Research Methods (PSYC 30800)
Spring 2023

Prof. Barney Beins

Ithaca College
Psychology Department

The assembly of the first generation of American psychological scientists. Sigmund Freud and Carl Jung are also there in their first and only trip to America.


I will post new or special announcements in Canvas

Make sure you take care of yourselves. COVID and the flu haven't gone away. Stay in touch with friends and loved ones. And take time occasionally to sit down with a good book.

Contacting me

Schedule for the Course

Office Hours

Teaching Assistant

Purpose of the Course

Goals of the Course

Nature of the Course


Assignments, Tests and Evaluation Policies

Extra Credit

Important Dates

What is This Course All About?

This course provides you with a set of tools to change the way you think about the world around you. Although it might initially appear to be a course involving only the way we do research, my hope is that your learning will be much broader than that. You may not engage in a lot of research after you finish your Psychology major, but throughout your life, you will need to evaluate evidence about what you believe.

This course will help you learn what kinds of questions to ask so you don't end up drawing poor conclusions. In fact, one of the messages of this class is that by learning to be a scientifically literate, critical thinker, you will be in a position to make the best decisions possible in your life.

It makes no sense to think that all of your decisions in your life will lead to optimal outcomes, but with critical thought, you can maximize the number of decisions that have positive results and minimize the number leading to poor outcomes. That is what this course is all about.


Meeting times
Tuesday and Thursday, 8:00 to 9:25 a.m.

Credits: 3

Course Description: Analysis of methodological designs used in psychological research and application of statistical methods for behavioral sciences, with special emphasis placed on the experimental method. Students should be able to use SPSS on the computer. Prerequisites: PSYC 20700. (F-S,Y)

Contact Information

Barney Beins
Office: 115-E Williams


  • Monday, Wednesday: 10:00-12:00
  • Tuesday and Thursday: 11:00-12:00
  • If these times don't work for you, please contact me and we can set up a meeting time.


Homework: Homework assignments are due on the dates listed in the Assignments-At-A-Glance document; the assignments are listed here in the syllabus. If there are changes to the schedule, I will announce them in class the week before the change is relevant. Please note that the due dates listed in Canvas are two days after the date on the Assignments-At-A-Glance document because you have a two-day grace period for handing in assignments; if you hand an assignment in late, you are subject to a penalty. The date on the sheet and in Canvas as listed in the module for each week is the actual due date.

There are two kinds of assignments, which I have labeled Homework Assignments and Reaction Papers. Homework Assignments are due by midnight on Mondays; they generally relate specifically to the material in the chapters they are associated with. Reaction Papers are due by midnight on Fridays; they are critical thinking exercises designed to prompt you to think about how research can be related to life. The Reaction Papers are structured so that you have to explain the logic behind your thinking.

You can submit Homework Assignments until Wednesday at midnight and Reaction Papers until Sunday at midnight, but if you hand them in after Monday (homework assignments) or Friday (reaction papers), there will be a late penalty.


I will drop your lowest score on Homework Assignments and your lowest score on Reaction Papers. If you don't hand in a particular assignment, that will count for your lowest score that will be dropped.

No late assignments or extra credit work will be accepted after the last day of classes.  

Extra Credit: If you want to earn extra credit for participating in research, make sure you read the guidelines.

Resources: I will have posted learning aids for your benefit:

  • POWERPOINT FILES: You have access to PowerPoint files for each chapter. They provide chapter outlines of the major points.
  • PRACTICE TESTS: There are practice tests available for the three tests and for the final exam.
  • STUDY GUIDES: There are study guides for each of the chapters we will be covering in class for the semester.

This is what your research experience can lead to.






"Understanding physics is child's play compared to understanding child's play."--Attributed to Albert Einstein

Teaching Assistant:

Campbell Slazyk

Contact Campbell if you would like help with course material.


January/February   March   April/May
January 22-28   February 26-March 4   April 2-April 8
January 29-February4   March 5-11   April 9-15
February 5-11   March 12-8   April 16-22
February 12-18   March 19-25   April 23-29
February 19-25   March 26-April1   April 30-May 5
        May 6-12

Purpose of this course

(Go to the top of the syllabus)

In this course, you will learn how to understand, evaluate, and carry out research. This means being able to determine the adequacy of research you encounter as a consumer, setting up the rationale for a research project, creating a competent methodology, collecting data, analyzing the data, interpreting the results, and then communicating the results.

