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Experimental Analysis of Behavior 2019

University of North TexasCollege of Health and Public Service

Department of Behavior AnalysisExperimental Analysis of Behavior

Spring 2019

COURSE INFORMATIONThis course introduces graduate students pursuing advanced study and training in behavior analysis to the foundations and techniques of the experimental analysis of behavior which all modern-day behavior analysts should include in their repertoires.

BEHV 5010, Section 001, 3 Credits Thursdays 6:00 PM – 8:50 PM in Physical Education Building (PEB) 219 Course website accessible via unt.instructure.com

Instructor Contact Information Samantha (Sam) Bergmann, Ph.D., BCBA-D, LBA, Assistant Professor Email address: [email protected] Office: Chilton Hall 360F Office phone number: 940-565-4771 Office hours: TBD and by appointment

Course Pre-requisites, Co-requisites, and/or Other RestrictionsAdmission to the graduate program in the Department of Behavior Analysis. Successful completion of BEHV 5100: Introduction to Behavior Analysis or equivalent, as deemed appropriate by the faculty in the department of behavior analysis.

Course Description and Objectives The experimental analysis of behavior forms the foundation of many techniques in behavior

analysis. These techniques are built upon laboratory research conducted in an effort to understand something fundamental about behavior and its interaction with environment. The power of the experimental analysis of behavior is indicated by the robustness of behavior analytic technologies employed by scientists, scientist-practitioners, and practitioners to change behavior at the individual, group, and societal level.

Students will consume a sampling of a variety of research methodologies that comprise EAB, and each week’s readings will focus on a different topic or area. This is a survey of EAB literature designed to expose students to multiple areas of analysis to equip interested students with the skills necessary to identify additional literature.

By the end of this course, students will acquire the tools to necessary to consume the EAB literature. This will include analysis of (a) research question/purpose/rationale, (b) population of study, (c) behavior as a dependent variable, (d) method of experimentation, (e) analysis of findings, (f) conclusions and implications, and (g) future directions.

| Department of Behavior Analysis | College of Health and Public Service | University of North Texas

mailto:[email protected]


As a composite skill, students will conceptualize, design, execute, and interpret the results of an empirical project. This will be a project-focused, team-based learning experience conducted throughout the semester. This project will serve as an assessment of the student’s development of an EAB perspective and related skills. Through the completion of their own project and detailed exposure to peers’ projects, students will learn of the generic features that characterize behavior analytic research to allow them to define, develop, and pursue their own research interests.

Materials Required readings can be found on the course website on Canvas (unt.instructure.com) American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: American Psychological Association.

Teaching PhilosophyAs an instructor, my job is not to attempt transmission of the methodologies and EAB perspective; rather, my job is to construct an environment with the necessary conditions for said repertoire to be shaped. To meet the learning objectives for this course, my goal is to provide you with ample opportunities to behave. One must practice the skills necessary to become a researcher and scientist-practitioner. This course will be discussion-based with the expectation that all will be active contributors. I will assess your learning frequently, allow opportunities for self- and peer-feedback, and provide frequent communication on your skill acquisition throughout out the course.

TECHNICAL REQUIREMENTS/ASSISTANCEUIT Help Desk: http://www.unt.edu/helpdesk/index.htm

The University of North Texas provides student technical support in the use of Canvas and supported resources. The student help desk may be reached at:Email: [email protected] Phone: 940.565-2324In Person: Sage Hall, Room 130Hours are:

Monday-Thursday 8am-midnightFriday 8am-8pmSaturday 9am-5pSunday 8am-midnight

Canvas technical requirements: https://clear.unt.edu/supported-technologies/canvas/requirements

It is recommended that you use Microsoft Word to prepare your written documents. As a student at UNT, you may download Microsoft Office for free. Please visit https://it.unt.edu/installoffice365 for more information.

Minimum Technical Skills Needed


https://it.unt.edu/installoffice365

https://clear.unt.edu/supported-technologies/canvas/requirements

https://www.unt.edu/helpdesk/hours.htm


http://www.unt.edu/helpdesk/index.htm


To be successful in the course, you must be able to use email with attachments, use Canvas, download and upload documents to Canvas (note: .doc, .docx, .pdf file formats will be used, I cannot open .pages files), create files in Microsoft word, and perform literature searches using the university’s library website.

