Michael Amlung

Teaching Portfolio
September 2012

(Click section title to jump)

Teaching Philosophy Statement Description of Courses Taught Samples of Student Work Sample Teaching Materials Innovative Teaching Projects and Roles Teaching Honors & Awards 2-3 4-5 8-10 6-7

Table of Contents

11-12 13-14 16-19 20-21 22-23 24 15

Professional Activities Related to Teaching Quantitative and Qualitative Evaluation of Teaching

Undergraduate Student Letters of Support Appendix I: Complete Course Syllabi

Peer Assessment of Teaching

Supplementary Materials Available Online at http://mamlung.myweb.uga.edu/teaching/

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Michael Amlung Teaching Philosophy Statement

My overarching goal as an educator in psychology is to support the academic and personal development of my students by engaging them in challenging and thought-provoking analysis of psychological concepts. Not all of my students will pursue careers in psychology, and my role is not to persuade them all to do so. To the contrary, my purpose is to give my students an appreciation for how behavioral science applies to their everyday lives along with building their skills as critical consumers and, more importantly, producers of knowledge. Central to this mission is my core view that learning should be an integrative, personal, and engaging experience. The potential for significant learning is greatly enhanced when students integrate new material with their existing catalog of knowledge. To achieve this, my students work to identify how what we are learning aligns with or challenges how they think about human behavior. For example, I developed a Reading Connections exercise for my Cognitive Psychology course that required students to select specific passages from course readings and form three types of connections: text-to-text (i.e., connecting the passage to material they have read previously), text-to-self (i.e., relating the passage to some aspect of their past experiences), and text-to-world (i.e., placing the passage in the greater context of their society). Learning is also an intensely personal experience, with each learner bringing his or her own unique views and set of learning skills. I work to tailor my teaching to the unique needs and interests of individual students while also creating an environment that fosters lifelong learning for all. This includes, maintaining an open door policy to allow for focused help whenever students are struggling. My courses are also organized in a way that emphasizes active engagement. I do this by devoting a substantial portion of class time to small group activities, case-based learning, and live demonstrations (such as a visit to the campus brain imaging center). Finally, the way I evaluate student learning combines informal assessments, such as low-stakes writing and non-graded learning checks, with traditional exams and papers that are carefully constructed to address specific learning outcomes. I find that this strategy not only provides my students with an ongoing barometer of their learning, but it also encourages them to assume an active role as self-directed learners. My teaching experiences to date have allowed me to put these core values into practice. As indicated above, I believe that students in psychology must develop skills as critical consumers of scientific claims. I want my students to not accept information at face value; they should possess the tools to evaluate evidence and draw their own conclusions. Students in my Research Methods class, for instance, are asked to critique an advertisement for a product that relies heavily on pseudoscientific claims (e.g., Your Baby Can Read). Then they apply these skills by comparing and contrasting two reports of a psychological study, one from the peer-reviewed journal and another from a popular media outlet. This exercise allows my students to learn the principles of scientific inquiry while simultaneously gaining an appreciation for the potential dangers of misrepresenting empirical findings. Another example is a semester-long project that I developed for my Cognitive Psychology course, which involved attending a virtual scientific conference using the online tool, TED.com. Each student selected a series of psychology-themed talks that s/he found interesting, thereby making learning personal for each individual. Students then wrote short commentaries on each talk that critically evaluated the content and the credibility of the speaker. Finally, they wrote a reflection paper that challenged them to integrate what they learned by identifying common themes across the seemingly unrelated talks. Exercises such as these expose my students to cutting-edge research and encourage them to uncover unifying themes in the discipline.

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Michael Amlung Teaching Philosophy Statement (continued)

One of the most meaningful ways for students to move beyond consumption of information to actually producing knowledge is by engaging in undergraduate research. In the context of mentoring undergraduate researchers, my priorities include providing students with a solid foundation in the scientific basis of ongoing research, cultivating their abilities as confident and self-sufficient team members, and stimulating their unique interests through independent research projects. My approach relies heavily on scaffolding. At first, I provide detailed instruction in the procedures followed by extensive modeling of the tasks in action. My mentees then practice their newly-acquired skills in an environment that is forgiving of mistakes. This latter step, in my view, is crucial for students to gain confidence and eventually reach our mutual goal of everyone working autonomously. Finally, I encourage my mentees to actively contribute to the growth of psychological science by taking the lead in presenting their research projects at weekly lab meetings and regional conferences (e.g., Psi Chi). These activities also provide opportunities for my students to strengthen their written and oral communication skills. I believe that effective teaching is an art, and mastering it requires time, practice, and creativity. I take a scholarly approach to improving my teaching, by engaging in pedagogical research, completing teaching-related coursework, and attending a variety of teaching workshops and conferences. I solicit regular student feedback through mid and end-of-semester evaluations and have also sought peerevaluation of my teaching from faculty colleagues. As one final example, I compiled an end-of-course portfolio for my Research Design classa self-reflective exercise that gave me greater understanding of strengths and areas for improvement in my teaching. Through all of these efforts, I move closer to my goal of using best practices in my teaching in order to foster academic and personal growth in my students.

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Michael Amlung Description of Courses Taught

Graduate Teaching of Psychology Seminar (GRSC7770), University of Georgia [view syllabus] Role: Co-Instructor of Record (with Dr. Joan Jackson) Semesters Taught: Fall 2011 Student Enrollment & Profile: 20 graduate students in psychology Course Description: This course covered best practices in teaching at the undergraduate level for Teaching Assistants in Psychology. Topics included: preparing to teach, effective instructional strategies, assessing student learning, professional issues (e.g. diversity, academic honesty, and student problems), and documenting teaching experiences, among others. Teaching Responsibilities: As the Instructor of Record under the supervision of Dr. Joan Jackson, I was responsible for all aspects of this course. My duties included setting the learning goals, designing the syllabus, selecting required readings, developing in-class activities and assignments/projects, preparing for lectures and classroom discussions, and organizing a calendar of guest speakers. Research Design in Psychology (PSYC3980), University of Georgia [view syllabus] Role: Instructor of Record Semesters Taught: Spring 2011 Student Enrollment & Profile: 33 undergraduate students Course Description: This course covered research methods in psychology, including experimental, correlational, and quasi-experimental designs. Students received direct experience with formulating hypotheses, designing studies to test those hypotheses, collecting data, evaluating the validity of scientific claims, and writing scientifically using APA style. Teaching Responsibilities: As the Instructor of Record, my responsibilities were largely similar to those described above for GRSC7770. However, this course provided a unique opportunity to work with my students on their scientific writing skills through a semester-long APA-style research proposal assignment. Students submitted rough drafts of each section of their proposal for written feedback and suggestions for revisions. This course also allowed me to experiment with using problem-based learning techniques (see Sample Teaching Materials) and extensive in-class group work. Special Problems / Undergraduate Research Assistantship (PSYC4800), University of Georgia Role: Graduate Mentor (with Drs. Richard Suplita and James MacKillop) Semesters Taught: Fall 2010 Spring 2012 Student Enrollment & Profile: 3 undergraduate students Course Description: This course is for advanced undergraduate students who wish to participate in independent research under the direction of a psychology faculty member or graduate instructor. Teaching Responsibilities: Under the supervision of two faculty members, I have mentored undergraduate psychology students for independent research experiences across multiple semesters. My responsibilities included training my mentees on recruitment, data collection and data entry procedures as well as literature review techniques. I also worked with my mentees on scientific writing skills through completion of annotated bibliographies and an abstract and poster at the annual Psi Chi Convention. Finally, my mentees and I met weekly to discuss career development topics, including plans to pursue graduate school.

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Michael Amlung Description of Courses Taught (continued)

Cognitive Psychology (PSYC4100), University of Georgia [view syllabus] Role: Instructor of Record Semesters Taught: Spring 2010; Fall 2010 Student Enrollment & Profile: 23-28 undergraduate students Course Description: This course covered the theoretical principles of cognitive psychology including perception, attention, memory, problem solving, decision making, psycholinguistics, and cognitive neuroscience. Teaching Responsibilities: In addition to the typical instructor of record responsibilities described in detail above, I used my two semesters teaching Cognitive Psychology to develop an innovative Virtual Conference activity using TED.com to expose my students to cutting -edge research and topics in psychology (see Innovative Teaching Projects & Roles). Cognitive Psychology (PSYC410), Piedmont College [view syllabus] Role: Instructor of Record Semesters Taught: Fall 2010 Student Enrollment & Profile: 15 undergraduate students Course Description: This course covered the theoretical principles of cognitive psychology including perception, attention, memory, problem solving, decision making, psycholinguistics, comparative cognition, and emotion. Teaching Responsibilities: This course provided experience with teaching in a small liberal arts college setting while also exposing me to a diverse group of traditional and non-traditional students (e.g., adult learners). This diversity of student enrollment gave me an opportunity to tailor the course content to what was most relevant to my students. I also used this course as chance to develop a new tool for helping my students read their assigned readings more critically and to create a new assignment focusing on realworld applications of the material. Abnormal Psychology (PSYC3230), University of Georgia Role: Teaching Assistant Semesters Taught: Fall 2009 Student Enrollment & Profile: 250 undergraduate students Course Description: This course covered the scientific principles of abnormal behavior including assessment, treatment, and etiology. Teaching Responsibilities: Maintained course grade book; graded exams and quizzes; proctored exams; managed the course WebCT site; answered student questions during office hours and via email; volunteered to present a guest lecture on brain disorders. Elementary Psychology (PSYC1101), University of Georgia Role: Teaching Assistant Semesters Taught: Fall 2007; Spring 2008 Student Enrollment & Profile: 250-300 undergraduate students Course Description: This was an introductory course covering the fundamental principles of psychological science. Teaching Responsibilities: Maintained course grade book; graded and proctored exams; graded reaction papers and provided written feedback; managed the course WebCT site; answered student questions during office hours and via email; volunteered to present a guest lecture on cognitive neuroscience.