There are many ways to do good research. Some of them are experimental, like much of the work done on our research teams, but there are other ways of collecting data that are useful or even preferred in some situations. Any methodology has its strong and weak points; you are going to learn about them in this class.

Whether or not you continue in psychology after you graduate, you will probably need to organize and explain data that either you or someone else gathered. Consequently, you are going to need the ability to take a set of raw data and to make some sense of it. You will learn about this skill, including computerized data analysis. (For this component of the course, you may want to refer back to your statistics text or to borrow one.)

Goals of this course

Characterize the nature of psychology as a discipline.

Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology

Use the concepts, language, and major theories of the discipline to account for psychological phenomena.

Explain different research methods used by psychologists.

Evaluate the appropriateness of conclusions derived from psychological research.

Demonstrate reasonable skepticism and intellectual curiosity by asking questions about causes of behavior.

Evaluate scientific evidence for psychological claims.

Tolerate ambiguity and realize that psychological explanations are often complex and tentative.

Exhibit quantitative literacy.

(Go to the top of the syllabus)

After you complete this course

When you finish this methods course, you should have several valuable skills that you have not yet attained. You should remember to include them on your resume when you apply for jobs or for graduate school. These skills include

Remember: These are all marketable skills that will separate you from the rest of the crowd applying for that job or that graduate school spot that you really want.

(Go to the top of the syllabus)

The nature of this course

This course requires consistent work throughout the semester. This is a skills course, which means that you will be exposed to topics that you will need to employ in other courses. The focus is on applying research techniques, so the stress will be twofold: learning about the techniques that psychologists use and actually applying them. You will learn about a wide variety of topics. As such, if you fall behind in the work, you will experience difficulty catching up. The material is not difficult per se, but it is extensive; if you have problems, make sure you see me about them.

You will be developing research and problem-solving skills in this class. As such, it is important for you to abide by the ethical guidelines that researchers have adopted. In particular, all the work you do for this class must be your own. I encourage you to collaborate with others in developing your ideas, but the work you complete for the course must be your own. Passing somebody else's work off as your own is in violation with Ithaca College policies and any infractions will be subject to College regulations.

If you require some type of assistance because of a disability, please contact the Office of Academic Support Services (607-274-l005; TDD: 607-274-1767. You should let me know in advance if you need special accommodations.

In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case by case basis. Students must register with the Office of Academic Support Services and provide appropriate documentation to the college before any academic adjustment will be provided.

Take Care of Yourself

Diminished mental health, including significant stress, mood changes, excessive worry, or problems with eating and/or sleeping can interfere with optimal academic performance. The source of symptoms might be related to your course work; if so, please speak with me. However, problems with relationships, family worries, loss, or a personal struggle or crisis can also contribute to decreased academic performance.

Ithaca College provides cost-free mental health services through the Center for Counseling and Psychological Services (CAPS) to help you manage personal challenges that threaten your personal or academic well-being.

In the event I suspect you need additional support, expect that I will express to you my concerns and the reasons for them. It is not my intent to know the details of what might be troubling you, but simply to let you know I am concerned and that help (e.g., CAPS, Health Center, Chaplains, etc.), if needed, is available.

The College offers a variety of helpful resources.

Remember, getting help is a smart and healthy thing to do -- for yourself and for your loved ones.



Textbook (Required)

Beins, B. C. (2018). Research Methods: A Tool for Life, 4th ed. New York, NY: Cambridge University Press.

(Go to the top of the syllabus)

January 22-28
Reading and Topics:Chapter 1: Psychology, Science, and Life

We will begin to deal with the ways that psychologists ask questions and decide what to believe about human behavior. The answers are not always easy or straightforward, so we have to be careful in the way we approach our decision-making.

Discussion: Ways of knowing: how do you know what you know?

What do you actually know about subliminal perception? Have you listened to Stairway to Heaven?

DISCUSSION QUESTION: How could you test to see if subliminal perception has an effect on behavior?