Student Academic Support Services Code of Student Conduct: provides Code of Student Conduct along with other useful links Office of Disability Access: exists to prevent discrimination based on disability and to help

students reach a higher level of independence Counseling and Testing Services: provides counseling services to the UNT community, as well as

testing services; such as admissions testing, computer-based testing, career testing, and other tests

UNT Libraries UNT Learning Center: provides a variety of services, including tutoring, to enhance the student

academic experience UNT Writing Center: offers free writing tutoring to all UNT students, undergraduate and

graduate, including online tutoring Succeed at UNT: information regarding how to be a successful student at UNT

COMMUNICATING WITH YOUR INSTRUCTOREmail ([email protected]) is the best way to communicate with me outside of class and office hours. Please send me questions, comments, and concerns related to our course. I make every effort to respond to emails within one business day. If I become aware of a situation that will prevent me from accessing email for more than one day, I will inform you of this as soon as possible. I will provide feedback to electronically-submitted assignments via Canvas within one week of their due date. I will post grade updates to Canvas. I will provide feedback on handwritten assignments by the beginning of the next class period.

PERFORMANCE CONTINGENCIES: ASSESSMENTS & GRADINGThis course will employ a variety of assessments and assignments to practice relevant skills. You should expect to respond frequently and in multiple modalities throughout the course.

Discussion Questions: On a proportion of weeks, you will be assigned to generate one discussion question per reading. Please refer to the course schedule for your assigned weeks. The discussion questions should be broad in nature and address fundamental issues (e.g., “In the discussion section, the authors stated that their findings supported X. WHY do you think that the results supported X? If you disagree with the authors, HOW would you modify the interpretation to support Y instead?”). They should generate discussion rather than one particular answer. In terms of stimulus control, a discussion question should be a stimulus which produces divergent control (i.e., a stimulus which strengthens multiple responses). A factual question (e.g., “How many grams of grain was each subject given for reinforcement?”) will receive no credit.

o Each week of discussion questions is worth 10 points.



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https://deanofstudents.unt.edu/conduct


o You will be assigned five discussion question assignments throughout the semester. o Your questions must be submitted to Canvas by 7:00 PM on Wednesday evenings . There

will be no exceptions. Late assignments will be given a zero.

Discussion Take-Away Points: During the last five minutes of each class with a discussion of readings, you will write at least three take-away points that summarize our discussion and what you’ve learned. These will be turned in at the end of each class and returned at the beginning of the next class with instructor comments. Each submission is worth three points.

Integration and Expansion Activities (IEA): On assigned weeks, in small groups, you will prepare an activity based on the previous week’s readings and discussion to integrate concepts and expand our exposure to the methodologies discussed in EAB. Your group will prepare an activity that should be approximately 20 min in duration. Beginning the sixth week (no integration and expansion activities on presentation days), we will begin each class period with an activity prepared by the small groups. The purpose of the activity is to briefly review the material discussed in the previous week’s class and to either integrate these concepts further or expose the class to something new. The objectives of the assignment can be met by way of a variety of activities and preparations. You can engage in a number of behaviors as long as they relate to the topics discussed. For example, your group might (a) read an unassigned article that relates to the topics covered and provide an overview and discussion for the group, (b) design a PORTL-ish activity, (c) introduce a current event or topic in popular culture, (d) play a video or podcast, or (f) something else! If you would like to propose a different idea, please email the instructor in advance for approval. Each Integration and Expansion Activity your group creates and leads is worth 25 points.

o You will be assessed according to how well your activity connects to the previous material and contribution to your group. Thus, your grade is comprised of an overall group grade and your individual grade. You will submit documentation of each member’s contributions to the assignment. Your peers will provide you feedback on the activity, and this feedback will be transcribed for anonymity.

