Psychology 3694F 001 FW23
Teams and Work Groups in Organizations
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
WESTERN UNIVERSITY
LONDON CANADA
Department of Psychology
2023-2024
Psychology 3694F Section 001
Teams and Work Groups in Organizations
- CALENDAR DESCRIPTION
This course examines and assesses psychological research on workgroups/teams. Particular attention is paid to issues associated with team composition, team processes, individual vs. group performance, and the organizational context in which teams operate. Methodological/statistical issues associated with workgroup/team research are given considerable emphasis.
Antirequisite: None.
Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. If you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course.
Prerequisite: Both Psychology 2801F/G and Psychology 2811A/B, or the former Psychology 2820E, or both the former Psychology 2800E and the former Psychology 2810.
3 seminar hours; Course Weight: 0.5
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2.0 COURSE INFORMATION
Instructor: Sarah Carver, MSc
Office and Phone Number: Rm. SSC8439; 519-993-7631
Office Hours: By appointment -- I try to be as flexible as possible, just email
to arrange an appointment (may be virtual or in person).
Email: scarver3@uwo.ca
Teaching Assistant:
Office
Office Hours:
Email:
Time and Location of Classes: Available on Student Center
Delivery Method: In-Person
Students who are in emotional/mental distress should refer to Health and Wellness @Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also contact Accessible Education at aew@uwo.ca or 519-661-2147.
2.1 Online Learning Notice:
Please note: For courses delivered in an online format, include an online component, or are required to pivot online, students must have a reliable internet connection and computer that are compatible with online learning system requirements. Some courses may also require the use of a remote proctoring platform to ensure assessments are taken fairly in accordance with Western’s policy on Scholastic Discipline for Undergraduate Students and Scholastic Discipline for Graduate Students. Please refer to the course syllabus for further information.
3.0 TEXTBOOK
No specific textbook is required but readings will be assigned on a weekly basis in accordance with the lecture schedule in this document.
4.0 COURSE OBJECTIVES & LEARNING OUTCOMES
|
Learning Outcome |
Learning Activity |
Assessment |
|
Knowledge of Key Theories / Findings Acquire knowledge about key theories and substantive research findings with respect to psychology research examining teams. |
Reading & discussion of course materials Course instruction |
Test; Participation |
|
Knowledge of Methodologies Acquire knowledge about key methodological challenges faced in psychological Teams research. |
Reading & discussion of course materials Course instruction |
Test; Participation |
|
Application of Knowledge Enhance skills with respect to determining a cogent team-related psychological issue/question for which enough research has been done to merit some integration and application. |
Team research groups Reading & discussion of course materials Course instruction
|
Test; Research Proposal; Research Essay; Team Research Presentation
|
|
Communication Skills Enhance written and verbal skills communication skills as they relate to the description of psychological phenomena related, to workplace teams |
Preparing Research Translation & Essay Participating in class discussions Preparing for Group Project Presentation |
Research Translation; Research Essay; Team Research Presentation |
5.0 EVALUATION
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4.0 and are considered necessary for meeting these learning objectives.
Research Translation (12%). A written assignment summarizing an empirical research study of your choosing is to be completed independently by each student. Details on the assignment, and late penalties, will be provided during the September 7th class. The assignment will account for 12% of the final course grade. There will be a 24-hour “no questions asked” window immediately following the deadline where a student can submit the essay until 11:55pm the following day with no penalty. Aside from accepted accommodations (see Section 11.0), submitting your assignment after the deadline and 24-hour “no questions asked” window will result in a deduction of 5 percentage points per day. In other words, an assignment that would have received a grade of 85% if handed in by the deadline, will only receive a grade of 80% if handed in one day after the “no questions asked” window. Moreover, barring accepted accommodations, submitting the assignment 2 weeks past the deadline, or later, will result in a grade of zero on the assignment. This is because the graded assignments will ordinarily be returned to the class 2 weeks after the deadline.
Research Project Proposal (3%). A one-page research proposal summarizing your research plan for the final essay is to be completed collaboratively in your research teams. Details on the research project, work teams, and late penalties, will be provided during the September 28th class. The proposal will account for 3% of the final course grade. The objective of this assignment is to get feedback on your teams’ suggested research design before beginning the presentation and write up of the research essay.
Test (35%). There will be one test of up to 2 hours in length, consisting of questions varying in length from short answer or multiple-choice, to essay. The test will cover all the reading, lecture and other material covered up to that point. The test will be worth 35% of the final course grade and it will be a “closed book” independent test (no books, notes, electronic devices, or aids of any type will be allowed).