Can I get you to drink a cup? Some researchers think they can. (At least some of the time.)

Karremans, J. C., Stroebe, W., & Claus, J. (2006). Beyond Vicary's fantasies: The impact of subliminal priming and brand choice. Journal of Experimental Social Psychology, 42, 792-798. doi:10.1016/j.jesp.2005.12.002


Activity: What are scientists like?

Activity: Predicting research results

School violence

What is your Body Mass Index?

Provide data for Health Survey

Assignment: Reaction Paper 1: Brain Training


January 29-February 4
Reading and Topics: We will continue to talk about asking and answering psychological questions (Chapter 1).

Discussion: Critical thinking: "The worst social statistic ever"

Activity: Using SPSS


Homework Assignment 1: Selecting Statistical Tests

Reaction Paper 2: Time to Sleep?


February 5-11

Reading: Chapter 2: Ethics in Research

In the past, researchers have engaged in egregious conduct, sometimes harming the people they are studying. In response, guidelines have been developed to protect the people and animals we study and to insure the integrity of the research process. The American Psychological Association was in the forefront of developing ethical guidelines; state and federal laws often rely on proposals first made by APA. The ethical principles espoused by the APA appear in your text in Chapter 2 on pages 34-36 (Tables 2.1 and 2.2)

There are federal and state laws regarding ethics in research; in addition, the American Psychological Association has developed ethical guidelines. We also have the Nuremburg Code, which is an international standard for ethics in research.

Information on the research review guidelines from the federal government.

A picture of me and the Milgram Shock Generator


Homework Assignment 2: Characteristics of Science--Efficacy of Prayer

Reaction Paper 3: Binge Drinking

Discussion: Francis Galton studied the efficacy of prayer in 1872. Does anybody study the efficacy of prayer now?


February 12-18

Reading: Chapter 3--Planning Research: Generating a Question

Researchers ask questions that come from a diversity of sources. Sometimes an investigator will observe some behavior and wonder why it happens. Sometimes an investigator has a specific problem to solve and wants to figure out the best solution. sometimes, researchers have theories they want to test. Regardless of the origin of the question, it is important for researchers to know what others have done before them so they don't simply do studies that others have already carried out. In this chapter, you will see how ideas develop.


Data Collection: Word Recall


Homework Assignment 3  Ethics in Research--The Tearoom Trade

Reaction Paper 4: Retractions and Fraud

Activity: Nature and stress


February 19-25

Reading and Topics: Chapter 4--Practical Issues in Planning your Research

Research involves making a lot of practical decisions in creating a sound study. You have to make decisions about your participants and subjects, how you will sample, making measurements that are meaningful, and deciding on an overall approach.


Reaction Paper 5: Sugar Consumption 

Homework Assignment 4: Effectiveness of Antidepressants

February 26-March 4

Reading and Topics: Chapter 5--Measurement and Sampling

When you conduct any research, you have to figure out what you are going to measure and how you will be measuring it. In psychology, we regularly make use of operational definitions, which stand in for variables that we aren't able to measure directly. The issues that we have to deal with include exactly what we intend to measure (and how), along with the question of validity of our measurements.

TEST #1 (Chapters 1-3) on TUESDAY, FEBRUARY 28


Reaction Paper 6: Health, Obesity, and Nutrition


March 5-11

Reading and Topics: Chapter 5--Measurement and Sampling and Chapter 6--Conducting an Experiment: General Principles

Experimental approaches in research dominate psychology. We use experiments because they let us investigate and understand the causes of behavior. in order to have confidence in our assessment of causation, we have to consider a lot of detail in setting up our research so that we can draw unambiguous conclusions.

We will NOT meet on March Thursday, March 3 because students and faculty will be attending and presenting at the annual convention of the Eastern Psychological Association. You will be able to make corrections on Test 1 questions.


Homework Assignment 5: Sampling and Sexual Violence

Reaction Paper 7: Resources to Boys and Girls 

Activity: Deciding about external validity


March 12-18


March 19-25

Reading and Topic: Chapter 6 (continued)



March 26-April 1

Reading and Topics: Chapter 7--Experiments with One Independent Variable

Behavior is complex. As a result, the studies we plan need to be complex. However, it sometimes makes sense to start with simple designs. In this chapter, you will learn about experimental designs that involve one independent variable. The simplest experiment involves two groups, but we seldom use such a simple design. More often, we investigate multiple groups and/or multiple independent and dependent variables.

