PSYC300

Spring 2022
Dr. Tracy Tomlinson

RESEARCH METHODS LABORATORY

This syllabus is to introduce you to the expectations, and many resources that are
available to you to help you succeed in the course. One of the best supports the course
has to offer is our time, so as a reminder, my student hours are on Thursday’s starting at
11:00AM.
We also want to acknowledge that we are starting this course during a very stressful time.
Not only have we been dealing with the many impacts of the COVID-19 pandemic for
many months, but with multiple high-profile incidents of anti-Black racism, anti-Semitism
and widespread economic strain. We also have had advances in treating and vaccinating
for COVID and we are all experiencing many emotions. Each of us is experiencing these
stressors and major events in unique ways. I encourage you to take an intentional
approach to your own self-care and engage with empathy in your interactions with your
peers and instructors in this class.
Lastly, I want to provide some resources for mental health success (seems even more
necessary since we are in the PSCY department!). This is a very difficult and historic time,
and additional mental health support may be needed such as Practicing Self Care and
Survival and the UMD Counseling Center, which is open for virtual appointments.
Please reach out to the Instructional Team at any time!
 § Dr. Tracy Tomlinson (she/her)
§ ttomlin1@umd.edu

§ Student Hours
§ Thursday 11:00 – 12:00 in BPS 1147A
§ This is a time for me to get to know you
§ This is a time for you to gain access to
institutional resources and instructor
support
§ This is a valuable part of the college
experience
§ Never be afraid to ask for help. This is not a
sign of weakness, it's a sign of strength

https://www.npr.org/2019/10/05/678815966/college-students-how-to-make-office-hours-less-scary
 Jenna Cutri
Graduate Student in Clinical
Psychological Sciences
Research Interests: Interpersonal
relationships and well-being
Student Hour: W 3:00 – 4:00PM on Zoom
jcutri@umd.edu
Asha Pavuluri Ysabella Yumul
Neuroscience and Cognitive Sciences Doctoral Graduate Student in Industrial-
Student Organizational Psychology
Research Interests: Psychopathology and Research interests: Employee
substance use engagement, job satisfaction,
relationship satisfaction
Student Hour: W 12:30 – 1:30PM on Zoom
ashapavu@umd.edu Student Hour: Tu 2-3pm (HBK 0117)
yyumul@umd.edu
 Alanah Claybaugh
Graduate Student in Clinical Psychological Sciences
Research Interests: Child Psychopathology, specifically
trauma related
Student Hour: Tuesday 1-2 PM in HBK 0117
acclayb@umd.edu
Veda Govindan
Graduate Student in
Industrial/Organizational Psychology
Research Interests: Development of Premature
Infants; Talent Development in Organizations
Student Hour: Friday 8:15 – 9:15AM, HBK 0117
vgovinda@umd.edu
 Wilson Lazo-Salmeron
Undergraduate Student, Psychology Major
Research Interests: Psychopathology and
Minority Health
Student Hour: Monday 2:00- 3:00PM on Zoom
wlazosal@terpmail.umd.edu
Esha Edakoth
Undergraduate Student, Psychology Major
with Neuroscience minor
Research Interests: Cognition,
Psychopathology
Student Hour: W 4:00 – 5:00 on Zoom
eshae27@umd.edu
§ Everyone, without exception, must wear a KN95 mask over the nose and
mouth in class at all times. There are no exceptions.
§ This means vaccinated or unvaccinated