Team-based Empirical Project: With a small group, you will complete an experiential laboratory project over the course of the semester. This project will be turned in sections to provide contingencies to complete responses in the beginning, middle, and end of the chain prior to finals week. Details about the project will be provided in class discussions. You should expect to conceptualize, design, execute, and interpret the results of an empirical project. In total, your project will be worth 200 points of your final grade.

o Empirical Project Ideas Presentation: With your team, you will present a number of ideas that you are considering for your empirical project. A rudimentary review of the literature is expected. You should prepare a brief presentation with a PowerPoint



presentation, Prezi presentation, and/or handout. Please upload a copy of your presentation or handout to CANVAS. This presentation is worth 20 points.

o Empirical Project Progress Presentation: With your team, you will present on the progress of your project. You should prepare a brief presentation with a PowerPoint presentation, Prezi presentation, and/or handout. You are encouraged to show figures with all data collected up to this point. Please upload a copy of your presentation or handout to CANVAS. This presentation is worth 20 points.

o Final Empirical Project Written Product: With your team, you will prepare one 10-13 page manuscript. Your empirical project should be written according to APA formatting and style guidelines. This includes 1” margins, double-spaced 12-pt. font, title page, and all appropriate headings (i.e., introduction, method, results, discussion) and sections (e.g., response measurement and dependent variables, interobserver agreement, experimental design). Your empirical project should include a selective review of relevant literature and address an issue that is important (i.e., a gap in the literature, an extension, a procedural modification, etc.) based on the review. Direct replications may not be submitted (although these can be worthy projects to pursue and contribute to the literature in a meaningful way). Systematic replications based on only changes in the subject population (e.g., original = pigeons, project = dogs) must be well justified by your review of the relevant literature (e.g., is stimulus equivalence observed in a population without verbal behavior repertoires?). Your individual contribution will also include a brief reflection on the value of the empirical project, what you learned, suggestions for future courses, etc. This should be submitted to CANVAS separately. Your written document is worth 110 points.

Your research proposal will be graded according to the following criteria:Introduction 20 points

Method 25 points

Results 20 points

Interpretation/Discussion 20 points

Individual Contribution 10 points

Individual Reflection 5 points

Formatting, Style, Spelling, Grammar 10 points

o Final Empirical Project Presentation: The empirical projects will be presented to the class in a conference-presentation format. That is, these should be formal presentations with a prepared PowerPoint. The duration of the talk will be based on the number of



groups and communicated ahead of time. Each talk will be followed by a question-answer sessions. This presentation is worth a total of 50 points.

Your oral presentation will be graded according to the following criteria:Clarity 15 points

Figures and schematics 15 points

Staying within the time limit 10 points

Style 10 points

GradingThe course grade will be calculated based on the total number of points that you earn in the course. No category is weighted more than another.

Grading Table

Assignment Categories Count in Category

Point Breakdown Points Possible

Discussion Questions 5 10 per submission 50Discussion Take-Away Points 10 3 per submission 30Integration and Expansion Activity 2 25 per activity 50Team-based Empirical Project 1 Ideas presentation: 20

Update presentation: 20Written proposal: 110Final presentation: 50

200

Total Points Possible 330 points

Total Points Possible for Semester/Grading Scale = 330 total points

330-296 = A 100%-90% = A

295-263 = B 89%-80%=B

262-230 = C 79%-70%=C

229 or less = F 69% or less=F

CALENDAR

DateTopic

Assigned Readings In-class Activities

Assignments Due



1/17 Introduction to the course

1. Syllabus Syllabus scavenger huntMake groups

1/24 Overview of the Experimental Analysis of Behavior

1. Skinner, B. F. (1966). What is the Experimental Analysis of Behavior? Journal of Experimental Analysis of Behavior, 9, 213-218.

2. Lattal, K. A., (2013). The five pillars of the experimental analysis of behavior. In G. J. Madden (Ed.), APA Handbook of Behavior Analysis. American Psychological Association.

3. Mace, F. C. (1996). In pursuit of general behavioral relations. Journal of Applied Behavior Analysis, 29, 557–563.

DQs: Student 1, Student 2, Student 3, Student 4, Student 5

DQs on CANVAS 1/23 7:00PM

1/31 The acquisition of behavior via reinforcement

1. Vollmer, T.R. & Hackenberg, T.D. (2001). Reinforcement contingencies and social reinforcement: Some reciprocal relations between basic and applied research. Journal of Applied Behavior Analysis 34, 241-253.