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Michael Amlung Sample Teaching Materials

Problem-Based Learning Activity on Factorial Experimental Designs This exercise from my Research Design class used problem-based learning to teach students about factorial experiments. It also provided hands-on experience with collecting and summarizing empirical data..
The Kooshie Ball Conundrum
In-Class Activity PSYC 3980 Research Design in Psychology
Description of Problem Kooshie Ball, Inc. is interested in the effects of two variables on accuracy of Kooshie ball tossingdistance from target and eyesightbecause they are considering using a new slogan for their product: So Accurate, You Could Toss it From Across the Room with Your Eyes Closed. They have asked our class to design a simple experiment to test this theory. This is a big task, so you will need to work in groups to tackle different aspects of this problem. You will design a between-subjects factorial experiment, collect data from a random sample of class members, and present your study to the CEO of Kooshie Ball, Inc. (your instructor) in the form of a research poster. Objectives Understand the major concepts associated with factorial experimental designs, including: 1. Formulating research questions and hypotheses; 2. Manipulation of multiple independent variables; 3. Between vs. withinsubjects designs; 4. Using a design matrix to visualize an experimental design; 5. Controlling for extraneous or confounding variables; 6. Data collection and measurement of dependent variables; 7. Summarizing data in tabular and graphical format; and 8. Examining results for main effects and interactions and drawing conclusions. Gain experience with writing and presenting a research poster by working in groups to create each of the four main sections of the poster. Build teamwork and problem solving skills by working with your peers to design and run a carefully-controlled factorial experiment to test specific hypotheses. Specific Instructions You will work with a small group of your classmates on a specific part of this problem. The CEO expects you to complete this experiment in 50 minutes, so its important that you work carefully and efficiently on your teams specific tasks. Also, other teams may need to use your work to meet their goals. For example, the data collection team needs to know what specific methods are going to be used in the experiment before collecting any data. Each team will be responsible for summarizing their work on a large Post-it poster sheet. Once all teams have completed their tasks, we will combine all of the poster sheets into one large class-wide poster. Each team should be prepared to present their portion to the rest of the class.

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Michael Amlung Sample Teaching Materials (continued)

Sample Assignment and Grading Rubric from my Cognitive Psychology Course I developed a Virtual Conference assignment for my Cognitive Psychology courses (described in detail under Innovative Teaching Projects & Roles). Below is the handout from the reflection paper portion of the assignment and the corresponding grading rubric I created to evaluate student work.
PSYC 4100 Cognitive Psychology Virtual Commentary Reflection Paper Assignment Description The final portion of the Virtual Conference assignment is a written reflection paper. The purpose of this paper is twofold. For the first part of the reflection paper, you should think critically about the six virtual lectures you viewed and draw connections between the content presented in each. All of the lectures were part of a larger series titled How the Mind Works and the creators of TED.com felt these lectures all shared a common theme. Did you find this was the case for the lectures you chose to watch? Why or why not? Be sure to provide specific examples and sufficient comments to illustrate your points. In the second part of your paper, you are asked to reflect on your experiences with this assignment. The following are several questions you can choose to write about: Did you find the assignment enjoyable? Was there anything in particular that you liked or disliked about the virtual conference assignment as a whole? Did you feel that the virtual conference was an interesting and useful addition to the material presented in lecture and in the course readings (i.e. did it make a significant contribution to your learning in this course)? You should not simply provide yes or no answers to these questions. Instead, you are encouraged to provide honest and thoughtful feedback on the virtual conference experience. This assignment is worth 20 points. Your paper should be double-spaced, 12-point font, 1-inch margins. Your paper should be between 1 and 2 pages in length. Your paper will be graded on both content and writing mechanics according to the rubric provided by your instructor.

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Michael Amlung Samples of Student Work

Example of a written homework assignment from my Research Design course with my feedback to the student. Prompt: Written summary and critique of a peerreviewed journal article chosen by the student and accessed via the library website.

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Michael Amlung Samples of Student Work (continued)

Examples of responses to in-class activities completed in my Research Design course. (Left: Concept map that outlines the important concepts of correlational designs; Right: Choose a psychological construct; brainstorm associated variables; and formulate a testable hypothesis).

A sample rough draft of an annotated bibliography entry by an undergraduate student that I mentored in an independent research course. Based on my written feedback, my mentee edited her work and resubmitted revised versions that displayed significant improvement.

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Michael Amlung Samples of Student Work (continued) Samples of Projects by Undergraduate Research Mentees
One of the many joys of being a teacher in psychology is the opportunity to work with eager and bright young scientists. Undergraduate students that I have mentored have presented their research at local conferences and during weekly lab meetings. My goal is to challenge my mentees to hold high personal expectations for their work and to always maintain the highest ethical standards possible. I want to give my students opportunities to pursue scientific questions that they find interesting and exciting. In doing so, I cultivate their passion for psychology and also build their skills as junior scientists. Many of the students that I have mentored have gone on to graduate study in psychology and social work as well as full-time research assistant positions. Left: Undergraduate research mentees present their posters at the annual Psi Chi Convention. Below: Selected slides from a lab meeting presentation by one of my mentees.

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Michael Amlung Innovative Teaching Projects and Roles

Bringing TED to Class: Hosting Virtual Conferences Integrating online content with the college classroom can help make courses more relevant and tailors our teaching to our students virtual worlds. For this reason, I developed an innovative assignment for my cognitive psycholog y courses that involved students attending a virtual conference via TED.com o My students viewed a series of short TED talks by prominent psychologists and wrote brief commentaries that required them to extract the main ideas, identify concepts they found particularly interesting or confusing, and critically evaluate each speaker. Students then wrote a reflection paper in which they synthesized the overlapping themes in the lectures. o Survey data that I collected indicated that the conference had a significant impact on student learning while also stimulated critical thinking. Student feedback was generally positive, with several students commenting that they especially liked that they were able to choose the topics they wanted to learn about. Psychology of Genocide Course Design How can ordinary human beings be driven to willingly contribute to mass murder while others can stand idly by and do nothing? This is the central theme for an undergraduate course on the Psychology of Genocide that I designed while taking a graduate-level class on course design. o My students and I will take a psychological perspective to examining the causes and impact of genocide from multiple viewpoints (perpetrators, victims, and bystanders), evoking concepts from social psychology, personality, and clinical psychology. o This course is designed in its entirety, including learning goals, classroom activities, assessment tools, and a complete course syllabus. My course design portfolio can be viewed here: http://tinyurl.com/AmlungGenocideCourse Scholarship of Teaching & Learning Research I am actively conducting scholarship of teaching (SOTL) research in collaboration with the UGA Center for Teaching and Learning. I am a principal investigator on two ongoing studies: o Role of Peer Mentoring in Graduate Student Teaching Assistant Development The purpose of this project is to investigate the role of various types of mentoring in graduate TA development. We are examining the frequency, motivations, and benefits of mentoring in a large sample of graduate students from a range of departments at UGA. This work has the potential to inform effective TA development programs across disciplines. o Investigating Novel Instructional Techniques in Undergraduate Psychology Courses The goal of this project is to investigate the efficacy of innovative teaching techniques that I have developed for my undergraduate psychology courses. The primary focus to date has been evaluating the virtual conference activity described above. Data collected included self-report surveys of the impact on student learning and student perceptions of the activity.

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Michael Amlung Innovative Teaching Projects and Roles (continued)

Instructor for Duke Talent Identification Program (TIP) I have taught several accelerated classes for gifted middle/high school students as part of Duke TIP. My goal is to expose the students to college-level material that emphasizes psychology as a science. I use hands-on activities extensively, including sheep brain dissections and a tour of the UGA neuroimaging center. Courses taught include: Sensation & Perception, Abnormal Psychology, and Brain & Intelligence.

