yoder_wendy selected teaching documents
TRANSCRIPT
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(1) (2) (3) (4) (5) Omitted
1 Description of course objectives and assignments 0.00% 0.00% 0.00% 0.00% 100.00% 0.00% 5.00 0.00 5.00 5.00 4.47 4.53
2 Communication of ideas and information 0.00% 0.00% 0.00% 22.22% 77.78% 0.00% 4.78 0.43 5.00 4.78 4.44 4.45
3 Expression of expectations for performance in this class 0.00% 0.00% 0.00% 16.67% 83.33% 0.00% 4.83 0.38 5.00 4.83 4.45 4.5
4 Availability to assist students in or out of class 0.00% 0.00% 0.00% 5.56% 94.44% 0.00% 4.94 0.24 5.00 4.94 4.34 4.52
5 Respect and concern for students 0.00% 0.00% 0.00% 0.00% 100.00% 0.00% 5.00 0.00 5.00 5.00 4.45 4.61
6 Stimulation of interest in course 0.00% 0.00% 5.56% 11.11% 83.33% 0.00% 4.78 0.55 5.00 4.78 4.52 4.47
7 Facilitation of learning 0.00% 0.00% 11.11% 11.11% 77.78% 0.00% 4.67 0.69 5.00 4.67 4.43 4.43
8 Enthusiasm for the subject 0.00% 0.00% 0.00% 11.11% 88.89% 0.00% 4.89 0.32 5.00 4.89 4.63 4.64
9
Encouragement of independent, creative, and critical
thinking 0.00% 0.00% 0.00% 11.11% 88.89% 0.00% 4.89 0.32 5.00 4.89 4.51 4.49
4.86 0.33 5.00 4.86 4.47 4.52
10 Overall rating of the instructor 0.00% 0.00% 0.00% 16.67% 83.33% 0.00% 4.83 0.38 5.00 4.83 4.49 4.53
11 Amount learned 0.00% 0.00% 5.56% 16.67% 77.78% 0.00% 4.72 0.57 5.00 4.72 4.28 4.34
12 Amount of effort required 0.00% 0.00% 66.67% 16.67% 16.67% 0.00% 3.50 0.79 3.00 3.50 3.74 4.01
13 Difficulty of the subject matter 0.00% 0.00% 44.44% 44.44% 11.11% 0.00% 3.67 0.69 4.00 3.67 3.45 3.7
14 The educational value (relevance) of this course 0.00% 0.00% 0.00% 27.78% 72.22% 0.00% 4.72 0.46 5.00 4.72 4.32 4.28
15 Expected grade 0.00% 0.00% 5.56% 38.89% 55.56% 0.00% 4.50 0.62 5.00 4.50 4.30 4.33
4.22 0.63 4.40 4.22 4.02 4.13
Averages for questions 1-9
Averages for questions 11-15
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
Instructor: Yoder,Wendy M (4294-6233)
Response Rate: 52.94% (responded: 18, enrolled:34)
Question
Percentages
Mean StdDev Median
Course
Mean
Dept
Mean
College
Mean
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Qualities of Instructor which
contributed to success of the
course.
Qualities of Instructor which
hindered success of the course.
Opinions of course, including
printed materials.
Additional comments to
improve overall quality of the
course.
Any other comments.
Wendy was very enthusiastic
while teaching this course. She
made it interesting to learn the
material with stories and ways
to remember the material. Very
helpful! Wendy was very
personable.
The book was not very helpful.
We did not use it much. Overall
the course was very interesting.
I enjoyed it.
Thank you for teaching a great
class!
Incorporating videos for the
course helped reinforce the
material and topics covered
during lecture.
No I learned more than I had
expected from this course.
Although challenging at times, I
enjoyed the various topics we
covered in the class. The course
structure provided an effective
way to teach students the
course in six
weeks.
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
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Qualities of Instructor which
contributed to success of the
course.
Qualities of Instructor which
hindered success of the course.
Opinions of course, including
printed materials.
Additional comments to
improve overall quality of the
course.
Any other comments.
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
Wendy makes this class
enjoyable and interesting. Her
use of stories makes the
information stick with you. This
is the first morning class I
didn't mind coming to.
Wendy is a very dependable
instructor. I knew I would have
an email every morning from
Sakai from her posting the
power point for the day and
after class the learning objective
were always posted.