§ If you need to have a drink you may briefly have a drink and immediately
put your mask back on
§ If someone does not wear their mask or removes their mask
§ You will be asked to put a mask on
§ If someone chooses to not wear a mask they will be given a warning and asked
to wear one or leave the classroom immediately.
§ If a student has additional issues with the mask expectation after the first
warning, they may be referred to the Office of Student Conduct
§ If there is 6’ of distance at all times I may remove my mask for teaching
purposes
§ “Instructors and presenters who are fully vaccinated may choose to remove
their mask while teaching or speaking to a group, provided they can maintain
physical distancing of at least six feet from all other persons at all times and
everyone in the audience is masked”
§ If there are any modifications to the UMD mask policy, you will be updated
§ Email to notify us and you will be able to view
lecture recordings before 11:59PM for credit
§ You can use one self-signed University Health
Center Sick note, if you are sick, to request a 48-hour
assignment extension
§ Though this may not apply to quizzes
§ We drop the lowest two participation grades
 Welcome to Research Methods! Some of you will pursue research as career, most of you will not. We
all, however, are consumers and potential victims of research. We use informal research methods
every day to assess questions about our lives. We make choices under uncertainty on a daily basis,
and research is often available to help us if we know how to make informed decisions about medical
choices, marketing choices, investment choices, even social choices! Moreover, other people will
use research to make choices for us. For example, research often informs public policy decisions,
medical advice and procedures, and recommendations for social justice issues and policies – the
list is endless. And of course, research is at the core of psychological and behavioral research. In
order to avoid common errors in human judgment and decision-making, to understand the basis for
many public policy and other decisions that affect you, and to understand an important component
of psychological research, you must have a basic foundation in statistical thinking and research
practice.
My commitment to you as a teacher is to conduct this course in a way that promotes learning and
engagement through being:
1. Transparent
2. Ethical
3. Data driven (evidence based)

Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin
Content knowledge: How to formulate
scientific questions, and translate these
into ethical research studies, including
an appropriate design and hypotheses
Critical thinking: The capability to
critically assess the statistical outcome
of a research study, including practice in
choosing an appropriate analysis
approach, conducting the statistics, and
interpreting the outcome.
Data Analysis: Visualize, analyze and
interpret data, applying concepts from
statistics using statistical software
Research literacy: Create and critique
research as well as the process and
future of research by being able to
provide examples of open science
research practices and explain the
benefits of open science
§ Completing the coursework and mastering the content takes time
§ Having an accurate expectation helps plan and motivate success.
§ The University’s guidelines state that for every hour you spend in class per week you
should expect to spend an average of 2-3 hours on coursework outside of lecture
and lab.

3 Credit Courses by Semester Length Expect an Additional

16 weeks: 5 – 7 hours per week
6 weeks: 15 – 20 hours per week
3 weeks: 30 – 45 hours per week

From Dr. Scott Roberts

§ Completing the coursework and mastering the content takes time
§ Having an accurate expectation helps plan and motivate success.
§ The University’s guidelines state that for every hour you spend in class per week you
should expect to spend an average of 2-3 hours on coursework outside of class.

3 Credit Courses by Semester Length Expect an Additional

16 weeks: 5 – 7 hours per week

6 weeks: 15 – 20 hours per week
3 weeks: 30 – 45 hours per week

From Dr. Scott Roberts

Time Due Tuesday Thursday Th/F Labs
Before Lab APA Report
Before Lab Pre-Lab Module
11:59PM After Lab Post-Lab Module
Before Lecture Canvas Module Canvas Module
Computer and Internet
You will need a computer capable of
videoconferencing and a reliable internet
connection. Please visit it.umd.edu/tech-
resources for assistance. Some class meetings
will take place via Zoom, so be sure to activate
your account and test it out ahead of time by
visiting umd.zoom.us
No extensions will be given for computer or
internet issues.
Course ELMS Page -
elms.umd.edu
I will use our ELMS page to post
announcements and collect coursework. For
information on how to complete quizzes,
submit work, and view feedback visit
go.umd.edu/student- canvas-help or email
itsupport@umd.edu
Textbook
This course is created to teach and perform in
an open science format, which includes using
only freely accessible materials.
Lecture Textbook: Research Methods in
Psychology (4th edition) by Rajiv S.
Jhangiani, I-Chant A. Chiang, Carrie Cuttler,
and Dana C. Leighton. The book we will use
can be found online (Links to an external
site.)
Lab Textbook: Learning R the EZ Way by
Emily Forgo, Dr. Tracy Tomlinson & Dr.
Amanda Chicoli.
https://sites.google.com/umd.edu/ezlearning
-r/home
From Dr. Scott Roberts
Announcements: I will post class messages using
the ELMS “announcements” tool on our course page.
By default, you should receive an email copy of
announcements. Students are responsible for
monitoring the ELMS announcements regularly.