2. Perone, M. (2003). Negative effects of positive reinforcement. The Behavior Analyst, 26, 1–14.

3. Nevin, J. A., & Mandell, C. (2017). Comparing positive and negative reinforcement: A fantasy experiment. Journal of the Experimental Analysis of Behavior, 107(1), 34-38. doi:10.1002/jeab.237

4. Magoon, M. A., Critchfield, T. S., Merrill, D., Newland, M. C., & Schneider, W. J. (2017). Are positive and negative reinforcement "different"? insights from a free-operant differential outcomes effect. Journal of the Experimental Analysis of Behavior, 107(1), 39. doi:10.1002/jeab.243

5. Video: Gene Heyman, The Matching Law, SQAB (Society for the Quantitative Analysis of Behavior). https://www.youtube.com/watch?

NO CLASS**ALL students will submit DQs and respond to peers’ DQs on CANVAS**

Online assignments (posted on CANVAS) completed by 2/3 at 11:59 PM**These DQs and responses will be 15 points**



v=dUIkE32JuJE2/7 Stimulus

control 1. Dinsmoor, J.A. (1995). Stimulus Control:

Part I. The Behavior Analyst, 18(1), 51-68.

2. Dinsmoor, J.A. (1995). Stimulus Control: Part II. The Behavior Analyst, 18(2), 253-270.

3. Brown, G.S. & White, K.G. (2006). On the effects of signaling reinforcer probability and magnitude in delayed matching to sample. Journal of Experimental Analysis of Behavior, 83, 119-128.

4. Allen, K. D., & Lattal, K. A. (1989). On conditioned reinforcing effects of negative discriminative stimuli. Journal of Experimental Analysis of Behavior, 52, 335-339. doi: 10.1901/jeab.1989.52-335

DQs: Student 6, Student 7, Student 8, Student 9, Student 10


2/14 NONE Empirical Project Ideas Presentations

Upload copy of PowerPoint or handout to CANVAS by 2/14 5:59 PM

2/21 Stimulus Control and Stimulus Equivalence

1. Sidman, M. (2000). Equivalence relations and the reinforcement contingency. Journal of Experimental Analysis of Behavior, 74, 127 – 146.

2. Serna, R. W., & Pérez-González, L. A. (2003). An analysis of generalized contextual control of conditional discriminations. Journal of Experimental Analysis of Behavior, 79, 383-393. doi:10.1901/jeab.2003.79-383

3. Galizio, M., Mathews, M., Prichard, A., & Bruce, K. E. (2018). Generalized identity in a successive matching to sample procedure ‐ ‐in rats: Effects of number of exemplars and a masking stimulus. Journal of the Experimental Analysis of Behavior, 110, 366-379. doi:10.1002/jeab.483

4. Sidman, M. & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An

IEA: Group 1DQs:Student 11, Student 12, Student 13, Student 14, Student 15




expansion of the testing paradigm, Journal of Experimental Analysis of Behavior, 37(5), 5 -22.

2/28 Derived Responding

1. Foxy Learning Web Tutorial: Relational Frame Theory. https://foxylearning.com/tutorials#x

2. Hayes, S.C. (1989). A relational control theory of stimulus equivalence. In L.J. Hayes & P.N. Chase (Eds). Dialogues on Verbal Behavior, (pp. 19-40). Context Press, Reno, NV.

3. Berens, N. M., & Hayes, S. C. (2007). Arbitrarily applicable comparative relations: Experimental evidence for a relational operant. Journal of Applied Behavior Analysis, 40, 45-71. doi:10.1901/jaba.2007.7-06

4. Sundberg, C. T., Sundberg, M. L., & Michael, J. (2018). Covert verbal mediation in arbitrary matching to sample. Journal of the Experimental Analysis of Behavior, 109(3), 600-623. doi:10.1002/jeab.434



3/7 Choice and Self-control

1. Hyten, C.M., Madden, G.J., & Field, D.P. (1994). Exchange delays and impulsive choice in adult humans. Journal of Experimental Analysis of Behavior, 62, 225-233.

2. Renda, C. R., Rung, J. M. Hinnenkamp, J. E., Lenzini, S. N, & Madden, G. J. (2018). Impulsive choice and pre-exposure to delays: IV. Effects of delay and immediacy-expsoure training relative to maturational changes in impulsivity. Journal of Experimental Analysis of Behavior, 109, 587-599. doi: 10.1002/jeab.432

3. Hackenberg, T.D. & Vaidya, M. (2003). Token reinforcement, choice, and self-control in pigeons. Journal of Experimental Analysis of Behavior 66, 29-49.