Not that I can think of. I really enjoyed this class. The
videos were interesting, short
and to the point. The articles
were fairly short and interesting
for the most part.
I absolutely loved how well
Wendy and our T.A Leslie
communicated. They were very
approachable and always on the
same page. As a student it was
good to know that no matter
who I contacted with a question
I knew I would get similar
answers. Both were great with
clarifying the harder material.
Dr. Yoder was very enthusiastic
about the material, which is
extremely difficult to find in an
UF professor. Professors like her
are the reason I chose to attend
UF.
The only teaching practice that
may have hindered
student's success was her
use of primarily pictures in her
power points, but she did this
so students would have to
attend class.
It was overall a great class that I
will recommend to my peers.
The material was mostly
interesting and what was not
interesting Dr. Yoder either
explained it in a way that was or
used helpful videos to explain
difficult topics.
Again, I enjoyed this class
greatly and believe that it is
already high quality. Dr.
Yoder's power points were
very well done and the class
structure is very organized. The
only critique that I can have is
that Dr. Yoder once cancelled
class an hour before class
started once and I walked all the
way to the Psych building, but I
realize that she was sick and I
failed to check my email.
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Qualities of Instructor which
contributed to success of the
course.
Qualities of Instructor which
hindered success of the course.
Opinions of course, including
printed materials.
Additional comments to
improve overall quality of the
course.
Any other comments.
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
Wendy is very knowledgeable of
the material that was taught
and she is an interesting person.
I figured from day one that she
would do a good job at teaching
and make the class interesting.
Although her personality was
portrayed as socially awkward
sometimes I think she did a
great job teaching and I thought
her personality really
contributed to the liveliness of
the course.
I don't think there is really
anything that hindered the
course. Wendy did a good job
overall I would say.
I think this course was really
interesting and I learned some
valuable things while taking it.
The printed materials were ok.
The book was almost useless
because it seemed just like a
bunch of definitions I would say
to use it for supplement to the
material given in class. All of the
material given in class by Wendy
was really good. It contained
lots of information and real life
examples and applications.
Although sometimes the slides
were rather vague and could be
hard to recall some of the
information. Although I know
this was to encourage students
to come to class, but I did
attend every class and it was
still hard to remember
everything associated with a
picture sometimes. I must say
that Wendy was always helpful
with answering any questions if
I ever had any.
I just wanted to say that I am
not very fond of the two
questions that ask about the
difficulty and amount of effort
required. I mean that is really all
personal depending on the
person. For me the course
wasn't that difficult
because I had a lot of
background with the material.
Also Wendy did a great job
teaching the course.
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Qualities of Instructor which
contributed to success of the
course.
Qualities of Instructor which
hindered success of the course.
Opinions of course, including
printed materials.
Additional comments to
improve overall quality of the
course.
Any other comments.
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
Instructor Wendy Yoder, having
majored in philosophy and
being fond of literature, utilized
important information from
both realms to relate and apply
to the concepts being covered
in the course. Her outside
interests/knowledge helped
introduce new perspectives on
particular topics, and made the
class more enjoyable.
Although she was very thorough
in her explanations during
lecture, I felt that she spent
more time than was necessary
in reiterating herself over
administrative matters and
concepts that were self-
explanatory. We ended up not
covering all of the intended
material. In addition, she would
focus on aspects of a given topic
that were unrelated to
physiology, such as the myths
and misconceptions pertaining
to it.
Overall, I really enjoyed taking
this course with instructor
Wendy Yoder, and would take
another course taught by her.
She is very passionate about her
interests, and is reasonable as
an instructor. She cares for her
students and wishes for them to
excel. The course, itself, should
be taken during the fall or
spring term if one wishes to get
the most out of the class
because a summer A/B term is
too condensed of a period for
the scope of the material.
Thank you for a great summer A
term, and best wishes to you on
your future endeavors!
The style of teaching and her
enthusiasm for the course made
the class enjoyable
Wendy is great and always has
really interesting examples. I
love the video and story tie-ins
of the subject matter to help
relate the concepts we learned
about to the real world.
I loved this class! I learned a lot.
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Qualities of Instructor which
contributed to success of the
course.
Qualities of Instructor which
hindered success of the course.
Opinions of course, including
printed materials.
Additional comments to
improve overall quality of the
course.
Any other comments.