Teacher Behaviors Checklist Report Generator After using the Teacher Behaviors Checklist (Keeley et al., 2006) to evaluate my own teaching, I created an automated Excel spreadsheet to analyze student responses on the TBC and automatically generate a summary report with a variety descriptive statistics and figures. This report generator, which I made freely-available for download from my website, is intended to make using the TBC more efficient and powerful for teachers from any discipline. o My TBC Report Generator can be downloaded from the following URL:
http://mamlung.myweb.uga.edu/teaching/Teacher-Behaviors-Checklist-Report-Generator.xls

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Michael Amlung Professional Activities Related to Teaching

Interdisciplinary Certificate in University Teaching, University of Georgia Enhanced teaching skills and preparation for future academic positions through mentored teaching experience, graduate pedagogy coursework, completing a teaching portfolio, and conducting a teaching-related research project. Graduate-level Pedagogy Coursework Taken at the University of Georgia Course Design (GRSC7900) Provided a foundation in course design grounded in pedagogical theory (Finks Taxonomy for Significant Learning). Designed a complete course on the Psychology of Genocide using the backwards course design model. College Teaching and Student Learning (GRSC7800) Examined a variety of factors that influence college teaching and learning. Topics included characteristics of good teaching, learning theories, and helping students become active learners. Practicum in Teaching of Psychology (PSYC9100) Supervised experience in the teaching of psychology at the university level. Readings, didactic presentations, individualized mentorship, and completion of a teaching improvement project. Seminar for Graduate Student Teaching Assistants (GRSC7770) Developed skills to execute TA responsibilities. Topics included creating syllabi, delivering lectures, facilitating discussions, assessing student learning, embracing diversity, and academic honesty, among others. President, Psychology Educator Development Association, University of Georgia Founding member of a student-led organization that provides academic, professional, and social support for graduate teaching assistants through organizing workshops, collaborative teaching projects, and resource sharing. Web site: http://www.psychology.uga.edu/peda/ Graduate Student Member, Society for Teaching of Psychology Professional society dedicated to promoting excellence in the teaching of psychology Served a two-year term on STP Membership Committee Graduate President, Psi Chi International Honor Society in Psychology, University of Georgia Promoted academic and research excellence in psychology. Worked with undergraduate officers to plan meetings and workshops. Chaired planning committee for the annual Psi Chi Convention of Behavioral Sciences Also served term as Graduate Vice President. Abstract / Paper Reviewer Reviewed abstract submissions and best paper submissions for the following teaching-related conferences and undergraduate student research conferences ISSOTL12 Conference: "Research on teaching and learning: integrating practices" Research on Teaching & Learning: Integrating Practices Conference (McMaster University) Psi Chi Convention of the Behavioral Sciences (University of Georgia) Georgia Undergraduate Research in Psychology Conference (Kennesaw State University)

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Michael Amlung Professional Activities Related to Teaching (continued)

Teaching-Related Research Presentations
Amlung, M., Dengler, M., Simpson, E., Stone, B., Williams, G., & Domizi, D. (2012, August). The role of peer mentoring in psychology teaching assistant development. Poster presentated at 120th Annual Convention of the American Psychological Association. Orlando, FL. Amlung, M. (2011, October). Bringing TED to class: Hosting virtual conferences. Invited talk given on FridayLive! Webinar Series (Teaching, Learning, and Technology Group). Archived talk URL: http://tinyurl.com/AmlungFL Amlung, M., Dengler, M., Simpson, E., Stone, B., Williams, G., Suplita, R. & Domizi, D. (2011, October). The role of peer mentoring in teaching assistant development. Poster presented at 36th Annual POD Network Conference. Atlanta, GA. Amlung, M. (2011, October). Ideas worth spreading: Using TED.com in undergraduate psychology courses. Poster presentation at STP Best Practices Conference. Atlanta, GA. Amlung, M. & Domizi, D. P. (2011, March). Using virtual conferences to integrate online content with the classroom. Poster presented at the 2011 Lilly Conference on College and University Teaching. Greensboro, NC. Williams, G., Amlung, M., Dengler, M., Simpson, E., Stone, B., Suplita, R., & Domizi, D. (2011, March). The role of peer mentoring in psychology teaching assistant development. Poster presented at the 34th Annual Psi Chi Convention of the Behavioral Sciences. Athens, GA. Amlung, M. & Domizi, D. P. (2011, March). Using virtual conferences to integrate online content with the classroom. Oral presentation at SoTL Commons Conference. Statesboro, GA.

Attendance at Teaching-related Conferences and Workshops STP Best Practices for Teaching Introduction to Psychology (Atlanta, GA; 2011) 4th Annual SoTL Commons Conference (Statesboro, GA; 2011) 2011 Lilly Conference on College & University Teaching (Greensboro, NC; 2011) Southeastern Conference on the Teaching of Psychology (Atlanta, GA; 2010) Society for Teaching of Psychology Online Workshops (2009-2011) E-Conference on Curriculum, Assessment, and Diversity Teaching the History of Psychology Teaching Biological Psychology Entering Mentoring Workshop, University of Georgia (2010) Four-part workshop series on approaches and issues surrounding effective mentoring of undergraduate student research projects.

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Michael Amlung Teaching Honors & Awards

Excellence in Teaching Award, University of Georgia (2012) University-wide recognition for superior teaching skills and contributions to teaching beyond usual classroom responsibilities. Awarded annually to five graduate students in the UGA Graduate School Charles L. Darby Outstanding Graduate Teaching Assistant Award (2012) Given annually to one teaching assistant in the University of Georgia Psychology Department Faculty Development Grant, Society for Teaching of Psychology (2010) Recipient of a $350 grant to support ongoing teaching-related research and presentation of a talk at the 2011 SoTL Commons Conference. Outstanding Teaching Assistant Award, University of Georgia (2010) Recipient of campus-wide award for excellence in teaching. Awarded to top 10% of TAs at the University of Georgia Awards Received by Undergraduate Student Mentees 2nd Place in Best Oral Presentation Competition, Georgia Undergraduate Research in Psychology Conference, Kennesaw State University (2012) One of my undergraduate research mentees, Ashley Blackburn, received 2rd place in the best oral presentation competition for her talk titled, High resolution behavioral economic analysis of the price sensitivity of smoking cessation motivation. 3rd Place in Best Poster Presentation Competition, 35th Annual Psi Chi Convention of the Behavioral Sciences, University of Georgia (2012) One of my undergraduate research mentees, Ashley Blackburn, received 3rd place in the best poster presentation competition for her poster titled, High resolution behavioral economic analysis of the price sensitivity of smoking cessation motivation.

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Michael Amlung Quantitative Evaluation of Teaching

The University of Georgia collects anonymous student evaluations at the end of every semester. Below are average student ratings from the courses I have taught as Instructor of Record. Teaching evaluations were not collected for my TA positions, based on instructor preferences. Full evaluations for each course can be viewed on my website: http://mamlung.myweb.uga.edu/teaching/ Cognitive Cognitive Research Design Graduate Psychology Psychology in Psychology Teaching Seminar Course: PSYC4100 PSYC4100 PSYC3980 GRSC7770 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Semester: Instructor Instructor Instructor Instructor Role: 26 8 28 17 # of Respondents: Values below are means 1 = Strongly disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly agree Instructor appeared to be 4.58 4.75 4.93 4.76 knowledgeable about the course material Instructor was well organized Instructor presented course material in an understandable manner Instructor stimulated critical/analytical thinking of the subject matter Instructor was willing to spend extra time with student who wanted it Instructor gave work assignments that were difficult to complete in the time allotted Instructor gave work assignments that were unimportant or irrelevant 4.54 4.46 4.88 4.63 4.89 4.93 4.76 4.56

4.15

**

**

**

4.19

**

**

**

1.35

**

**

**

1.62

**

**

** ** 4.76 3.88 3.29

Instructor clearly described 4.54 ** ** the grading procedure Instructor treated all students 4.77 4.88 5.00 with respect Assignments and activities were useful for helping me ** 4.63 4.75 learn This course challenged me to ** 4.38 4.32 think and learn 1 = Poor; 2 = Fair; 3 = Good; 4 = Very good; 5 = Superior How would you rate the overall value of this course? How would you rate this instructor? **Question/item was not asked 4.35 4.50 4.25 4.63 4.29 4.79

3.18 4.29

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Michael Amlung Quantitative Evaluation of Teaching (continued)

Piedmont College collects anonymous student evaluations at the end of every semester. Below are average student ratings from the courses I have taught. Full evaluations for each course can be viewed on my website: http://mamlung.myweb.uga.edu/teaching/. Course: Cognitive Psychology Fall 2010 Semester: Instructor Role: 7 Number of Respondents: Values below are means 1 = Strongly disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly agree Instructor creates a caring, supportive climate which 4.71 facilitates learning. Instructor encourages different points of view. Instructor manifests scholarly knowledge of the topics involved in the course. Instructor employs a variety of appropriate instructional activities which enable students to fulfill the purposes of the course. Instructor encourages critical thinking of the content learned in the course. Critical thinking is defined as the ability to evaluate, synthesize, and create knowledge. The instructor encourages class discussion and student questions. Instructor's planning is demonstrated in the course syllabus. Instructor is prepared for classroom interactions with students. Instructor adheres to policies stated in the syllabus. Instructor employs a variety of assessments appropriate to the course. Instructor returns assessments to student in a timely fashion (within two weeks of due date). Instructor supports students' efforts to achieve high expectations held by the instructor. Instructor is accessible to student out of class (via email, phone, or office hours). Instructor provides feedback on assignments, exams, papers, etc. in a timely fashion (within two weeks). Instructor employed an effective mix of communication techniques in teaching. Instructor employed an effective mix of appropriate technology in teaching. 4.83 4.83 4.83

4.83 4.83 4.83 4.83 4.83 4.83 4.83 4.67 4.83 4.67 4.67 4.67

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Michael Amlung Qualitative Evaluation of Teaching