4. Mullane, M. P., Martens, B. K., Baxter, E. L., & Steeg, D. V. (2017). Children's preference




https://foxylearning.com/tutorials#x


for mixed versus fixed ratio schedules of ‐ ‐reinforcement: A translational study of risky choice. Journal of the Experimental Analysis of Behavior, 107(1), 161-175. doi:10.1002/jeab.234.

3/14 Spring Break NO CLASS

3/21 NONE Empirical Project Update Presentations

Upload copy of Powerpoint or handout to CANVAS by 3/21 5:59 PM

3/28 Behavioral Economics –Guest Lecture/Discussion: Dr. Mike Harman

1. Madden, G.J. (2000). A Behavioral Economics Primer. In Bickel and Vuchinich (Eds.) Reframing Health Behavior Change with Behavioral Economics, pp. 3-26. Lawrence Erlbaum Associates, New Jersey.

2. Reed, D. D., Kaplan, B. A., Becirevic, A., Roma, P. G., & Hursh, S. R. (2016). Toward quantifying the abuse liability of ultraviolet tanning: A behavioral economic approach to tanning addiction. Journal of the Experimental Analysis of Behavior, 106(1), 93-106. doi:10.1002/jeab.216

3. Perry, A., C., & Fisher, W. W. (2001). Behavioral economic influences on treatments designed to decrease destructive behavior. Journal of Applied Behavior Analysis, 34, 211-215.



4/4 Behavioral Neuroscience

1. Bechtel, W. (2005). The challenge of characterizing operations in the mechanisms underlying behavior. Journal of Experimental Analysis of Behavior, 84, 313-325.

2. Schaal, D.W. (2003). Explanatory reductionism in Behavior Analysis. In Lattal & Chase (Eds.), Behavior Theory and Philosophy, pp. 83-102.

3. Moore, J. (2002). Some thoughts on the relation between behavior analysis and





behavioral neuroscience. Psychological Record, 52, 261–279.

4. Donahoe, J. W. (2017). Behavior analysis and neuroscience: Complementary disciplines. Journal of the Experimental Analysis of Behavior, 107(3), 301-320. doi:10.1002/jeab.251

4/11 Motivating Operations Revisited

1. Thomas, D. R., & King, R. A. (1959). Stimulus generalization as a function of level of motivation. Journal of Experimental Psychology, 57, 323-328.

2. Kettering, T. L., Neef, N. A., Kelley, M. E., & Heward, W. L. (2018). A comparison of procedures for unpairing conditioned reflexive motivating operations. Journal of the Experimental Analysis of Behavior, 109(2), 422-432. doi:10.1002/jeab.321

3. Rilling, M., & Caplan, H. J. (1973). Extinction-induced aggression during errorless discrimination learning. Journal of the Experimental Analysis of Behavior, 20(1), 85-92. doi:10.1901/jeab.1973.20-85



4/18 Understanding the “system” with EAB

1. Borba, A., Tourinho, E. Z., & Glenn, S. S. (2017). Effects of cultural consequences on the interlocking behavioral contingencies of ethical self-control. Psychological Record. doi: 10.1007/s40732-017-0231-6

2. Holtyn, A. F., Jarvis, B. P., & Silverman, K. (2017). Behavior analysts in the war on poverty: A review of the use of financial incentives to promote education and employment. Journal of the Experimental Analysis of Behavior, 107(1), 9-20. doi:10.1002/jeab.233

3. Henrich, J., Boyd, R., Bowles, S., Camerer, C., Fehr, E., Gintis, H., . . . Tracer, D. (2005). “Economic man” in cross-cultural perspective: Behavioral experiments in 15 small-scale societies. Behavioral and Brain Sciences, 28, 795-815.



4/25 The State of 1. Marr, J. (2018). Bounded in a nutshell: The IEA: Group 4 DQs on



EAB uncertain future of EAB. Behavior Analysis Research and Practice, 18 (4), 388-397.