Email: If you have a personal question or concern,

please use my umd.edu account

Discussion Threads: We will also make regular use

of the Canvas discussion threads, please check and
post there frequently!
§ It is essential that we all conduct ourselves as professionals, so please visit
ter.ps/email for some friendly guidance on writing emails.
§ Names/Pronouns and Self-Identifications: The University of Maryland recognizes the
importance of a diverse student body, and we are committed to fostering inclusive
and equitable classroom environments. I invite you, if you wish, to tell us how you
want to be referred to both in terms of your name and your pronouns (he/him,
she/her, they/them, etc.) on Canvas and Zoom.
§ The pronouns someone indicates are not necessarily indicative of their gender
identity. Visit trans.umd.edu to learn more. Additionally, how you identify in terms of
your gender, race, class, sexuality, religion, and dis/ability, among all aspects of your
identity, is your choice whether to disclose (e.g., should it come up in classroom
conversation about our experiences and perspectives) and should be self-
identified, not presumed or imposed. I will do my best to address and refer to all
students accordingly, and I ask you to do the same for all of your fellow Terps.

From Dr. Scott Roberts

Lectures will be on Tuesday and
Thursday as scheduled on
Testudo.

The lecture time will be a

combination of lecture and
discussion, please come
prepared for discussion!

Prior to lecture students will

complete a Canvas module.
LAB TIME
There are two components to lab
1. Asynchronous online videos. We
may post some videos to view to
prepare for lab
2. Face to face lab sessions.
1. This will be a two-hour session where
your teaching Graduate TA (GTA) will
guide you through an example
methods and analysis and then work
with you on your methods and
analyses.
2. The last portion of the lab will be
practicum to work through your
methods and analysis with one another
and your GTA.
 Shared Responsibility. It is our shared responsibility to know and abide by the University of Maryland’s policies
that relate to all courses, which include topics like academic integrity, student and instructor conduct,
accessibility and accommodations, attendance and excused absences, grades and appeals, and copyright and
intellectual property. Please visit go.umd.edu/course-policies for the Office of Undergraduate Studies’ full list of
campus-wide policies and follow up with me if you have questions.

Inclusive Learning Environment

Students will be invited to share their thoughts in class and a diversity of opinions is welcome. Respectful
communication is expected and supporting positions with research findings is encouraged. In accordance with
free speech statues, threats of violence are prohibited.
The University of Maryland recognizes the importance of a diverse student body, and we are committed to
fostering equitable classroom environments. Students are invited, if they wish, to indicate how they want to be
referred to both in terms of name and pronouns. Additionally, how students identify in terms of gender, race,
class, sexuality, religion, and dis/ability, among all aspects of identity, is their choice whether to disclose (e.g.,
should it come up in classroom conversation). We seek to be respectful of all identities in this course.

Threatening Behavior. Using any platform in a way that excludes, intimidates, threatens, or harms another person
may violate the Code of Student Conduct (go.umd.edu/student-conduct) or community standards (in other
words, be decent and respectful). I encourage you to report any concerns about the inappropriate use of these

CAMPUS
technologies to me or the Office of Student Conduct as soon as they arise to ensure you are not implicated.

Academic Accommodations
If you have a documented disability and wish to discuss academic accommodations, please contact me during
the first week of the semester.

POLICIES Excused Absences

In this time of a global pandemic, UMD has anticipated the potential for unanticipated absences. Self-certified
notes will service as documentation for COVID-19-related absences or missed course expectations. I reserve
the right to consider alternative assignments and make-up work as well depending on the documentation and
duration.