Student comments about my effectiveness as an INSTRUCTOR / TEACHING ASSISTANT: Mr. Amlung has a passion for teaching that is extremely evident when he is in the classroom. He comes to class well prepared with a strong knowledge base of what he is teaching, and an excellent plan for presenting the information. Mr. Amlung really cares about his students, is very organized, respectful, and knowledgeable. He really goes above and beyond to make sure his students understand and enjoy the material. His energy and passion for the subject is contagious. Hes so humble and understanding, knows th e material well, and knew all of our names. Mr. Amlung makes it very clear that he is available to serve the needs of the student. He provides ample opportunity for individual attention through either personal meetings or other standard modes of communication. From time to time I found it necessary to email questions, and was always answered immediately. I appreciated that Mr. Amlung offered to help students find opportunities for lab experience. Student comments about SPECIFC ASPECTS OF MY COURSES: This class is one of the most enjoyable, most applicable, and most mind/thought-provoking classes I have ever taken. Mr. Amlung sets up his course in a perfect way. He makes class fairly interactive, and uses lots of outside research to demonstrate subjects that we are studying. I like the variety in teaching strategiesnot always lecture. Lots of active learning. My favorite part of the course was the video clips used to enhance lecture. It was obvious to me that much time had been spent planning the lecture, finding an appropriate video clip, and setting the stage for using the clip to enhance material covered. I really like the examples and in-class demos. Provides a context to think about the material and helps to cement concepts in my mind. I like that he provides an outline without all the information on it. We must pay attention to get everything and keep our notes organized. I like the descriptions of specific experiments and case studies because they help me draw connections. When grading papers, I really liked how a lot of insight was put in instead of just a completion grade. That definitely helped so I knew what I needed to do to write it better. The reading connections assignments helped me read the assigned text with an eye for what was important based on previous courses, real world applications, and my own life. Used a variety of tools other than the typical exam format to assess our content knowledge.

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Michael Amlung Qualitative Evaluation of Teaching (continued)

Student comments about my effectiveness as a RESEARCH MENTOR: Mr. Amlung believes in giving research assistants the most hands-on experience possible. Each year, he gave me more and more responsibilities as a research assistant. I was able to learn more than I had expected to learn and truly felt like a valuable addition to the lab. In training, Mr. Amlung would carefully go through all the steps when explaining how to do a task, then he would perform the task, and watch while I performed it once. This is effective mentoring because he is teaching and also ensuring that RA's are confident in their work. I appreciated that he would talk through things with me and not just give the answers; I learned a lot more that way and felt good that he had confidence in my ability to figure things out on my own. I think the area in which he was the most effective mentor for me was in my writing. He always offered constructive criticism which was very much appreciated. He took time to read my writing and really think about his responses. This helped me learn from each experience and improve for the next time. Mr. Amlung always reinforced the importance of ethics and the IRB standards. As a mentor, I feel that this is an important example because it shows research assistants how important ethics are in the research field. Mr. Amlung knew that I was interested in the fMRI portion of the study and working directly with the participants. He went to our principal investigator and asked her if I could start helping the graduate students on the fMRI scanning days. I learned more from working on these days than from all the other tasks I did in the lab.

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Michael Amlung Peer Assessment of Teaching

Franklin College of Arts and Sciences Department of Psychology

August 15, 2011 Dear Colleagues: The purpose of this letter is to briefly share some of my observations about Michael Amlungs teaching from when I attended his PSYC 3980 (Research Design in Psychology) course on two successive occasions during the Spring, 2011 semester. It was apparent from the very beginning of class that he was very organized and well-prepared, and indeed as the class progressed it ran very smoothly. He was very comfortable in front of the class, but more importantly he was very much in command of the situation. The first part of each class was devoted to lecture (he was discussing longitudinal research designs during the periods that I attended), while he used the second part of class for an in-class activity in which the students divided themselves up into groups of 4 or so. During lecture, his overall pace was excellent and the content was clearly at the appropriate level for the course. His supportive media (i.e., PowerPoint slides) were helpful and not cluttered, which made it easy for his class to pay attention to what he was saying. His examples were clear and illustrative, and his ability to involve the class in helpful discussion was impressive. In most cases, after giving his own example of a concept he asked the class to generate their own examples, and I think in every case someone did so. There were several times during the lecture where Michael related the current discussion to other things they had talked about earlier in the semester, something I assume he does throughout the semester. I was struck by the fact that on more than one occasion, when asked for an example to illustrate the current (and new) concept, someone related an example that reflected a new interpretation of something that they had apparently discussed earlier in the semester. I took this as a pretty strong indication that his teaching strategies were being effective, at least with this class. I also was impressed by his ability, for the most part, to ask questions to the class that were open-ended enough as to require thought, and directive enough to prevent too much tangential thinking. However, in a couple of cases, his questions were too open-ended and vague to really guide their answers in the direction he wanted, or at least that's how it seemed. Being someone who errs in the same direction I may have been over-sensitive to it, but it seemed like sometimes students failed to answer his question because they weren't sure what he was asking, not because they didn't have a response. In the time since my observations, Michael and I have had a number of discussions about techniques for improving this aspect of his classroom teaching. Although I only observed the class on a couple of occasions, it was clear that Michael was keeping most of the students engaged during lecture and he kept checking to ensure that they were understanding the concepts under discussion. Not surprisingly, the students seemed to be responding quite positively to Michael as a teacher, laughing at his humor and not hesitating to ask or answer questions. He treated everyone with respect, and seemed to know all of them by name, which no doubt contributed to the good rapport between them. As I already noted, the second part of class was occupied with an in-class activity, an impressive feat given that they were only 50 minute classes (but may also have contributed to Michael seemingly running out of time before finishing everything he had planned on both days I attended). During this activity, students divided into small groups and together answered several questions that tested their understanding of the current topic as well as requiring them to apply it (e.g., by designing a simple longitudinal study to answer the question at hand). Overall,
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Michael Amlung Peer Assessment of Teaching (continued)

most students in the class were as engaged in this activity as they were in lecture, but it did provide some (actually, impressively few) students with the opportunity to look quietly at their phone messages, or check their email. Michael of course maintained a presence in the room, but if he was discussing the exercise with one student or group it gave some of the other students the chance to do these other things. But the vast majority of students seemed to be participating in the activity in the way that was intended, and based on what I saw in class in general I assume with the intended effect, as well. Overall, Michael's class was a pleasure to observe. His lecture style is informative and relaxed; he does an excellent job of engaging the class in thought-provoking discussion and using different techniques for doing so. Of course, there may still be room for improvement in areas such as time management, but overall I thought he did a great job. Most importantly, it appeared to me that his students would probably agree with that.

Sincerely, John Achee, Ph.D. Senior Lecturer Department of Psychology The University of Georgia Email: jachee@uga.edu

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Michael Amlung Undergraduate Student Letters of Support

December 15, 2010 To Whom It May Concern: I had the pleasure of taking a senior level cognitive psychology course from part-time instructor Michael Amlung while a student at Piedmont College in Athens, Georgia. As a senior psychology major with the intent to pursue a masters level degree in social work, I am always interested in the research -based application of course content in a clinical setting. Mr. Amlung excelled in presenting the course material in this light. Mr. Amlung used a variety of instructional methods that met my needs as a student. Lecture presentations were concise, interesting, and multimedia oriented. My favorite part of the course was the video clips used to enhance lecture. It was obvious to me that much time had been spent planning the lecture, finding an appropriate video clip, and setting the stage for using the clip to enhance material covered. In addition, the use of real tests of cognitive processing and real-world examples in research made the lecture interesting and relevant. Another method of instruction I found helpful were the textbook reading connections assignments. This easy to use tool helped me read the assigned text with an eye for what was important based on previous courses, real world applications, and my own life. As a senior psychology major, I have taken a variety of courses from full-time and part-time professors. It was obvious from the beginning of the course that Mr. Amlung enjoyed teaching, enjoyed the banter of varying opinions among students, and valued our opinions related to the course objectives. In addition, he was fair regarding assessments, and used a variety of tools other than the typical exam format to assess our content knowledge. I specifically enjoyed the real-world application assignments we prepared periodically. On a personal note, I truly enjoyed the conversations we had in class related to the material, and the opportunity to share our opinions and personal stories. I honestly cannot think of anything I would change related to this course. Professor Amlung also shared personal stories relevant to the course content, which I enjoyed very much. I have a unique perspective, in that I have worked in higher education for the past ten years. As a student services professional, I hear the good, the bad, and the ugly about faculty. Professor Amlung received highest accolades from our students here at Piedmont College, Athens. Sincerely, Lynn H. Miller Student and Staff Member Piedmont College Athens, GA

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Michael Amlung Undergraduate Student Letters of Support (continued)