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
She made the material easy to
learn and supplemented her
ideas with lots of
pictures/videos to make the
subject matter clear
I loved this course. it was very
interesting and I learned a lot
She is very enthusiastic, very
responsive to questions and
inquiries, and very
approachable in general.
No The course itself had a lot of
dense material, such as many
definitions and some difficult
concepts. However, the teacher
made the reading much easier
and more fun to learn. She also
made the concepts very
applicable to every day life.
The only comment I would have
would be about the test
questions. I scored fairly well on
the tests, however, many of the
questions were either too easy
or too difficult. I appreciate you
including questions that would
cause us to think critically about
the subject, however there
were very few of those. It felt
like the questions were either
easy definition questions, or
questions meant to trick us.
She has a lot of personal
experience in a lab, and so she
used the information gained
from that in examples and to
help us understand certain
ideas. The class was a relaxed
and open setting that was not at
all intimidating.
No
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Qualities of Instructor which
contributed to success of the
course.
Qualities of Instructor which
hindered success of the course.
Opinions of course, including
printed materials.
Additional comments to
improve overall quality of the
course.
Any other comments.
Term: 2014 Summer A
College: Liberal Arts and Sciences
Department(s): Psychology
Course(s): PSB3002
Section(s): 01E6
She made the class rather
interesting. She tried to help us
remember vital information and
was always available to help.
The powerpoints were
extremelty vague.
The course overall was good, I
actually enjoyed a Science class,
which I never thought would
happen.
I enjoyed how Ms. Yoder went
about the subjects with
enthusiasm. This method made
it easy and fun to learn and
relate back to the information in
the class.
This has been my favorite class
thus far at UF. It was very
informative and was very
relevant to my course of study. I
enjoyed all of the topics in the
lectures and was able to retain
most of the information I
learned. The exams, I felt, really
tested our knowledge of the
information without being
confusing. I would recommend
this class with Ms. Yoder to
anyone!
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RANDOM
1
13 May 2014
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Questions from yesterday?
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Institutional Animal Care
and Use Committee
A brief history
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The History of IACUC:How one dog’s
harrowing adventure in
the trenches of hell
transformed American
research… kind of… at
least for cute animals.
Wendy M Yoder
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It was the summer of 1965…
when Pepper disappeared…
… forever?
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But let us first back up.
Before there were laws protecting laboratory animals…
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Congress discussed laboratory animal welfare in the early
1960’s, but there was not enough interest to pass legislation.
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Congress was not interested in pigeons.
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But fret not…
Congress wasn’t interested in these guys either
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But Congress DID care about dogs!
Okay, technically Congress cared about elections and
Americans cared about dogs, BUT…
Americans cared about dogs A LOT
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Pepper?
Where are you?
“One day, Julia
promised, she’d buy
‘Nurse Pepper’ a little
white hat.”
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But Pepper never got her little white hat.
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Because Pepper…
vanished!
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Her owners mobilized, frantically searching for their
treasured pet. Are you in the woods, Pepper?
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Are you frolicking about
with sheep friends, Pepper?
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No.
Pepper was not with her
sheep friends.
There could be only ONE
explanation…
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Pepper must have been snatched by the notorious Amish
market down in Lancaster County, known as the Green
Dragon. Yes… Amish villains.
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The Amish vendors sold pies, cookies and dogs…
Wait, what? Yes. Dogs. STOLEN DOGS!
Never trust a Yoder.
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But they were too late…
By Tuesday, June 29th, one week after her disappearance,
Pepper was in the hands of Ben Miller.
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But… Wait!
Ben Miller is pulled over at the New Jersey border with…
… a truck full of dogs!
The officer is distressed!
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Ben gets a $74 ticket for
overloading his truck with
20 dogs. He also gets a $10
ticket for “cruelty in
transport.” The dogs (and
goats?) are sent to the
county animal shelter.
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Ben gets a bigger truck.
He gets his cargo back!
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Meanwhile, Pepper’s owner, Peter, has a heart attack.
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And the story about the 20 dogs (and goats) makes
the newspaper. People are intrigued.
Quick! Alert the FBI?!!
Is it legal to transport dogs across state lines?
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Too late.
The dogs (and goats) are sold to Montefiore
Hospital in the Bronx for $15 each.
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Pepper died on the
operating table.
But her story
became a national
media sensation.