TEST #2 (Chapters 4-6) on TUESDAY, MARCH 28

Activity: Identifying IVs and DVs

Data Collection: Research with one IV (Balloons)



Reaction Paper 8: Nature and Stress



April 2-8

Reading and Topics:               Chapter 7 (continued) and Chapter 8--Experiments with Multiple Independent Variables

Behavior is complex. As a result, the studies we plan need to be complex. However, it sometimes makes sense to start with simple designs. In this chapter, you will learn about experimental designs that involve one independent variable. The simplest experiment involves two groups, but we seldom use such a simple design. More often, we investigate multiple groups and/or multiple independent and dependent variables. However, because behavior is complex, our research designs end up being complex, too. There are many different ways to design studies so that we can assess the effects of more than one variable on behavior. This approach is important because, in life, more than one variable is going to influence what we do and how we think.

Activity: Identifying IVs and DVs


Homework Assignment 6: Internal Validity in Research 


April 9-15

Reading and Topics: Chapter 7 (continued) and Chapter 8--Experiments with Multiple Independent Variables

Because behavior is complex, our research designs end up being complex, too. There are many different ways to design studies so that we can assess the effects of more than one variable on behavior. This approach is important because, in life, more than one variable is going to influence what we do and how we think.


Homework Assignment 7: Identifying IVs and DVs 

Reaction Paper 9: Who is Happier?  

April 16-22

Reading and Topics: Chapter 8--Continued


Homework Assignment 8: Hot Sauce--Interactions

Reaction Paper 10: Penmanship and Academic Performance

Activity: Threats to Internal Validity

Repeated measures designs: The Stroop Effect


April 23-29

Reading and Topics: Chapter 10--Principles of Survey Research

One of the most ubiquitous forms of research is the survey. Although it is common and we tend to take them for granted, survey research is very difficult to carry out well. Identifying your population, then your sample, can be hard. Developing well worded questions is always problematic. In addition, respondents bring their own idiosyncrasies to the situation. Surveys can be very useful, but they must be done well if they are to provide good information.

The wording of the questions is important and poses the greatest challenge in creating a survey. How you word your questions shapes the answers you get. If you want to get the most useful information, you need to pay attention to how your construct your questions. Researchers have identified important issues in creating survey questions. Another critical aspect of conducting survey research involves the question of how you will administer the survey. There are advantages and disadvantages to any approach you take.


Homework Assignment 9: Statistics Identification-2. You may not use this assignment as the homework assignment you drop because it is your lowest score.

Activity: Assessing the goals of education

Trigger warnings


TEST #3 (Chapters 7, 8, 10, and 11) on TUESDAY, MAY 2

May 1-7

Reading and Topics: Chapter 11--Correlational Research

Sometimes research questions are too complex to be handled easily by experimental research. At other times, it may not be feasible or ethical to do experimental research to address a question. In these instances, correlational research can be very useful. Correlations don't let us assess causation, but they let us see patterns of behavior and predict them, even if we don't know the causes of the behavior.





May 7-13


Thursday, May 11 at 7:30 to 10:00 a.m.


(Go to the top of the syllabus)

Tests and Evaluation of Your Performance

There will be three chapter tests during the semester that will total 105 points.   You will also have writing assignments that will total 95 points. The work labeled Homework Assignments tends to be oriented to the textbook. The work labeled Reaction Paper is more of an application of the ideas you are learing about and critical thinking. I wil drop your lowest score on Homework Assignments other than the final assignment on identifying statistical tests and your lowest score on Reaction Papers. If you don't hand in an assignment, that will be the score (zero) that will be dropped. So missing a single assignment will not lower your grade, but it will mean that your actual lowest numerical grade will not be dropped.


Note: Late homework is subject to a penalty of 10% deduction per day. (This means that if you hand in your paper one day late, your grade will be your earned score times .90; two days later means your grade will be your earned score times .80, etc.) Homework assignments are due on Monday; you have until Wednesday to submit late assignments. After those times, you will receive a grade of zero for that homework assignment unless you have made other arrangements with me.