October 4, 2011 RE: Mr. Michael Amlung To Whom It May Concern: Mr. Amlung is a Doctoral candidate and instructor in the Department of Psychology at the University of Georgia-Athens, at which I am a 4th-year undergraduate student. I am also studying psychology and seeking admission to graduate school for the Fall of 2012. I was honored to get the opportunity to work with Mr. Amlung in the Psychology 4800-Supervised Research course as a 3rd-year student. This is a course for advanced psychology majors and, primarily due to my association with Mr. Amlung, was a turning point in my focus and understanding of the realm of psychology in our everyday lives. From the moment I met Mr. Amlung, I felt that he welcomed me as a protge and that he continues to take interest in seeing me grow into a colleague. During the execution of Psychology 4800, a very hands-on course, Mr. Amlung proved to have a strong working knowledge of the scientific method of research and he easily communicated the steps necessary for purity of process, facilitating the project, but allowing me to take ownership of the major processes in which I was engaged. I gained confidence and knowledge thanks to his concentration on my individual needs as a student. More specifically, I assisted Mr. Amlung with a study on the role of different mentoring relationships in the development of effective psychology educators. As a research assistant, I was responsible for distributing the surveys for the study, collecting the surveys, and entering the survey responses into a database. Mr. Amlung ensured that I felt comfortable with my responsibilities as a research assistant and provided me with all of the insight and direction that I would need to successfully complete the tasks. In addition to my regular meetings with Mr. Amlung, he also made certain that he was available to answer any questions that I had and to provide me with further instruction and guidance on the project. When the study was finalized, I prepared an abstract and poster to present at the University of Georgias annual Psi Chi conference. Mr. Amlung provided assistance and encouragement every step of the way. He also ensured that I felt comfortable and confident with the final product of my presentation. Mr. Amlungs teaching and mentoring style is one of intellectual generosity, quiet leadership, and artful design. He is gracious, giving, collaborative, innovative and encouraging. He also believes strongly in transparency and open communication. I believe Mr. Amlung will continue to be a sought-after teacher, writer, presenter and mentor because of his love of the field of Psychology and his strong and enthusiastic desire to disseminate knowledge. I continue to benefit from his mentorship and, though I believe we both will delight in the day I can call myself a colleague, I will always consider Mr. Amlung my first and most influential mentor. Sincerely,
Grace K. Williams Psychology Major University of Georgia Athens, GA

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Michael Amlung Appendix I: Complete Course Syllabi

The following pages contain complete copies of course syllabi from the courses that I have taught as instructor of record / co-instructor. These courses include: PSYC 3980 Research Design in Psychology, University of Georgia PSYC 4100 Cognitive Psychology, University of Georgia PSY 410 Cognitive Psychology, Piedmont College GRSC 7770 Graduate Teaching of Psychology Seminar, University of Georgia

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Research Design in Psychology PSYC 3980

Spring 2011 MWF 10:10-11:00am, MLC Room 268 Instructor Michael Amlung, M.S. Email: mamlung@uga.edu Office: Psychology 215 Office Hours: After class and by appointment This course syllabus is a general plan for the course; Deviations announced to the class by the instructor may be necessary. Course Description Design of research in psychology. Experimental and quasi-experimental design, as well as the general principles of the scientific method. Direct experience with the formulation of hypotheses, collection of data, and description of research findings is required. Course Objectives The purpose of this course is to teach you about designing scientific research in psychology. The knowledge we have in the field of psychology comes primarily from research, and while a large portion of this research is experimental nature, psychologists can employ a variety of methods in conducting empirical research. An understanding of how scientific research is designed and carried out is vital to your understanding of psychology. During this semester, we will discuss experimental designs used in psychology and apply that knowledge to activities that will help you develop an understanding of experimental design. Specifically, you will learn: (1) how to formulate meaningful scientific hypotheses and how to carry out research to test those hypotheses; (2) how to avoid confounds when designing research studies; (3) how to evaluate the validity of research; and (4) how to assess the generalizability of laboratory experiments to the real world. You will also learn APA style, the writing style preferred in this discipline, and propose your own experiment in a final paper. This course will use a multimodal approach to student learning: you will read a textbook and some journal articles, listen to lectures, and participate in a variety of in-class activities and discussions. Wherever appropriate, lecture material will be supplemented with in-class activities and other media (e.g. films, on-line resources). Course Prerequisites PSYC 1101 and [(BIOL 1103 and BIOL 1103L) or (BIOL 1104 and BIOL 1104L) or BIOL 1107-1107L or BIOL 1108-1108L] and (STAT 2000 or MATH 2200) Required Text McBride, D. M. (2010). The Process of Research in Psychology. Sage Publications, Inc.: Thousand Oaks, CA I also strongly recommend that you purchase the following text: Publication Manual of the American Psychological Association. (6th Edition). Washington, D. C. Attendance Attendance at regular class meetings is not required, but I strongly recommend coming to class. Lecture notes will be posted on this courses eLC page, but do not rely on those alone; they are only meant to serve as a guide to what we will discuss in class. Also, there will often be material presented in class that is not presented equivalently in the book. You are also expected to actively participate in class discussions and group activities. By sharing your understanding and perspectives on course content, the learning experience can be enhanced for everyone. The exceptions to this rule are days when we have in-class activities. These will occur periodically throughout the semester, and I will not announce these dates in advance. If you do not attend class on these days, you will not be able to make up missed points. You also must attend class for the proposal peer-review session (4/25).
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Please note, if you do not come to class you remain responsible for all material covered in class, including lecture content, class demonstrations, and so forth. You also remain responsible for any announcements made in class, such as changes regarding the syllabus, exam dates, or assigned readings. Course Requirements and Grading A. Exams (50% of Course Grade) There will be two closed-book, closed-note exams. Each exam will be worth 25% of your total grade (100 points each). These exams will consist of multiple choice, short answer, and short essay questions. Exams will cover material presented in lectures and in the book. Some material may come from both book and lecture, but some will come from lecture only and some will come from book only. A review session will be scheduled before each exam, and I will announce the date and time of these in class. You must arrive on-time for exams (If you arrive after the first person has already completed the exam and left the room, you will not be allowed to take the exam and will receive a zero). D. Research proposal (20% of Course Grade) One of the most important things we will cover during the semester is APA style, the primary writing style used in psychology. To do so, you will be writing a research proposal in which you will describe an original study that you think would be interesting to complete. You will be working on this paper throughout the semester, and will be required to turn in rough drafts of each section so that you can get feedback on your progress. Each draft (Part 1: Introduction; Part 2: Methods/Results; Part 3: Discussion/Abstract) will be worth 15 points. You will also participate in an in-class peer-review session which is worth 10 points. At the end of the semester, you will turn in your final research proposal which is worth 25 points. Thus, the research proposal will be worth a total of 80 points of your final grade. C. In-Class Assignments / Homework (30% of Course Grade) To help you apply the course material there will be 120 points given out for in-class/homework assignments throughout the semester. Many of these will be group-oriented activities, and some will be individual work. If an assignment is completed in-class, you must be in class on the day it is completed to receive these points. There are NO exceptions to this rule. For in-class group work, you will work with the same team all semester. A single copy of each assignment will be turned in by each group, and all members will receive the same grade. Homework assignments are due at the beginning of class. You will always have at least a week to work on homework assignments. As a result, late homeworks will not be accepted except in extreme cases (may include penalty). All assignments must be typed unless they are completed in class, or I tell you that they do not need to be typed. Proofread your assignments for spelling and grammar errors. Do not rely on a word processors spell check function because it will not catch everything. You will lose points for excessive spelling and grammar errors, not stapling, and not including your first and last name on ALL assignments. D. Grading Policy The grading breakdown is as follows: Exam 1 Exam 2 Research proposal Assignments / HW Total

100 points 100 points 80 points 120 points 400 points

25% 25% 20% 30% 100%

Final letter grades will be assigned according to the following scale: Letter Grade Points % Letter Grade A 370-400 92.5-100% C A358-369 89.5-92.49% CB+ 346-357 86.5-89.49% D+ B 330-345 82.5-86.49% D B318-329 79.5-82.49% DC+ 306-317 76.5-79.49% F

Points 290-305 278-289 266-277 250-265 238-249 < 238

% 72.5-76.49% 69.5-72.49% 66.5-69.49% 62.5-66.49% 59.5-62.49% < 59.49%

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 Missed exam / Make-up exam policy. A strict policy will be adopted regarding exams. Make-up exams will only be allowed for legitimate, documented reasons. If you know that you will need to miss an exam ahead of time for a University sponsored event, please contact me before the exam to set up a time to take it early. If you miss an exam for another reason, contact me as soon as possible to discuss making up the exam. You will only be allowed to make up the exam if you have official documentation for why you missed the exam (such as a doctors note, funeral or death notice, jury duty summons, etc.) and if you contact me soon after the exam occurred. Contacting me at the end of the semester about missing an earlier exam is NOT acceptable. I reserve the right to deny make-up exam requests if I feel the excuse is not acceptable. Late homework policy. You will always have at least a week to work on homework assignments. As a result, late homeworks will not be accepted except in extreme cases (may include penalty). I do not round up grades. Please do not ask me at the end of the semester to change your grade. Once grades are posted they are FINAL and cannot be changed except in case of clerical error. A grade of incomplete is not an option except in extremely rare circumstances, and must be approved by the instructor. It is not an option if you are failing the course. A student may withdraw from the course prior to the midpoint of the semester (March 21), but you are only guaranteed a grade of W if you are passing the course (see the Undergraduate Bulleti n for additional details on this policy). eLearning Commons (Course Website) The course eLearning Commons site (www.elc.uga.edu) will allow you to check your grades and access other class materials. The course eLC page also has a link to the textbook companion website and links to a variety of resources to help you succeed in this course. Please check the eLC website regularly to stay current in the course. Academic Honesty As a University of Georgia student, you have agreed to abide by the Universitys academic honesty policy, A Cult ure of Honesty, and the Student Honor Code. All academic work must meet the standards described in A Culture of Honesty found at www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor. Classroom Policies Professional behavior is expected, including demonstrating courtesy and respect for the instructor and for other students during class. This includes turning off cell phones, not reading the newspaper during class, etc. Laptop use is for note taking only. If you are seen using the computer for other reasons, I will ask you to turn off your laptop for the remainder of class. Please arrive on time for class, and if you are unavoidably late or absolutely must leave early, please sit at the back of the class near the door. Students with Disabilities Please see me as soon as possible, and provide a letter from the UGA Disability Resource Center describing what accommodations you might require. I will be happy to work with you in any way you need. Office Hours / Contacting the Instructor I want you to succeed in this course and I strongly encourage students that have questions or concerns to talk to me either before/after class or during office hours. If you are unable to meet with me during my office hours, please let me know and we will find a mutually convenient time to meet. Generally speaking, the best way to reach me is via email. Please make a note of the following important dates: Exam Dates Proposal Due Dates 3/4, 5/9 2/23 Rough Draft of Intro + References 3/21 Rough Draft of Methods + Results 4/11 Rough Draft of Discussion + Abstract 5/4 Final Draft of Proposal (Due by 5:00pm)