Religious Observations
Students will not be penalized because of observances of religious beliefs. It is the students’ responsibility to
notify the professor if religious observances require course modifications at least two weeks in advance of the
observance.

Copyright
My course materials are protected by copyright. You may take notes and make copies of course materials for
your use. You may not tape, reproduce or distribute course materials whether or not a fee is charged without
my written consent.

Communication
The best way to contact us is to send an email message directly, not through Canvas/ELMS.

From Dr. Scott Roberts

§ I want to emphasize that I trust you. I trust that you are not here to cheat and that you
are here to earn your grade and hone your academic and professional integrity.
§ The value of the grade and degree you are here to earn relies on the honesty of
everyone, and its value is diminished with anyone’s dishonesty, however rare that
might be. If there is something I need to know, please bring it to me anonymously.
§ My professional obligation is to simply verify that everyone acted with integrity so
that no one else can ever question the validity and value of your grade... and more
importantly, the learning that your grade represents. I’ve done my best to state my
expectations about the coursework throughout the syllabus and course
introduction, but there are three general things that I want to emphasize upfront in
the next section: originality, assessment, and collaboration.

From Dr. Scott Roberts

Originality
For all written submission, my expectation is that they are your personal words and never copied from another source.
Copying, pasting, and editing a phase is not the same as writing something yourself. Guidance for scholarly writing in
psychology, and for how to appropriately cite sources that you get information from, is covered in the Department’s
Ethics of Scholarship in Psychology (go.umd.edu/psycethics). Never copy text into your notes or a writing assignment.

Assessment
Graded assessments are not about measuring you as a person, they are intended for you to demonstrate what you have
truly learned and what you are still working on. I will specify what resources are permitted for each graded quiz or exam,
and my expectation is that you will conduct yourself with honor and bring any questions or concerns to my attention.

Collaboration
I am aware that some students create social media pages or group chats to communicate with peers in the course, but
accessing any platform on which answers to graded assessment questions are shared before the assessment deadline, or
simply sharing answers (“facilitation”), may constitute dishonesty on your part, regardless of your intention or level of
activity. Further, using any platform in a way that excludes, intimidates, threatens, or harms another person may violate the
Code of Student Conduct (go.umd.edu/student-conduct) or community standards (in other words, be decent and
respectful). I encourage you to report any concerns about the inappropriate use of these technologies to me or the Office
of Student Conduct as soon as they arise to ensure you are not implicated.
From Dr. Scott Roberts
All assessment scores will be posted on the course ELMS page.
**We are living in a difficult time during a pandemic,
If you have questions about how something was scored, please social justice and political unrest and financial stress. If
email your grading TA to schedule a time to meet. If you have you are unable to make a deadline, please email me
before the due date to discuss.
additional questions, then please come talk with me. Late work
will not be accepted for course credit so please plan to have it
submitted well before the scheduled deadline.** I am happy to
discuss any of your grades with you, and if we have made a
mistake, we will immediately correct it. Any formal grade
disputes must be submitted in writing and within two weeks of Percentage Letter Grade
minimum
receiving the grade.
97.00 A+
94.00 A
90.00 A-
87.00 B+
84.00 B
To be fair to everyone I have to establish clear standards and
80.00 B-
apply them consistently, so please understand that being close 77.00 C+
to a cutoff is not the same thing as crossing it (89.94 ≠ 90.00, 74.00 C
there is no rounding). It would be unethical to make exceptions 70.00 C-
for some and not others. If you think I have missed anything that 67.00 D+
should be included above, or if you have any concerns about 64.00 D
your ability to meet these expectations, please let me know. 60.00 D-
<60.00 F