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She ends up in the
pages of Sports
Illustrated… because
that is naturally
America’s first source
for woeful tales of
political intrigue.
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The Animal Welfare Act of 1966
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The 1966 act set minimum standards for handling, sale and
transport of cats, dogs, nonhuman primates, rabbits,
hamsters and guinea pigs held by animal dealers or
pre-research in laboratories.
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1970 Amendment to the Animal Welfare Act:
Expanded to include ALL warm-blooded laboratory animals.
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1976 Amendment to the Animal Welfare Act:
Public outrage… again over dogs.
Outlawed transportation of
dogs for fighting purposes.
Established standards for
shipping containers, feed,
water, rest, ventilation,
temperature and handling
in order to promote better
care for animals during
transport.
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Improved Standards for Laboratory Animals
as part of the Food Security Act of 1985
Guidelines are STRICT now.
So, few, if any of the
historical animal studies we
will discuss would receive
modern IACUC approval.
No IACUC = No Research
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Wednesday
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Schizophrenia
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Schizophrenia
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Physiological Psychology Wendy M Yoder 1
PSB 3002 Physiological Psychology
Summer A Semester 2014
Section: 01E6 M T W Th F • Period 2 9:30 – 10:45 am Room: PSY 130 3 Credits
Instructor: Wendy M. Yoder, M.S. Program in Behavioral and Cognitive Neuroscience Department of Psychology [email protected] Psychology Building, Room #333 Office Hours: Tuesday (10:45 – 11:45 am) Thursday (10:45 – 11:45 am) By Appointment TA: Leslie Gaynor Major in Interdisciplinary Studies, Neurobiological Sciences [email protected] Psychology Building, Room #333 Course Website: http://lss.at.ufl.edu Check the course website regularly for information and announcements.
Lecture slides will be posted in the “Resources” tab prior to each class meeting. Slides are intended as an outline; reading the text will be necessary to supplement the information discussed in class. Exams will also be administered on Sakai using the “Assessments” tab. If you experience any technical issues, please contact me immediately. Sakai Help Desk: 352.293.HELP
Course Text: Physiology of Behavior, 11/E, Neil R. Carlson ISBN: 9780205239399
You may also use the 10th edition for this course, but confirm that the chapter numbers correspond to the appropriate topics.
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Physiological Psychology Wendy M Yoder 2
General Information: This course is an introduction to the concepts, methods and data of behavioral neuroscience. Physiological psychology is concerned with biological factors and the interactions that modulate behavior. These factors include physiology, pharmacology, biochemistry and anatomy – ranging from individual molecules to the whole organism. Familiarity with fundamental concepts of chemistry, physics, biology and physiology are assumed. Topics will include the structure and functions of the nervous system, including the function of individual nerve cells, communication between cells and the organization of the nervous system into sensory, motor and emotional systems. These underlying mechanisms will then be applied to understand complex issues such as memory, psychological disorders and the pathophysiology of disease. If you have taken the core biology sequence or its equivalent, you may wish to consider taking Behavioral Neuroscience, which will focus on the same topics but with greater emphasis on fundamental biological principles, with less emphasis on human implications for neuro-behavioral disorders. Either course is a satisfactory prerequisite for any of the 4000-level PSB courses. Grading: Students will be evaluated based on four exams, each equally weighted. Five exams will be administered, but the lowest exam score will be dropped. Each exam will count for 25% of your final grade. Thus, if you are happy with your grade after the first four exams, you do not need to take the fifth exam. Exams are not cumulative.
There will be no makeup exams. Grade Scheme:
A 93-100 C 73-76 A- 90-92 C- 70-72 B+ 87-89 D+ 67-69 B 83-86 D 63-66 B- 80-82 D- 60-62 C+ 77-79 E <60
A grade of C- or lower will not be a qualifying grade for major, minor, Gen Ed, Gordon Rule or College Basic Distribution credit. Fraction grades will automatically be rounded up. For instance, a 76.3 will be recorded as a 77. Exams: All exams will be administered on e-Learning. Most typically, the format will be 32-40 questions with 40 minutes to complete the assignment. Exams will be administered online at the regular class period (9:30 am) and close at 10:45 am. Once you begin, the timer will initiate, so be mindful of this window. If you are unable to take an exam due to an unforeseen technical difficulty, an exam can be reopened, provided there is legitimate documentation to support the issue. Extra Credit: There will be no extra credit assignments for this course. Additional Support for Students with Disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. Student Honor Code: The final pages of this syllabus contain information about academic honesty.