In-Class Peer Review 4/25

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COURSE OUTLINE
(Subject to Change by Announcement of Instructor) Please read all assigned readings before coming to class. Supplemental readings may be posted on E-Learning Commons. WEEK 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 DATE 1/10 1/17 1/24 1/31 2/7 2/14 2/21 2/28 3/7 3/14 3/21 3/28 4/4 4/11 4/18 4/25 5/2 5/9 TOPIC Psychology: Science vs. pseudoscience Overview of psychological research Hypothesis development APA style: Intro / References Using the scientific method Types of variables Ethics in research Ethics (continued); Sampling APA style: Methods / Results Sampling Statistics overview SPRING BREAK Survey research APA style: Discussion / Abstract Correlational research Experimental research Quasi-experimental research Other research designs Presenting research findings Wrap-up & Review Exam 2 during final exam time slot 8:00-11:00am; Regular class room READING TBD Ch. 1 Ch. 2 Ch. 8 (p. 151-168) Ch. 3 Ch. 4 Ch. 5 Ch. 6 Ch. 6 Ch. 7 -Ch. 9 Ch. 10 Ch. 11 Ch. 12 Ch. 13 TBD N/A 4/25 In-Class Peer Review Session 5/4 Final Paper Due by 5:00pm 5/9 Exam 2 (Ch. 7-13) 4/11 RD of Discussion + Abstract due 3/21 RD of Method + Results due 3/24 Withdrawal Deadline 2/23 RD of Intro + References due 3/4 Exam 1 (Ch. 1-6) IMPORTANT NOTES

1/17 MLK Day (No Class)

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Cognitive Psychology PSYC 4100

Fall 2010 MWF 9:05-9:55am, Psychology Room 120 Instructor Michael Amlung, M.S.
Email: mamlung@uga.edu Office: Psychology 215 Office Hours: Mondays & Wednesdays 10-10:30am, and by appointment This course syllabus is a general plan for the course; Deviations announced to the class by the instructor may be necessary. 1. Course Description This course is a survey of cognitive psychology. We will examine research on human cognitive processes, including perception, attention, memory, decision-making, problem-solving, and psycholinguistics. We will also explore these concepts in the context of how human cognition is supported by the brain (e.g. the field of cognitive neuroscience). This course will use a multimodal approach to student learning: you will read a textbook and some journal articles, listen to lectures, and participate in class discussions and demonstrations. Wherever appropriate, lecture material will be supplemented with in-class activities and other media (e.g. films, on-line resources). 2. Course Goals To become familiar with key terminology and prominent theories related to human cognition. To develop an understanding of the scientific methods used in cognitive psychology research. To strengthen your ability to think critically about empirical research in psychology. Discuss how concepts in cognitive psychology can be applied to real world problems. 3. Required Text Reed, S.K. (2010). Cognition: Theories and Applications. Bellmont, CA: Wadsworth. ISBN# 0495602302 Additional readings will be posted online. Please check eLearning Commons (eLC) regularly 4. Attendance Although there is no attendance policy for this course, I strongly recommend coming to class. Lecture notes will be posted on this courses eLC page, but do not rely on those alone; they are only meant to serve as a guide to what we will discuss in class. Also, there will often be material presented in class that is not presented equivalently in the book. You are also expected to actively participate in class discussions and activities. By sharing your understanding and perspectives on course content, the learning experience can be enhanced for everyone. If you do not come to class you remain responsible for all material covered in class, including lecture content, class demonstrations, and so forth. You also remain responsible for any announcements made in class, such as changes regarding the syllabus, exam dates, or assigned readings. 5. Course Requirements and Grading A. Exams (75% of Course Grade) There will be three closed-book, closed-note exams. Each exam will be worth 25% of your total grade (100 points each). The last exam will be taken during finals and will not be cumulative. These exams will consist of multiple choice, short answer, and short essay questions. Exams will cover material presented in lectures and in the book. Some material may come from both book and lecture, but some will come from lecture only and some will come from book only. A review session will be scheduled before each exam, and I will announce the date and time of these in class. You must arrive on-time for exams (If you arrive after the first person has already completed the exam and left the room, you will not be allowed to take the exam and will receive a zero).

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B. Virtual Conference (20% of Course Grade) Scientific meetings and conferences are important venues for discussing new and exciting research in cognitive psychology. With the aid of the internet, you will be attending a virtual research conference as part of this course. This conference will feature an assortment of short talks and lectures on topics related to cognitive psychology, broadly defined. You will be required to choose six online lectures to watch outside of class and write a brief commentary on each lecture (worth 10 points each). Commentaries will be submitted electronically via E-Learning Commons. Three of these commentaries are due on October 8; the remaining three are due on November 12. After you have watched all six lectures, you will write a short reflection paper (with 20 points, due on November 29) that will give you an opportunity to explore common themes and reflect on what you learned from attending the conference. Specific details for these assignments and a program of speakers will be distributed in class. C. Participation / Minute Papers (5% of Course Grade) A total of six in-class assignments and lab exercises (worth 4 points each) will be given during the semester to account for your participation grade. These brief assignments will allow you to reflect on the days material and will be used to facilitate group discussion. Dates for these assignments will not be announced in advance. You must be present and complete each assignment to receive full credit. No make-up assignments will be given. 5 of the 6 assignments must be completed to earn the full 20 regular participation points . If you complete all 6 assignments, you will receive 4 extra credit points for your total class grade. D. Grading Policy The breakdown of grading is as follows: Exam 1 Exam 2 Exam 3 Lecture Commentaries (6x) Reflection Paper Participation Total

100 points 100 points 100 points 60 points 20 points 20 points 400 points

25% 25% 25% 15% 5% 5% 100%

Final letter grades will be assigned according to the following scale: Letter Grade Points % Letter Grade A 370-400 92.5-100% C A358-369 89.5-92.49% CB+ 346-357 86.5-89.49% D+ B 330-345 82.5-86.49% D B318-329 79.5-82.49% DC+ 306-317 76.5-79.49% F

Points 290-305 278-289 266-277 250-265 238-249 < 238

% 72.5-76.49% 69.5-72.49% 66.5-69.49% 62.5-66.49% 59.5-62.49% < 59.49%

Missed exam / Make-up exam policy. A strict policy will be adopted regarding exams. Please be aware that absolutely no make-up exams will be given without prior arrangements. Valid requests for a make-up exam must be made in writing at least one week prior to the exam date and will be granted whenever possible. The format of the make-up exam is at the discretion of the instructor. If you miss an exam, medical or other documentation of the emergency is required and your missing grade will be replaced with the average of the other two exams. Late assignment policy. Late lecture commentaries and reflection papers will receive a daily penalty (3 points per day for commentaries; 5 points per day for papers), and will receive a zero if not received within 48 hours of the due date. Note, assignments must be submitted to E-LC by midnight on the due date to be considered on-time. You may not submit work for this course that has been submitted, or is to be submitted, for credit in another course (some exceptions to this rule exist and you should consult the instructor if you have any doubt). I do not round up grades. Please do not ask me at the end of the semester to change your grade. Once grades are posted they are FINAL and cannot be changed except in case of clerical error.
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 A grade of incomplete is not an option except in extremely rare circumstances, and must be approved by the instructor. It is not an option if you are failing the course. A student may withdraw from the course prior to the midpoint of the semester (Oct. 21), but you are only guaranteed a grade of W if you are passing the course (see the Undergraduate Bulleti n for additional details on this policy). 6. eLearning Commons (Course Website) The course eLearning Commons site (www.elc.uga.edu) will allow you to check your grades and access other class materials. The course eLC page also has links to a variety of resources to help you succeed in this course (textbook companion website, study skills, etc). You will also use eLC to submit lecture commentaries and reflection papers from the virtual conference. Please check the eLC website regularly to stay current in the course. 7. Academic Honesty As a University of Georgia student, you have agreed to abide by the Universitys academic honesty policy, A Culture of Honesty, and the Student Honor Code. All academic work must meet the standards described in A Culture of Honesty found at www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor. 8. Classroom Policies Professional behavior is expected, including demonstrating courtesy and respect for the instructor and for other students during class. This includes turning off cell phones, not reading the newspaper during class, etc. Laptop use is for note taking only. If you are seen using the computer for other reasons, I will ask you to turn off your laptop for the remainder of class. Please arrive on time for class, and if you are unavoidably late or absolutely must leave early, please sit at the back of the class near the door. 9. Students with Disabilities Please see me as soon as possible, and provide a letter from the UGA Disability Resource Center describing what accommodations you might require. I will be happy to work with you in any way you need. 10. Office Hours / Contacting the Instructor I want you to succeed in this course and I strongly encourage students that have questions or concerns to talk to me either before/after class or during office hours. If you are unable to meet with me during my office hours, please let me know and we will find a mutually convenient time to meet. Generally speaking, the best way to reach me is via email. 11. Important Dates Please make a note of the following important dates: Exam Dates Virtual Conference Due Dates Monday 9/20 Exam 1 Friday 10/8 First 3 Commentaries Due Wednesday 10/27 Exam 2 Friday 11/12 Final 3 Commentaries Due Monday 12/13 Exam 3 Monday 11/29 Reflection Paper Due