From Dr. Scott Roberts

§ Grade Disputes and Re-Grading: If you feel that you want your homework, exam,
or final paper re-graded, you must present, in writing, your request for a re-grade.
Your written request must include a valid reason to merit your request for a re-
grade. Your reasons for why you should have a regrade must be substantiated by
the class textbook, class readings or class notes. It must also be evident in your
written request for a re-grade that you have discussed your grade with the grading
TA and have evaluated your assignment in light of the answer explanations
provided.
§ You must submit your request for a re-grade within two weeks of the day the
assignment is returned to the class. If your documentation and argument are
sufficient, the assignment will then be re-graded by a different grader. By
requesting a re-grade, you agree that the new grade will be the permanent grade.
Please note that your re-grade may be higher OR lower than your original grade.
Assignments will be re-graded only once.
42% Lab Assignments

33% Learning
Assessments
25% Participation

Extra credit up to 1.5%

§ There are multiple components to your lab assignments with the primary ones being: Pre-lab and post-lab
reports and APA rough drafts and reports.

1. Lab assignment APA rough draft report: Every two weeks you will submit an APA rough draft report on your
lab assignment.
2. Lab assignment APA report: Every two weeks you will submit an APA report on your lab assignment before
the next lab class. This will be a formal APA paper that describes your lab assignment in detail. These are
graded for accuracy, formatting and content.
3. Pre-Lab report : Before your lab section you should submit a progress report on Canvas to show your current
progress and thoughts for the lab assignment for that week. These are graded for completeness and effort,
and we use these to try to make sure you are on a good track for the assignment, so please take these
seriously.
4. Post-Lab report: After lab and before midnight you should submit a post-lab progress report on Canvas to
show your current design or analyses for your APA report. These are graded for completeness and effort,
and we use these to try to make sure you are on a good track for the assignment, so please take these
seriously.
There will be three learning assessments to help you master
the material.

Dr. Tomlinson will host a review session before each learning

assessment.

You will complete the learning assessments during our

regular lecture time.

For all learning assessments, it is open note but not open

internet searching or collaboration of any kind. No talking or
collaboration with anyone is allowed on the learning
assessments, nor are any Internet searches allowed during
the learning assessments.
LAB VIDEOS RESEARCH DISCUSSION CANVAS LEARNING R SYLLABUS QUIZ
PARTICIPATION BOARD POSTS PRACTICE QUIZ MODULES
ACTIVITIES

*Other participation opportunities may be offered throughout the semester

There are FOUR extra credit opportunities in this class for a total of 6 extra credit points:
1. Book Art (1credit). As you may be aware I have helped create the free lab textbook that we are using for this course. As a proponent of open
science (please review what is open science (Links to an external site.) for a reminder if you would like!) I have developed this resource to help
ALL students be able to learn and access R information. I would love your help in making this resource even better! You may earn extra credit by
designing some book art (that we may use!) for the book.
2. SONA credits (2 credits): You may earn a maximum of 3 extra credit points by participating in psychology studies. You may apply these credits
towards this class for extra credit. Each credit is equivalent to one hour of participation in a study. These extra credit points will be credited at the
end of the semester. To logon and sign up for studies go to http://umpsychology.sona-systems.com/.
3. Using Research for Good (1 credits). You can create an infographic showing the process of science in evaluating a particular claim to promote a
good cause. For example, if you want to promote mask wearing, what are the data to support that mask wearing is helpful? Present this visually. Or
you can present a visual representation of the research showing that social distancing works or that when you help others you feel better, etc.
Then, post this infographic!
1. The flowchart should use information from the course and cite at least one peer-reviewed academic journal or reputable government research agency
2. The infographic should minimally include: 1) The question you are addressing, 2) The research that answer the question and 3) The interpretation and/or
recommendations based on the research. You can use free online infographic builder sites such as Canva or Piktochart.

4. End of the semester online learning assessment survey(s) (.5 credit). You may also earn extra credit points by participating in online survey(s)
regarding this course and statistical material. These surveys will be available at the end of the semester. We will provide you with the survey links
as they become available.