Late reaction papers may result in a one-point penalty in your score. Any late reaction papers need to be handed in by the end of the day on the succeeding Sunday.


Grades in the course are based on the model of A = 90%+, B = 80-89%, C = 70-79%, D = 60-69%, F = Below 60%. Cutoffs may be adjusted downward to permit grading on a curve.

Attendance is not mandatory, although I expect you to be in class. I will rely on your comitment to the course and to your personal circumstances to dictate your attendance. Excessive absence is generally associated with lower performance on tests and assignments.

(Go to the top of the syllabus)


You can get extra credit for this class in four different ways.

1. You can participate in an approved experiment within the Psychology Department. After participating, you need to write a summary of what you did in the study, what methodology they used, and what statistical analysis they will perform after collecting the data. You also need to indicate what, if anything, you got out of this research participation. (Please note: You do not have to say that you learned a lot, or even a little, from participating in a study. I seriously want to know what you got out of the experience.) If you do not hand in your responses to the points below, you will get one point for participation in the study and will not earn the maximum of two points.

These are the elements you must include in your summary of the study.

(a) You need to describe the research question for the study in which you participated

(b) You must outline of the methodology; that is, what you did during the study

(c) Why did you think about the way the study was conducted? Did you learn anything? What was it like to participate?

2. You can read and summarizing an approved journal article from a psychological journal. There are a few elements you must present. (a) You need to explain why the researchers did their work, (b) how they did it, (b) what statistical analysis they performed, and (d) what they concluded. You also need to indicate (e) how easy or difficult it was to understand the article and explain yourself.

3. You can bring a summary of a report in the popular media (e.g., magazine or newspaper article) that relates to the kind of research we deal with in class. Your written report should include what the research was about, what methodology they seem to have used, what the researchers concluded, and what additional information you would like to have seen in their news report that wasn't there.

4. If you write an exceptionally astute answer to a quiz question, I may award an extra point. This is a rare event, but each semester a few students write answers that are so remarkable and go so far beyond a minimal answer that I feel it deserves extra credit. In those cases, I will award such credit. The extra point(s) will be added to the test, not to the final exam like the first three extra credit options.

Each activity (#1-3) will be worth a maximum of two percent on your final exam grade, with a maximum of ten points allowed. This means that you can participate in five studies for extra credit. Before doing any extra credit work for the second or third options above, you must check with me in advance so that I can assess its suitability. The credit you earn for each one will depend on the quality of your write-up. Please note that you are not guaranteed two points per attempt; part of your score depends on the quality of your answers. If you do not write up a description of your participation, you will receive one point for participating.

All extra credit submissions must be in the handed in by the end of the day on Friday, April 28.

Student Accessibility Services

If you are eligible for accommodations through
SAS contact them, then see me to discuss any arrangements. (See below for more information.)

Religious Exemptions

In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. The faculty member is responsible for providing the student with an equivalent opportunity to make up any examination, study, or work requirement that the student may have missed. It is suggested that students notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination. Any such work is to be completed within a reasonable time frame, as determined by the faculty member.

Interfaith Calendar:

Title IX

All educational institutions in the United States receiving federal funding are required to comply with Title IX of the Education Amendments of 1972, which mandates that: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance." Complaints should be lodged with the appropriate coordinator listed on the College's website:

Standards of Acdemic Conduct

  1. Academic honesty is a cornerstone of the mission of the College. Unless it is otherwise stipulated, students may submit for evaluation only that work that is their own and that is submitted originally for a specific course. According to traditions of higher education, forms of conduct that will be considered evidence of academic misconduct include but are not limited to the following: conversations between students during an examination; reviewing, without authorization, material during an examination (e.g., personal notes, another student's exam); unauthorized collaboration; submission of a paper also submitted for credit in another course; reference to written material related to the course brought into an examination room during a closed-book, written examination; and submission without proper acknowledgment of work that is based partially or entirely on the ideas or writings of others. Only when a faculty member gives prior approval for such actions can they be acceptable.
  2. It is the responsibility of instructors to inform students clearly in writing specific rules, procedures, and/or expectations pertinent to their particular course that differ from those identified in paragraph A of this section. In those courses where limited consultation among students is permitted in the preparation of assignments, it is extremely important for instructors to clarify the guidelines for appropriate conduct.
  3. In situations where a student may have difficulty in distinguishing between acceptable behavior and academic misconduct, it is the responsibility of the student to confer with the instructor. This is particularly important for avoiding plagiarism when written sources are used in the preparation of papers or take home examinations.