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Physiological Psychology Wendy M Yoder 3
Course Schedule: This schedule is tentative. The timing of topics covered may change. If this occurs, exam topics will be adjusted accordingly – details will be described in class. The dates of the exams, however, will not change.
Date Chapter Topic 12 May – Monday #1 Syllabus & Introduction 13 May – Tuesday #1 & #2 Structure and Functions of Cells of the Nervous System
14 May – Wednesday #2 Structure and Functions of Cells of the Nervous System 15 May – Thursday #2 Structure and Functions of Cells of the Nervous System
16 May – Friday #2 Nervous System / Review
Exam #1: Monday, 19 May – Multiple Choice (40 minutes) – Online
Date Chapter Topic 20 May – Tuesday #3 Structure of the Nervous System
21 May – Wednesday #3 & #4 Psychopharmacology 22 May – Thursday #4 Psychopharmacology
23 May – Friday #4 Psychopharmacology / Review 26 May – Monday Holiday Memorial Day
Exam #2: Tuesday, 27 May – Multiple Choice (40 minutes) – Online
Date Chapter Topic
28 May – Wednesday Article Why Sex Matters for Neuroscience 29 May – Thursday #7 Chemical Senses (only)
30 May – Friday Article / #7 Olfaction and Neurodegenerative Diseases
Exam #3: Monday, 2 June – Multiple Choice (40 minutes) – Online
Date Chapter Topic 3 June – Tuesday #11 Emotion
4 June – Wednesday #11 Emotion 5 June – Thursday #13 Learning and Memory (first half of chapter only)
6 June – Friday #13 Learning and Memory (first half of chapter only) / Review
Exam #4: Monday, 9 June – Multiple Choice (40 minutes) – Online
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Physiological Psychology Wendy M Yoder 4
Date Chapter Topic 10 June – Tuesday #16 Schizophrenia and Affective Disorders
11 June – Wednesday Article Daring to Think Differently about Schizophrenia 12 June – Thursday #17 Anxiety Disorders / Autism
13 June – Friday #18 Drug Abuse 16 June – Monday #18 Drug Abuse 17 June – Tuesday Review Exam Review – Course Evaluations
18 June – Wednesday Study Day No Class – Study Time 19 June – Thursday Study Day No Class – Study Time
Exam #5: Friday, 20 June – Multiple Choice (40 minutes) – Online
The chapters we will cover in this course will provide a solid foundation in Physiological Psychology, which will prepare students for more advanced courses that are offered by faculty of the Behavioral and Cognitive Neuroscience program. Those more advanced courses include courses on the neurobiology of additional sensory systems (hearing, taste and smell), the neurobiology of ingestive behaviour (feeding and drinking), the neurobiology of emotion, the neurobiology of stress, the neurobiology of developmental disorders, the neurobiology of learning and memory, etc. Academic Honesty Policy: Preamble: In adopting this Honor Code, the students of the University of Florida recognize that academic honesty and integrity are fundamental values of the University community. Students who enroll at the University commit to holding themselves and their peers to the high standard of honor required by the Honor Code. Any individual who becomes aware of a violation of the Honor Code is bound by honor to take corrective action. Student and faculty support are crucial to the success of the Honor Code. The quality of a University of Florida education is dependent upon the community acceptance and enforcement of the Honor Code. The Honor Code: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment."
1. All students are required to abide by the Student Honor Code. 2. The conduct set forth hereinafter constitutes a violation of the Student Conduct Code. Those
adjudged to have committed such conduct shall be subject to the sanctions provided in Rule 6C1-4.016, F.A.C.
3. VIOLATIONS OF THE HONOR CODE AND SANCTIONS. a. Conduct Prohibited by the Honor Code. Students are prohibited from engaging in the
following conduct: 1) Conduct Constituting Academic Dishonesty. A student shall not engage in conduct which
constitutes academic dishonesty. A student commits academic dishonesty by engaging in conduct prohibited by this subsection. By engaging in such conduct, a student violates the Honor Code and becomes subject to the Student Conduct Code (6C1-4.016)
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Physiological Psychology Wendy M Yoder 5
2) False or Misleading Statement for the Purpose of Procuring an Academic Advantage. A
student shall not intentionally or in bad faith make a false or misleading statement for the purpose of procuring from the person to whom the statement is made an academic advantage for any student.