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COURSE OUTLINE
(Subject to Change by Announcement of Instructor) WEEK 1 2 3 4 5 WEEK OF 8/16 8/23 8/30 9/6 9/13 Fri 9/17 Mon 9/20 9/20 9/27 10/4 10/11 10/18 10/25 Wed 10/27 Fri 10/29 11/1 11/8 11/15 11/22 11/29 12/6 Mon 12/13 TOPIC Introduction / Historical Background Perception / Pattern Recognition Visual Imagery Attention Attention / Cognitive Neuroscience Tour of Bio-Imaging Research Center *Meet at Coverdell Center* Exam 1 Memory (STM) Memory (STM / LTM) Memory (LTM) / Memory Codes Memory Codes Categorization Special Topic: Animal Cognition Exam 2 Fall Break: No Class Psycholinguistics Problem Solving Executive Functions Thanksgiving Break: No Class Decision Making Catch-Up Days Exam 3 READING* Ch. 1 Ch. 2 Ch. 7 Ch. 3 Ch. 3 --IMPORTANT NOTES

6 7 8 9 10 11

Ch. 4 Ch. 4/5 Ch. 5/6 Ch. 7 Ch. 8 ----Ch. 10 Ch. 12 TBD --14 ---

10/8 No Class; First 3 Commentaries Due 10/21 Withdrawal Deadline

12 13 14 15 16 17 18

11/12 Final 3 Commentaries Due

11/29 Reflection Paper Due 12/7 -Friday Schedule 12/8 - Reading Day (no class) Final Exam Time Slot 8:00-11:00am

*Supplemental readings will be posted on E-Learning Commons. Please read all assigned readings before coming to class.

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PSY 410.34: Cognitive Psychology

Fall 2010 Second Session Piedmont College Athens Campus Wednesdays 5:00-9:30pm Lane Hall Room 11
This course syllabus is a general plan for the course; Deviations announced to the class by the instructor may be necessary.

Part 1: Instructor & Course Identification

Instructor Michael Amlung, M.S. Email: mamlung1023@lions.piedmont.edu Office Hours: By appointment (before or after class) Mission Statement Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. The institution emphasizes high ethical standards and respect for diversity. We will strive to embody this goal in this course by creating a lively classroom environment that fosters student learning and is inclusive of students of diverse backgrounds. Course Description This course is a survey of cognitive psychology. We will examine research on human cognitive processes, including perception, attention, memory, decision-making, problem-solving, and language. This course will use a multimodal approach to student learning: You will read a textbook and some journal articles, listen to lectures, and participate in class discussions and demonstrations. Wherever appropriate, lecture material will be supplemented with in-class activities and other media (e.g. films, on-line resources). Learning Goals 1. Become familiar with theory and concepts in the major areas of human cognitive psychology. 2. Strengthen your ability to think critically about empirical research in psychology. 3. Develop an understanding of the scientific methods used in cognitive psychology research. 4. Discuss how cognitive psychology concepts can be applied to solve real world problems. 5. Develop interpersonal skills through frequent group work and classroom activities.

Part 2: Course Policies

Required Text Reed, S.K. (2010). Cognition: Theories and Applications. Bellmont, CA: Wadsworth. Additional readings, if assigned, will be posted online. Please check WebCT regularly Course Website (WebCT) The course WebCT site (www.piedmont.edu/webct) will allow you to check your grades and access other class materials. The course WebCT page also has links to a variety of resources to help you succeed in this course (textbook companion website, study skills, etc). If you have never used WebCT, you will find important information by going to the WebCT home page and clicking on need help. If you are still having difficulties after consulting the help website, please contact the instructor.

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Course Requirements *LG = Learning Goal met by course requirement (see above) *See course outline for important exam dates and assignment due dates Exams (150 points; 50% of course grade) [LG: 1,2,3,4] There will be three closed-book, closed-note exams worth 50% of your grade. These will consist of two miniexams (worth 45 points each) and a cumulative final exam (worth 60 points). Exams will consist of multiple choice, short answer, and short essay questions. Exams will cover material presented in lectures and in the book. Some material may come from both book and lecture, but some will come from lecture only and some will come from book only. Real-World Applications (RWAs) (60 points; 20% of course grade) [LG: 4,5] An important learning outcome of this course is to understand how cognitive psychology impacts everyday life. To this end, you will complete a series of Real-World Application (RWA) assignments (3 total, worth 20 points each). For each RWA assignment, you will identify a specific example of how the course material has been applied to address real-world problems and write a brief response paper (1 page maximum). If your RWA refers to something you read or saw in an external source (e.g., a news article, television program or film, etc.), an appropriate citation must accompany your assignment. You are also expected to discuss your RWAs with your peers in small groups during class. Additional details on these assignments will be discussed in class. Reading Connections (60 points; 20% of course grade) [LG: 1,2,3] Making connections between theories and ideas in psychology is a critically important skill and also helps develop a deeper understanding of the course material. To this end, you will complete a total of 6 reading connections charts (worth 10 points each). These charts will challenge you to extract three types of connections from your textbook reading: Text-to-Text; Text-to-Self; and Text-to-World. Additional details on this requirement will be discussed in class. Participation / In-Class Assignments (30 points; 10% of course grade) [LG: 1,2,3,4,5] A variety of in-class assignments and demonstrations will be given during the semester to account for your participation grade. These brief assignments will allow you to reflect on the days material and will be used to facilitate group discussion. You must be present and complete each assignment to receive full credit. No make-up assignments will be given. Grading Policy The breakdown of grading is as follows: Mini-Exam 1 & 2 Final Exam Real-World Applications (RWAs) (3x) Reading Connections (6x) Participation Total

90 points 60 points 60 points 60 points 30 points 300 points

30% 20% 20% 20% 10% 100%

Final letter grades will be assigned according to the following scale: Letter Grade Points A 269-300 B 239-268 C 209-238 D 179-208 F 0-178

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 Missed exams / Make-up exams: A strict policy will be adopted regarding exams. Please be aware that absolutely no make-up exams will be given without prior arrangements. Valid requests for a make-up exam must be made in writing at least one week prior to the exam date. The format of the make-up exam is at the discretion of the instructor. If you miss an exam, medical or other documentation of the emergency is required. Late assignments: Assignments must be submitted by the end of class on the due date to be considered ontime. Late assignments will receive a daily penalty (5 points per day), and will receive a zero if not received within 48 hours of the due date. Late assignments must be submitted directly to the instructor via email. Withdrawals: Following Piedmont College policy, a student may withdraw from the course without academic penalty before 11/1/10. Creating an Enriching Learning Environment All classroom participants, including the instructor, are responsible for creating a classroom environment that fosters learning. Professional behavior is expected, including demonstrating courtesy and respect for the instructor and for other students during class. This includes turning off cell phones, not reading the newspaper during class, etc. Laptop use is for note taking only. If you are seen using the computer for other reasons, I will ask you to turn off your laptop for the remainder of class. Please arrive on time for class, and if you are unavoidably late or absolutely must leave early, please sit at the back of the class near the door. Office Hours / Contacting the Instructor I want you to succeed in this course and I strongly encourage students that have questions or concerns to talk to me either before/after class. If you are unable to meet with me during this time, please let me know, and we will find a mutually convenient time to meet. Generally speaking, the best way to reach me is via email.

Part 3: Piedmont College Policies

Piedmont College Attendance Policy Attendance, timeliness, and participation are required and part of your grade. More than the allotted number of absences for any reason will result in failure of the course. The maximum allotted number of excused absences is 1 absence. All absences for participation in recognized College events (e.g., athletics, drama, field trips) count toward the course absence policy. Although such absences, by themselves, will not cause a student to fail a course, additional absences will result in failure of the course, if they bring the total number of absences beyond the maximum number allowed for a course.A request for an exception to this policy must be submitted in writing to the appropriate Dean for consideration. Special Considerations Piedmont College makes every effort to provide reasonable and appropriate accommodations to students with disabilities. Accommodations must be coordinated through the Director of Counseling and Career Services (ext. 1259) or by email kcutrell@piedmont.edu. Students are responsible for providing accurate and current documentation of their disability and for making a written request to the director before receiving accommodations. Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

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Academic Integrity Students must be familiar with the College Academic Integrity Policy. Plagiarism, the intentional or unintentional use of anothers words or ideas as ones own, will not be tolerated. Instructors must send any Academic Integrity concerns directly to the VPAA to be handled by that office. To protect intellectual and scholarly integrity, the College imposes strict penalties for academic dishonesty, which is defined as follows: Cheating intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Fabrication intentional and unauthorized invention or falsification of any information or citation in an academic exercise or altering official college records or documents. Facilitating academic dishonesty intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty. Plagiarism intentionally or knowingly representing the words or ideas of another as ones own in any academic exercise. A student found responsible for any act of academic dishonesty, including a first offense, will be subject to dismissal from the College unless specific and significant mitigating factors are present. Details on administrative procedures for resolving academic dishonesty cases may be found in the Piedmont College online Student Handbook. See Catalog for complete policy.