    Because Ithaca College is an academic community, ignorance of the accepted standards of academic honesty in no way affects the responsibility of students who violate standards of conduct in courses and other academic activities.

  4. All members of the academic community are expected to assist in maintaining the integrity of Ithaca College, which includes reporting incidents of academic misconduct. Such instances may be reported to a faculty member, the dean of the school involved, or the director of judicial affairs.


Whether intended or not, plagiarism is a serious offense against academic honesty. Under any circumstances, it is deceitful to represent as one's own work, writing or ideas that belong to another person. Students should be aware of how this offense is defined. Plagiarism is the unacknowledged use of someone else's published or unpublished ideas, whether this use consists of directly quoted material or paraphrased ideas.

Although various disciplines follow styles of documentation that differ in some details, all forms of documentation make the following demands:

A student is guilty of plagiarism if the student fails, intentionally or not, to follow any of these standard requirements of documentation.

In a collaborative project, all students in a group may be held responsible for academic misconduct if they engage in plagiarism or are aware of plagiarism by others in their group and fail to report it. Students who participate in a collaborative project in which plagiarism has occurred will not be held accountable if they were not knowledgeable of the plagiarism.

What, then, do students not have to document? They need not cite their own ideas, or references to their own experiences, or information that falls in the category of uncontroversial common knowledge (what a person reasonably well-informed about a subject might be expected to know). They should acknowledge anything else.

Other Forms of Academic Dishonesty

Other violations of academic honesty include, but are not limited to, the following behaviors:

These offenses violate the atmosphere of trust and mutual respect necessary the process of learning.

Note: Students who would like help in learning how to paraphrase or document sources properly should feel free to come to the Writing Center in 107 Smiddy Hall for assistance.

Course/Academic Policies

Current Ithaca College Attendance Policy:

Students at Ithaca College are expected to attend all classes, and they are responsible for work missed during any absence from class. At the beginning of each semester, instructors must provide the students in their courses with written guidelines regarding possible penalties for failure to attend class. These guidelines may vary from course to course but are subject to the following conditions:

· In accordance with Federal Law, students with a disability documented through Student Accessibility Services (SAS) may require reasonable accommodations to ensure equitable access. A student with an attendance accommodation, who misses a scheduled course time due to a documented disability, must be provided an equivalent opportunity to make up missed time and/or coursework within a reasonable time-frame. An accommodation that affects attendance is not an attendance waiver and no accommodation can fundamentally alter a course requirement. If a faculty member thinks an attendance-related accommodation would result in a fundamental alteration, concerns and potential alternatives should be discussed with SAS.

· In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. The faculty member is responsible for providing the student with an equivalent opportunity to make up any examination, study, or work requirement that the student may have missed. Any such work is to be completed within a reasonable time frame, as determined by the faculty member.

· Any student who misses class due to a family or individual health emergency or to a required appearance in a court of law shall be excused. If the emergency is prolonged or if the student is incapacitated, the student or a family member/legal guardian should report the absence to the Dean of Students or the Dean of the academic school where the student’s program is housed. Students may consider a leave of absence, medical leave of absence, selected course withdrawals, etc., if they miss a significant portion of classwork.

A student may be excused for participation in College-authorized co-curricular and extracurricular activities if, in the instructor’s judgment, this does not impair the specific student’s or the other students’ ability to succeed in the course.

For all absences except those due to religious beliefs, the course instructor has the right to determine if the number of absences has been excessive in view of the nature of the class that was missed and the stated attendance policy.

Students should notify their instructors as soon as possible of any anticipated absences.

Accommodations for Students via Student Accessibility Services:

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodations will be provided to qualified students with documented disabilities through an interactive process.