All of these credits will be incorporated into your final grade by increasing your final percentage by one quarter percentage for each credit earned.
Thus, a 1.125% increase in your final grade from extra credit is possible if you earn all the extra credit points.
 § Talk to me sooner rather than later. Taking personal responsibility
for your own learning means acknowledging when your
performance does not match your goals and doing something
about it. I hope you will come talk to me so that I can help you
find the right approach to success in this course.
§ Writing and tutoring help. I encourage you to visit
tutoring.umd.edu to learn more about the wide range of
campus resources available to you. In particular, everyone can
use some help sharpen their communication skills (and
improving their grade) by visiting ter.ps/writing and schedule
an appointment with the campus Writing Center. You should
also know there are a wide range of resources to support you
with whatever you might need (see go.umd.edu/assistance).
§ Mental health help. If you just need someone to talk to, visit
EVERYONE NEEDS counseling.umd.edu or one of the many other resources on
campus (go.umd.edu/student-support).

HELP § Basic Needs Security. If you have difficulty affording groceries or

§ Technical Support. Technology will never work 100% of the time.
Most services are free because you have
already paid for it, and everyone needs help...
all you have to do is ask for it!
accessing sufficient food to eat every day, or lack a safe and
stable place to live and believe this may affect your
performance in this course, please
visit go.umd.edu/basic-needs for information about resources
the campus offers you and let me know if I can help in any way.
Please understand that I am not able to diagnose and fix
technical difficulties with campus tools or your personal
computer. If you have any problems with course resources
(ELMS website, clickers, Panopto recordings, etc.) please
consult with the IT Helpdesk directly (helpdesk.umd.edu). If the
problem is limiting access to a course resource, try using a
campus computer in the meantime – visit
lib.umd.edu/services/computing to find a computer lab near
you
From Dr. Scott Roberts
If you experience racism or any other form
of bias or hate in this class or any
psychology course, we encourage you to do
at least one of the following:
1) Please report the experience to the
instructor or teaching assistant and/or
2) Report the experience to the
Department of Psychology’s Diversity
and Inclusion Committee using this
link (reports can be made
anonymously).
3) Please also report all incidents of hate
and bias to the Office of Diversity and
Inclusion
at https://www.diversity.umd.edu/hbrp/
.
§ Primarily reading for class topic but may also
include:
§ Discussion board activities
§ Canvas practice quizzes
§ News article assignments
§ R modules
§ Qualtrics surveys
§ Other videos
§ Other activities to engage with the material
Date Topic Assignment Due Assignment Due Assignment
before Lecture before Lab Due by 11:59PM

Tu 01/25 Purpose and Method of Research Tuesday Module

Th 01/27 Measurement, reliability and validity Thursday Module

Th/F Lab 1: Introduction, creating a causal Pre-Lab Module Post-Lab Module

01/27 theory and writing an APA
01/28 introduction
Tu 02/01 Selecting and refining research Tuesday Module
designs, internal and external
validity and hypotheses
Th 02/03 Ethics in research Thursday Module
Th/F Lab 2: Revising theories and designs APA Report 1 Draft Post-lab Module
02/03 and ethics in research Pre-Lab Module
02/04
Tu 02/08 Correlation design Tuesday Module

Th 02/10 Correlation implementation Thursday Module

Th/F Lab 3: Correlation Methods APA Report 2 Full Post-Lab Module
02/10 Pre-Lab Module
02/11
Tu 02/15 Correlation analyses Tuesday Module
Th 02/17 Correlation interpretation Thursday Module
Th/F Correlation Analyses APA Report 3 Draft Post-Lab Module
02/17 Pre-Lab Module
02/18

*This schedule is subject to change, always go by what is posted in the Modules for the most current assignments and topics.
Date Topic Assignment Due Assignment Due Assignment
before Lecture before Lab Due by 11:59PM