Part 4: Course Schedule

(Subject to Change by Announcement of Instructor) WEEK 1 2 3 DATE 10/13 10/20 10/27 TOPIC Introduction / Historical Background Pattern Recognition / Visual Imagery Attention / Short-term Memory READINGS* Ch. 1 Ch. 2, 7 Ch. 3, 4 IMPORTANT NOTES RC #1 Due (Ch. 1, 2, or 7) RC #2 Due (Ch. 3 or 4) RWA #1 Due Mini-Exam 1 RC #3 Due (Ch. 5 or 6) Withdrawal Deadline: 11/1 RC #4 Due (Ch. 8 or 9) RWA #2 Due RC #5 Due (Ch. 10) Mini-Exam 2 RC #6 Due (Ch. 12 or 14) RWA #3 Due Final Exam

4 5 6 7 8 9

11/3 11/10 11/17 11/24 12/1

Long-term Memory Knowledge / Categorization Language / Animal Cognition NO CLASS (THANKSGIVIG BREAK) Problem Solving / Decision Making

Ch. 5, 6 Ch. 8, 9 Ch. 10

Ch. 12, 14 ---

12/3 Wrap-Up / Final Thoughts RC = Reading Connections RWA = Real World Applications

*Supplemental readings, if assigned, will be announced in class and posted on E-Learning Commons. Please read all assigned readings before coming to class.

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GRSC 7770: Graduate Teaching of Psychology Seminar

Fall Semester 2011 Mondays 4:40 6:35pm Psychology 120 Instructor: Michael Amlung, M.S. Office: Psychology 215 Email: michael.amlung@gmail.com Faculty Advisor: Dr. Joan Jackson Office: Psychology 156 Email: jojackso@uga.edu

Office Hours: We are happy to meet with you to discuss any issues concerning your TA duties or other teachingrelated questions. Please email to set up a time. The course syllabus is a general plan for the course. Deviations announced to the class by the instructor may be necessary. Required Text Handbook for Graduate TAs http://www.ctl.uga.edu/teach_asst/TAHandbook/index.html Supplemental readings (articles, book chapters, etc.) will be posted to the course eLC page. (Highly) Recommended Text McKeachie, W. J. (2006) Teaching Tips: Strategies, Research, and Theory for College and University Teachers (12th edition). Boston: Houghton Mifflin. Purpose of the Course The purpose of the course is to promote the development of effective instructors in psychology by providing graduate Teaching Assistants with knowledge of pedagogical approaches and available support systems at the University of Georgia. Guest speaker presentations will familiarize you with UGA teaching policies and procedures. Lectures and inclass activities supplemented with selected readings will provide information about teaching techniques and resources available to psychology instructors. We will also provide practical support to on another via informal discussion about teaching topics, issues, and controversies. Finally, this course aims to introduce you to professional development techniques including documenting your teaching experiences for the job market. Course Objectives Upon successful completion of this course, it is expected that the student will: 1. Be better prepared to execute your duties as a Teaching Assistant. 2. Develop relevant skills and learn techniques that will augment your teaching. 3. Gain exposure to contemporary pedagogical issues to promote continued professional development and critical reflection of your teaching. 4. Learn strategies for documenting your teaching experiences and skills, and begin developing an individual teaching philosophy. 5. Get to know other graduate students in psychology. Course Structure This course will use a multimodal approach to student learning: you will listen to presentations by the instructors and guest speakers, read selected chapters and journal articles, and participate in a variety of activities and discussions. The assignments in this course are designed to challenge you to work individually and also as a member of a team.

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Course Requirements Grading in this course is on a Satisfactory (S) / Unsatisfactory (U) basis. In order to receive a grade of S, you will need to do the following: I. Attendance Attending at least 14 out of 15 classes is required to pass this course. All absences beyond the first will have to be cleared by Michael Amlung and Dr. Joan Jackson. Students who have been absent more than once will receive a failing grade in the course. If you miss class, you remain responsible for any announcements made in class. We will not meet during final exams. II. Participation By sharing your understanding and perspectives on course content, the learning experience can be enhanced for everyone. You are expected to actively participate in all class discussions and activities. Certain activities may require a limited amount of advance preparation outside of class. III. Readings You will occasionally be given a book chapter or article to read to supplement a topic we will be covering in class. It is expected that you will read these materials prior to the assigned class meeting and be prepared to discuss them. IV. Assignments 1) Assignments to be completed individually a. Teaching Philosophy Statement. The purpose of this assignment is to begin thinking about your views on teaching and to write a draft of your teaching philosophy. You will first develop several major themes to include in your teaching philosophy. Next, you will translate these themes into a written philosophy statement that is no more than 1 page in length (singlespaced). We will hold an in-class peer review session to provide feedback on each others philosophy statements. Due date: September 26. b. Classroom Observations. The purpose of this assignment is to observe and reflect on two classes in the Psychology Department. Ideally, one course should be a large lecture class (e.g, 100+ students) and the other a smaller seminar class (e.g., < 30 students), but any two courses will suffice. Following your observations, you will write one brief reflection paper (2 pages, double-spaced) on your experiences and how what you observed relates to what we discussed in class. Specific guidelines will be distributed in class. Due date: November 7. 2) Assignment to be completed in small groups a. Psychology Course Mini-Prep. The purpose of this assignment is to give you an opportunity to design a syllabus and a detailed lesson plan for a course you may teach in the future. You will work collaboratively in small groups of 4-5 students to complete this assignment. First, you will develop a course syllabus that follows the UGA syllabus policy. Next, you will choose one topic module from your course and develop a complete lesson plan for teaching this material. This plan will include a list of specific learning outcomes, example teaching materials, and means of assessing student learning. Finally, your group will summarize your lesson plan in a presentation the rest of the class at the end of the semester. Due dates: Syllabus (October 10); Learning Goals/Outcomes (October 24); Lesson Plan (November 28). Classroom Learning Environment All classroom participants, including the instructor, are responsible for creating a classroom environment that fosters learning. To meet this goal, we will collectively decide on a set of classroom policies and expectations during our first class meeting. Generally speaking, professional behavior is expected, including demonstrating courtesy and respect for the instructor and for other students during class. Please arrive on time for class, and if you are unavoidably late or absolutely must leave early, please sit at the back of the class near the door.

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eLearning Commons eLearning Commons (http://www.elc.uga.edu) will be used to post course-related documents (e.g., syllabus, supplemental readings, and assignment materials). Please check eLearning Commons for announcements and other materials. If you have a specific question for the instructor, please email me directly using the email address provided on the syllabus (not via eLearning Commons). Academic Honesty As a University of Georgia student, you have agreed to abide by the Universitys academic honesty policy, A Culture of Honesty, and the Student Honor Code. All academic work must meet the standards described in A Culture of Honesty found at: www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor. Disability Resources If you have a disability and require reasonable classroom accommodations, please see me after class or make an appointment to meet with me. If you plan to request accommodations for a disability, please register with the Disability Resource Center at 114 Clark Howell Hall, (706) 542-8719, dstest@uga.edu.

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Course Calendar
Subject to Change by Announcement of the Instructor I = Individual Assignment; G = Group Assignment Date 8/15 8/22 Topic/Activity Introduction / Being a TA/GTA in psychology eLearning Commons / Teaching with technology Preparing to teach / Creating a syllabus Labor Day No Class Speaker PART ONE: The Basics of TAing Joan Jackson Department of Psychology Sherry Clouser Center for Teaching and Learning Paul Quick Center for Teaching and Learning --PART TWO: Teaching and Learning in the Classroom 9/12 9/19 9/26 10/3 10/10 10/17 10/24 Helping students learn / Christopher Pisarik Reading & note-taking strategies Div. of Academic Enhancement Teaching strategies I TBD Lectures, discussions, etc. Teaching strategies II Caroline Barratt Active learning University Libraries Assessing student learning I N/A Grading, creating exams Promoting academic honesty / Deborah Bell Ethical issues in teaching Office of the VP for Instruction Assessing student learning II Nancy Riley Writing assignments, review strategies UGA Writing Intensive Program Teaching diverse students / Learning Michelle Garfield Cook styles Office of Institutional Diversity PART THREE: Miscellaneous Teaching Issues Dealing with student problems Mentoring undergraduate research Steven Kaye Counseling & Psychiatric Services William Kisaalita Center for Undergraduate Research Opportunities Matthew Lovelace Center for Teaching and Learning --Group presentations Group presentations Special Instructions

Meet in MLC 372 **Send teaching goals to instructor before class**

8/29 9/5

Teaching Philosophy Due (I) Teaching Philosophy Peer Review Syllabus Due (G)

Learning Goals Due (G)

10/31 11/7

Classroom Observations Due (I)

11/14 11/21 11/28 12/5

Teaching portfolios / Evaluation of teaching Thanksgiving Break No Class Teaching psychologys domains / Toss-up topics Teaching psychologys domains / Course wrap-up

--Lesson Plan Due (G)

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