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, reasonable accommodations will be provided to qualified students with documented disabilities through an interactive process. Students seeking accommodations must register with Student Accessibility Services and provide appropriate documentation before accommodations can be provided. Please note that accommodations are not retroactive, so timely contact with Student Accessibility Services is encouraged. To discuss accommodations or the accommodation process, students should schedule to meet with a SAS specialist. 607-274-1005 |

Students may register with SAS at the following link:

Ithaca College Standards of Academic Conduct:

The Ithaca College Policy Manual describes the Standards of Academic Content embedded in the Student Code of Conduct. It is the responsibility of every student and faculty member to be familiar with, and comply with, these expectations for rigor, authenticity, trust, and honesty in academic work. You may find the full policy at the following web link:

We will discuss this policy more thoroughly in our course. As the Policy Manual states, “Because Ithaca College is an academic community, ignorance of the accepted standards of academic honesty in no way affects the responsibility of students who violate standards of conduct in courses and other academic activities.”

Additional Policies and Resources

Mental Health and Stress Management Support via CAPS:

The Ithaca College Center for Counseling and Psychological Services (CAPS) promotes and fosters the academic, personal, and interpersonal development of Ithaca College students by providing short-term individual, group, and relationship counseling, crisis intervention, educational programs to the campus community, and consultation for faculty, staff, parents, and students. Their team of licensed and licensed-eligible professionals value inclusivity, and they are dedicated to creating a diverse, accessible, and welcoming environment that is safe and comfortable for all those they serve and with whom they interact.

CAPS will be seeing students in-person for the upcoming year at their offices in the Hammond Health building. In some circumstances, Telehealth meetings through Zoom can be arranged. Staff in the office will answer questions by phone at 607-274-3136; please leave a voicemail if you do not reach a live person. You can also reach the office via email at CAPS hours remain Monday-Friday 8:30 a.m. to 5:00 p.m. After-hours connections to a live counselor are available by calling the CAPS number and following the prompts.

In the event I suspect you need additional support, expect that I will express to you my concerns. It is not my intent to know the details of what might be troubling you, but simply to let you know I am concerned and that help, if needed, is available. Remember, getting help is a smart and courageous thing to do.

Title IX:

Please note that if you disclose an experience related to sexual misconduct (including sexual assault, dating violence, and/or stalking, sexual harassment or sex-based discrimination, your professor can inform the Title IX Coordinator,, of all relevant information, including your name. The college will take initial steps to address the incident(s), protect, and, support those directly affected, and enhance the safety of our community. The Title IX Coordinator will work with you to determine the best way to proceed. Information shared in class assignments, class discussions, and at public events do not constitute an official disclosure, and faculty and staff do not have to report these to the Title IX Coordinator. Faculty and staff should be sure that access to campus and community resources related to sexual misconduct are available to students in the case these subjects do arise. Any other disclosure to faculty and staff needs to be reported to the Title IX Coordinator. For more information:

Academic Advising Availability:

Students are asked to consult with their faculty advisor, or the advising contact within their school, for all advising matters. Faculty advisors will be able to assist students with most advising questions, or they may collaborate with the dean's office for more complicated matters.

Students can find the name of their assigned faculty advisor in Homer or in Degree Works. Additionally, below is a list of advising contacts in deans' offices.

Business Katy Hall, Academic Services Coordinator, H&S Jim Riegel, Academic Services Coordinator, HSHP Jana Waller, Associate Dean, Music Shannon Hills, Academic Services Coordinator, Park Kristin Morse, Academic Services Coordinator,

Health and Safety

The health and safety of our entire campus community are important to us. For this reason, please know that I will expect that we all follow the most current health and safety guidance from the College ( -- knowing that it might change, in accordance with local or national guidance, during the semester.

In our class, please observe the following protocols:

· Before you leave your residence to access campus, complete the electronic daily screening. If it indicates that you should not be interacting with the campus community, please demonstrate respect for others by remaining in your residential room, residential apartment, or your off-campus housing and refraining from interacting with campus. If you are experiencing symptoms, please reach out to Hammond Health Center at 607-274-3177 to determine if COVID-19 testing might be needed. · If you are cleared to access campus, be prepared to show your IC Health Badge on your electronic device when you arrive at our classroom.