3) False or Misleading Statement Relating to an Honor Code Violation. In reporting an alleged
Honor Code violation, a student shall not intentionally or in bad faith make a false or misleading statement. During the course of an Honor Code proceeding, or on final appeal following such a proceeding, a student shall not at any stage make a false or misleading statement to any person charged with investigating or adjudicating the guilt of the accused, reviewing a conviction of guilt, or determining or reviewing the appropriateness of the sanction or sanctions to be recommended or imposed.
4) Prohibited Collaboration or Consultation. A student shall not without express authorization
collaborate or consult with another person in an academic activity. Prohibited collaboration or consultation shall include: a) Collaborating when not authorized to do so on an examination, take-home test, writing project,
assignment, or course required work. b) Collaborating or consulting in any other academic or co-curricular activity after receiving written
notice that such conduct is prohibited. c) It is the responsibility of the student to seek clarification whether or not collaboration or
consultation with another person is authorized prior to engaging in any act of collaboration or consultation. If a faculty member has authorized a student to collaborate or consult with another person in limited circumstances, the student shall not exceed that authority. If the student wishes to collaborate or consult with another person in circumstances to which the authority does not plainly extend, the student shall first ascertain with the faculty member whether the collaboration or consultation is authorized.
5) Prohibited Use of Materials or Resources. A student shall not use unauthorized materials or
resources in an academic activity. Unauthorized materials or resources shall include: a) Any paper or project authored by the student and presented by the student for the satisfaction of
any academic requirement if the student has previously submitted substantially the same paper or project to satisfy an academic requirement and did not receive express authorization to submit the paper or project.
b) Any materials or resources prepared by another student and used without the student's express consent.
c) Any materials or resources which the faculty member has notified the student in writing are prohibited.
d) If a faculty member has authorized a student to use specified materials or resources, the student shall not exceed that authority. If the student wishes to use any material or resource to which the authority does not plainly extend, the student shall first ascertain whether the use is authorized.
6) Plagiarism. A student shall not represent as the student's own work all or any portion of the work of
another. Plagiarism includes (but is not limited to): a) Quoting oral or written materials, whether published or unpublished, without proper attribution. b) Submitting a document or assignment which in whole or in part is identical or substantially
identical to a document or assignment not authored by the student.
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Physiological Psychology Wendy M Yoder 6
7) Use of Fabricated or Falsified Information. A student shall not use or present invented or fabricated information; or falsified research or other findings if the student knows or in the exercise of ordinary care should be aware that the information, research, or other findings have been falsified.
8) Interference with or Sabotage of Academic Activity. A student shall not do any act or take any
material for the purpose of interfering with or sabotaging an academic activity. Sabotage includes (but is not limited to): a) Removing, concealing, damaging, destroying, or stealing materials, or resources which are
necessary to complete or to perform the academic activity. b) Tampering with another student's work. c) Stealing from another student materials or resources for the purpose of interfering with the
student's successful completion or performance of the academic activity. 9) Unauthorized Taking or Receipt of Materials or Resources to Gain an Academic
Advantage. A student shall not without express authorization take or receive materials or resources from a faculty member for the purpose of gaining an academic advantage.
10) Unauthorized Recordings. A student shall not without express authorization make or receive any
recording of any class, co-curricular meeting, organizational meeting, or meeting with a faculty member.
11) Bribery. A student shall not offer, give, receive, or solicit a bribe of money, materials, goods, or
services for the purpose of procuring or providing an academic advantage. 12) Submission of Paper or Academic Work Purchased or Obtained from an Outside Source. A
student shall not submit as his or her own work a paper or other academic work that was purchased or otherwise obtained from an outside source. An outside source includes (but is not limited to) a commercial vendor of research papers, a file of research papers or tests maintained by a student organization or other body or person, or any other source of papers or of academic work that was authored or prepared by a person other than the student who submits it. 13. Conspiracy to Commit Academic Dishonesty. A student shall not conspire with any other person to commit an act that violates the Honor Code. (4) Jurisdiction for Student Honor Code Violations (a) Students charged with violations of the Student Honor Code shall have their cases heard by the appropriate person or body designated in 6C1-4.013. Unless otherwise noted, students may seek resolution through the Faculty Determination Process