2. Killeen, P. (2018). The futures of experimental analysis of behavior. Behavior Analysis Research and Practice, 18 (1), 124-133. http://dx.doi.org/10.1037/bar0000100

3. Bell, M. (2018). Winter is coming to the experimental analysis of behavior. Behavior Analysis Research and Practice, 18 (1), 184-192. http://dx.doi.org/10.1037/bar0000130

DQs: Each student will submit one DQ on any reading they select

CANVAS 4/24 7:00PM**The DQ will be worth 5 points**

5/2 NONE Presentations Final Research Proposal due on CANVAS 5/2 5:59 PM

5/9 NONE Presentations

COURSE EVALUATIONYou will have the opportunity to evaluate my teaching and the course at the end of the semester in a SPOT evaluation. In addition, I welcome in-person and electronic feedback on all aspects of the course at any time. I am committed to your learning and experience as a student, and I seek to modify the course, within reason, based on your experience as a student.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIESThe University of North Texas is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at http://www.unt.edu/oda/apply/index.html. Also, you may visit the Office of Disability Accommodation in the Sage Hall (room 167) or call them at (940) 565-4323.

COURSE POLICIES


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No individual exceptions can be made to the syllabus.Student Conduct: Each student automatically certifies that any material submitted for grading is his/her own independent work. UNT policies require reporting of plagiarism or any suspected violations that constitute possible academic misconduct. Students are responsible for being familiar with the Code of Student Conduct.Assignment Policy: The University is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will extend the time windows and provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and contact the UNT Student Help Desk: [email protected] or 940.565.2324. The instructor and the UNT Student Help Desk will work with the student to resolve any issues at the earliest possible time. Instructor Responsibilities and Feedback: As your instructor, I commit to providing you opportunities to engage with the material and behave as behavior analysts.

I will make every attempt to assist your learning by guiding discussion, providing clear instructions for projects and assessments, answering questions about assignments, identifying additional resources as necessary, providing grading rubrics/criteria, and reviewing and updating course content.

I will make every attempt to return feedback on assignments within one week of turn in and respond to emails within one business day.

Re-grades: If a student believes an error has been made in grading, a written request for reconsideration of the item(s) in question may be submitted within 1 week of receipt of the graded material. The written request should specify the item(s) in question, and the reason the student believes the answer given was correct, citing relevant sources (e.g., page number from readings on which the answer was based).Late Work: Late work will not be accepted. Assignments turned in late will be given a score of zero. Under extreme circumstances, the instructor may consider providing an opportunity to turn work in after the due date. However, these exceptions should not be assumed. Proof of legitimate extenuating circumstances that prevented work being turned in on time will be requested.Attendance Policy: Your attendance in this graduate course is expected. You are expected to arrive on time to class, come prepared with materials completed before coming to class, and to participate in class for the duration of the class period. Information about the University of North Texas’ Attendance Policy may be found at: http://policy.unt.edu/policy/15-2-5Absences: If a student must be absent for any reason, s/he should arrange to submit the applicable written assignment early, as no assignments turned in after the due date can be accepted. Students are responsible for making their own arrangements to obtain information from any missed class period. There will be no additional make-up opportunities for missed assignments.Class Participation: Class participation is expected in all aspects of the course. This includes actively responding during lecture and discussion, collaborating with peers during in-class projects, completing the in-class activities, and providing feedback to your peers on their projects. Your mastery of these


http://policy.unt.edu/policy/15-2-5



concepts and principles depends upon your active engagement with the material during and outside of class. Final Examination Date and Time: Our final examination is the final empirical project written document and presentation. These presentations will take place during the last two weeks of the semester. Our final class is Thursday, May 9th from 6:00-8:50 PM. Assistance: Students are encouraged to contact the instructor (by email or during office hours) or teaching assistant any time clarification or additional help in understanding the material is needed. Any questions that will aid you in mastering the material are welcomed.Syllabus Change Policy: As the instructor of this course, I reserve the right to modify this syllabus at any time. Updates to this syllabus may include changes to the reading list, modified assignments, updates to due dates, etc. Changes will be communicated on the course Canvas page and via email. You are responsible for staying up to date with any syllabus changes.