· Indoors, wear a face covering that appropriately covers both your nose and mouth, regardless of your COVID-19 vaccination status. Have a backup face covering available with you at all times in case it is needed. Please pay close attention to guidance regarding wearing a face covering as this may change throughout the semester.

· Please refrain from eating in the classroom. Eating in class is only permitted if you have a medical reason for doing so. If you must drink, please do so quickly, and replace your face covering immediately.

It is okay to stay home. I ask that you email me as soon as possible if you are unable to attend class. This class does not offer dual instruction. However, I will work with you to identify alternative ways to make up missed work. Please see the attendance policy section of this syllabus for more information on class attendance and how we can work together if you must miss class due to illness.

Religious Observances

At Ithaca College, we uphold diverse religious and spiritual traditions - each with its own set of beliefs, practices, and observances that are part of our community. If you anticipate needing accommodations for attending class, taking exams, or submitting assignments due to a religious observance, you can work directly with me to accommodate your needs. Please share the potential dates with me by [insert date/process] so we can plan for your success in our class.

The Office of Religious and Spiritual Life is also available to support you as you navigate your religious observances at IC. If you have questions or suggestions, please contact the Office of Religious and Spiritual Life at More information on religious observances and accommodations at IC is available here.

Bias Impact Reporting Form The Bias Impact Reporting Form is intended to provide students, staff, and faculty with a centralized way of accessing resources if they experience or witness a bias incident on campus, via social media, virtually, or at a college-affiliated event. This process is a tool that is being used in addition to formal complaint options. The information submitted is used to identify patterns of behavior and address areas where culture is counter to the College’s values of respect, accountability and equity. The reports will help the college to be more strategic when educating and/or preventing acts of bias in the future.

The Bias Impact Reporting Form is not an immediate response service and may take up to three (3) college business days to receive confirmation of submission. The information you provide in this form will be forwarded to members of the Bias Impact Resource Team.

Diversity, Equity, and Inclusion

Ithaca College values diversity because it enriches our community and the myriad experiences that characterize an Ithaca College education. Diversity encompasses multiple dimensions, including but not limited to race, culture, nationality, ethnicity, religion, ideas, beliefs, geographic origin, class, sexual orientation, gender, gender identity and expression, disability, and age. We are dedicated to addressing current and past injustices and promoting excellence and equity. Ithaca College continually strives to build an inclusive and welcoming community of individuals with diverse talents and skills from a multitude of backgrounds who are committed to civility, mutual respect, social justice, and the free and open exchange of ideas. We commit ourselves to change, growth, and actions that embrace diversity as an integral part of the educational experience and of the community we create.

Please learn more about Ithaca College’s commitment to diversity, equity, and inclusion:

Basic Needs Awareness

Access to basic needs such as food and safe shelter are vital to your successful academic experience. If you are experiencing challenge affording groceries, accessing sufficient food to eat every day, or finding stable, safe housing, I want you to be aware of resources available to all members of our Ithaca College community. You can learn more about these resources at the following links. You may also reach out to the Dean of Students for support.

Working for Food Security (food resources)

Financial Security Support (a range of resources)

Writing Center

The Writing Center aims to help students from all disciplines, backgrounds, and experiences to develop greater independence as writers. We are committed to helping students see writing as central to critical and creative thinking. In the Fall 2021-Spring 2022 school year, the Writing Center will be returning to in-person tutoring sessions with enhanced safety measures in Smiddy 107. Online tutoring on Zoom and Google Docs will continue to be available, but in limited capacity. If there are overflow sessions, they will no longer be held in a physical classroom but online. To make an appointment, visit us online, or call us at 274-3315. For more information, contact Professor Priya Sirohi, Director, at

Tutoring and Academic Enrichment Services

As a supplement to faculty advising and office hours, Tutoring and Academic Enrichment Services offers exceptional peer resources free of charge. Learning Coaches provide content-specific peer tutoring in a variety of courses. Peer Success Coaches mentor students who wish to develop collegiate-level academic and social engagement skills. To access these courses and for more information, please visit us at

This page is maintained by Barney Beins, Ithaca College Department of Psychology
Last modified:December 2021

Copyright: Barney Beins 2002-2022