Tu 02/22 Dr. Tomlinson Review session Tuesday Module

Th 02/24 Learning Assessment 1 Thursday Module

Th/F Excel and R Lab Pre-Lab Module Post-Lab Module

02/24
02/25
Tu 03/01 Observational research design Tuesday Module APA Report 4 Full

Th 03/03 Observational research Thursday Module

implementation
Th/F Lab 6: Observational design Pre-Lab Module Post-lab Module
03/03
03/04
Tu 03/08 Observational analyses Tuesday Module

Th 03/10 Observational interpretation Thursday Module

Th/F Observations analyses and APA Report 5 Draft Post-Lab Module
03/10 interpretation Pre-Lab Module
03/11
Tu 03/15 Factorial designs Tuesday Module
Th 03/17 Combined factorial design Thursday Module
Th/F Lab 8: Design combined factorial APA Report 6 Full Post-Lab Module
03/17 design Pre-Lab Module
03/18

*This schedule is subject to change, always go by what is posted in the Modules for the most current assignments and topics.
Date Topic Assignment Due Assignment Due Assignment
before Lecture before Lab Due by 11:59PM

Tu 03/22 SPRING BREAK

Th 03/24 SPRING BREAK

Th/F SPRING BREAK

03/24
03/25
Tu 03/29 Factorial research analysis Tuesday Module
Th 03/31 Factorial research interpretation Thursday Module
Th/F Factorial design analysis APA Report 7 Draft Post-lab Module
03/31 Pre-Lab Module
04/01
Tu 04/05 Dr. Tomlinson Review session Tuesday Module

Th 04/07 Learning Assessment 2 Thursday Module

Th/F Excel and R Lab 2 R Pre-Lab Module Post-Lab Module
04/07
04/08
Tu 04/12 Moderation Tuesday Module APA Report 8 Full
Th 04/14 Mediation Thursday Module
Th/F Moderation and mediation analyses Pre-Lab Module Post-lab Module
04/14 and interpretation
04/15

*This schedule is subject to change, always go by what is posted in the Modules for the most current assignments and topics.
Date Topic Assignment Due Assignment Due Assignment
before Lecture before Lab Due by 11:59PM

Tu 04/19 Matched and within designs

Th 04/21 Within designs

Th/F Analyzing repeated measures APA Report 9 Full Post-Lab Module

04/21 factorial design Pre-Lab Module
04/22
Tu 04/26 Qualitative Designs Tuesday Module

Th 04/28 Qualitative Implementation Thursday Module

Th/F Lab 9: Qualitative design APA Report 10 Full Post-lab Module
04/28 Pre-Lab Module
04/29
Tu 05/03 Qualitative analysis and Tuesday Module
interpretation
Th 05/05 Quasi-experimental designs Thursday Module
Th/F Lab 10: Qualitative analysis Pre-Lab Module Post-Lab Module
05/05
05/06
Tu 05/10 Dr. Tomlinson Review session Tuesday Module APA Report 11 Full
Final Learning Assessment

*This schedule is subject to change, always go by what is posted in the Modules for the most current assignments and topics.
 In addition to the required text, if you intend to move forward
in investing in your analytical approach (especially if you
may be interested in big data and data science), I encourage
you invest in the below books.
Weapons of Math Destruction
Adventures in Statistics

SUPPLEMENTAL The Visual Display of Quantitative Information

TEXTS Research Methods in Psychology: Evaluating a World of

Information
If you are moving forward in your self-work on anti-racism
and anti-oppression, I encourage you invest in the below
books:
Kendi, I. (2019). How to Be an Antiracist.
Saad, L. (2020). Me and White Supremacy.
 Course ELMS Page elms.umd.edu
Writing Center ter.ps/writing
Counseling counseling.umd.edu
IT Helpdesk helpdesk.umd.edu
Lecture Textbook book https://kpu.pressbooks.pub/psychmethods4e/
Lab Textbook https://sites.google.com/umd.edu/ezlearning-
r/home