you will write a 3-4 page paper on the standardized, published test instead of a 2-pp. paper; this will include both perspectives. You will also write an 8-12 pp paper instead of a 5-6 pp paper on one of the tests you took, including both perspectives. If you are taking A3C and any of the other competences, you will write a 5-6-pp paper on the test you took, and a 10-12 page paper on the standardized, published test including both perspectives.

Assessment Criteria for Writing Assignments
Assessment Criteria for Online Discussion Participation
Course Grading Scale
A = 95 to 100 A- = 91 to 94 B+ = 88 to 90
B = 85 to 87 B- = 81 to 84 C+ = 77 to 80
C = 73 to 76 C- = 69 to 72 D+ = 65 to 68
D = 61 to 64 F = 60 or below INC

 
Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.

Percentage distribution of Assessments

H3A, S3D, FX:

PercentageElement of Course
30 Discussion
10 Definition of Intelligence (group and individual)
10 Describe new test and its reliability and validity
10 Develop and analyze biased version of new test
5 Take 2 intelligence tests
20 Analysis of one test taken (with appropriate focus)
15 Research paper on commonly-used published test (short)

A3C:

PercentageElement of Course
30 Discussion
10 Definition of Intelligence (group and individual)
10 Describe new test and its reliability and validity
10 Develop and analyze biased version of new test
5 Take 2 tests
35 Research paper on commonly-used published test, its uses and ethical implications (extended)

Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Online Participation Guidelines

The class Discussion is the forum for your participation, analysis and application of information in this class. It is the equivalent of our classroom.

Two discussions will help you get off to a good start on the course:

Every week there will be discussions set up to focus on the class content. This participation is graded, and that grade is a significant component of your overall class grade.

Course Structure

This course consists of 10 modules, each completed in one week.

To view the course schedule, click on the Schedule link on the left-hand navigation bar. This page contains the most recently updated listing of the topics and assignments due for each week of the course.

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.

Credits

This course was designed and produced by faculty and staff at SNL Online of the School forNew Learning of DePaul University.

© 2017 School for New Learning, DePaul University. All Rights Reserved by SNL.

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