UNT POLICIESAcademic Integrity PolicyAcademic Integrity Standards and Consequences. According to UNT Policy 06.003, Student Academic Integrity, academic dishonesty occurs when students engage in behaviors including, but not limited to cheating, fabrication, facilitating academic dishonesty, forgery, plagiarism, and sabotage. A finding of academic dishonesty may result in a range of academic penalties or sanctions ranging from admonition to expulsion from the University. UNT promotes the integrity of learning processed and embraces the core values of trust and honesty. Academic integrity is based on educational principles and procedures that protect the rights of all participants in the educational process and validate the legitimacy of degrees awarded by the university. In the investigation and resolution of allegations of student academic dishonesty, the university’s actions are intended to be corrective, educationally sound, fundamentally fair, and based on reliable evidence. ADA PolicyUNT makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide a student with an accommodation letter to be delivered to faculty to begin a private discussion regarding one’s specific course needs. Students may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the ODA website at disability.unt.edu.Diversity StatementIt is the policy of the University of North Texas (and this instructor) not to discriminate on the basis of race, color, religion, sex, age, national origin, disability (where reasonable accommodations can be made), disabled veteran status or veteran of the Vietnam era status in its educational programs, activities, admissions or employment policies. In addition to complying with federal and state equal opportunity laws and regulations, the university through its diversity policy declares harassment based



on individual differences (including sexual orientation) inconsistent with its mission and educational goals. Direct questions or concerns to the equal opportunity office, (940) 565-2456, or the dean of students, (940) 565-2648. TTY access is available through Relay Texas: (800) 735-2989.Emergency Notification & ProceduresUNT uses a system called Eagle Alert to quickly notify students with critical information in the event of an emergency (i.e., severe weather, campus closing, and health and public safety emergencies like chemical spills, fires, or violence). In the event of a university closure, please refer to Blackboard for contingency plans for covering course materials.Retention of Student RecordsStudent records pertaining to this course are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Canvas online system, including grading information and comments, is also stored in a safe electronic environment for one year. Students have the right to view their individual record; however, information about student’s records will not be divulged to other individuals without proper written consent. Students are encouraged to review the Public Information Policy and the Family Educational Rights and Privacy Act (FERPA) laws and the University’s policy. See UNT Policy 10.10, Records Management and Retention for additional information. Acceptable Student BehaviorStudent behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The University's expectations for student conduct apply to all instructional forums, including University and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at deanofstudents.unt.edu/conduct.Access to Information - Eagle ConnectStudents’ access point for business and academic services at UNT is located at: my.unt.edu. All official communication from the University will be delivered to a student’s Eagle Connect account. For more information, please visit the website that explains Eagle Connect and how to forward e-mail: eagleconnect.unt.edu/ Student Evaluation Administration DatesStudent feedback is important and an essential part of participation in this course. The student evaluation of instruction is a requirement for all organized classes at UNT. The survey will be made available during weeks 13, 14 and 15 of the long semesters to provide students with an opportunity to evaluate how this course is taught. Students will receive an email from "UNT SPOT Course Evaluations via IASystem Notification" ([email protected]) with the survey link. Students should look for the email in their UNT email inbox. Simply click on the link and complete the survey. Once students complete the survey they will receive a confirmation email that the survey has been submitted. For additional information, please visit the SPOT website at http://spot.unt.edu/ or email [email protected] Assault Prevention


http://spot.unt.edu/

http://it.unt.edu/eagleconnect

https://my.unt.edu/

https://deanofstudents.unt.edu/conduct


UNT is committed to providing a safe learning environment free of all forms of sexual misconduct, including sexual harassment sexual assault, domestic violence, dating violence, and stalking. Federal laws (Title IX and the Violence Against Women Act) and UNT policies prohibit discrimination on the basis of sex, and therefore prohibit sexual misconduct. If you or someone you know is experiencing sexual harassment, relationship violence, stalking, and/or sexual assault, there are campus resources available to provide support and assistance. UNT’s Survivor Advocates can assist a student who has been impacted by violence by filing protective orders, completing crime victim’s compensation applications, contacting professors for absences related to an assault, working with housing to facilitate a room change where appropriate, and connecting students to other resources available both on and off campus. The Survivor Advocates can be reached at [email protected] or by calling the Dean of Students Office at 940-565- 2648. Additionally, alleged sexual misconduct can be non-confidentially reported to the Title IX Coordinator at [email protected] or at (940) 565 2759.


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