Research Project Presentation (10%). A 10-minute team presentation will be delivered on the topic of your group research project. Presentations should include a brief overview of the relevant research background, proposed methodology, anticipated results, and general discussion. There will also be a 5-minute question and answer period where the presenters will be asked questions about their research project by their classmates, teaching assistant, and instructor. Aside from accepted accommodations (see Section11.0), presentations not given on the assigned presentation date will receive a grade of zero on this component of the course.
Essay (30%). An APA-formatted essay of 2500 words (not counting references, tables, figures, and
appendices) must be completed independently by each student. Note that although the research proposal and presentation are conducted in your research teams, the final essay is an independent project and must be written separately from your team members. More details on the content, structure, and grading of the essay, will be provided during the September 28th class. The essay will be worth 30% of the final course grade. There will be a 24-hour “no questions asked” window immediately following the deadline where a student can submit the essay until 11:55pm the following day with no penalty. Aside from accepted accommodations (see Section11.0), submitting your essay after the deadline and 24-hour “no questions asked” window will result in a deduction of 5 percentage points per day. In other words, a paper that would have received a grade of 85% if handed in by the deadline, will only receive a grade of 80% if handed in one day after the “no questions asked” window.
Class Participation (10%). It is expected that students will become actively involved in discussions and will prepare for class by doing the assigned readings and reflecting upon them. Class participation will account for 10% of the final grade. Class participation will be evaluated in all classes except for Sept 7th (intro), Nov 9th (test review), and Nov 16th (test).
5.1 POLICY ON MISSING COURSEWORK
Science Translation Assignment. Unless accommodation is granted (as per Section 11.0), students who do not submit an assignment will receive a grade of zero on this component of the course. If accommodation is granted, the deadline for submission of the assignment will be extended for a maximum of 2 weeks. If an extension of longer than two weeks is granted, rather than submitting the assignment the student’s final grade in the course will be reweighted accordingly. This is because the graded assignments will ordinarily be returned to the rest of the class 2 weeks after the deadline.
Research Proposal. Unless accommodation is granted (as per Section 11.0), students who do not submit a proposal will receive a grade of zero on this component of the course.
Test. Unless accommodation is granted (as per Section 11.0), students who do not complete the test will receive a grade of zero on this component of the course. If accommodation is granted, a makeup test must be completed.
Team Research Presentation. Unless accommodation is granted (as per Section 11.0), students who do not present on their assigned presentation date will receive a grade of zero on this component of the course. If accommodation is granted, a makeup presentation must be completed.
Essay. Unless accommodation is granted (as per Section 11.0), students who do not submit an essay will receive a grade of zero on this component of the course. If accommodation is granted, the deadline for the submitting the essay will be extended.
Class Participation. Participation and attendance records will be kept. Unless accommodation is
granted (as per Section 11.0), students who do not attend any classes and/or students who do not
participate at all in the classes will receive a grade of zero on this component of the course. If
accommodation is granted for attendance and/or participation in specific classes, the class participation grade will not be adversely affected by lack of attendance and/or participation in the accommodated classes.
PLEASE NOTE: Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows Western’s grading guidelines, which are as follows (see: https://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
Note that in the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding: Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered. To maximize your grade, do your best on each and every assessment within the course.
6.0 ASSESSMENT/EVALUATION SCHEDULE
Science Translation. The assignment must be submitted through the “assignments” section of the OWL site by Thursday, September 28th, at 11:55pm. 24-hour grace period: Friday, September 29th, at 11:55pm.
Research Project Proposal. The assignment must be submitted through the “assignments” section of the OWL site by Thursday, October 19th, at 11:55pm.
Test. The test will take place on Thursday, November 16th during the regular class time slot.
Team Research Presentation. Presentations will take place during the regular class time on Thursday, November 30th and Thursday, December 7th.
Essay. The essay must be submitted through the “assignments” section of the OWL site by Thursday, December 7th, at 11:55pm. 24-hour grace period: Friday, December 8th, at 11:55pm.
7.0 CLASS SCHEDULE OVERVIEW and READINGS
Note: All readings are available through Resources/Uploaded Readings in OWL.
Sept 7; Week 1: Introduction *Note: You will learn about the science translation assignment during this class.
Barbaro, M. (Host). (2023, June 28). Suspicion, cheating and bans: A.I. hits America's schools. [Audio podcast episode]. In The Daily. The New York Times.
Sept 14; Week 2: Overview of Work Groups and Teams Research
Williams, H. M., & Allen, N. J. (2008). Teams at work. Handbook of Organizational Behavior, 124-140.
Allen, N. J., & Hecht, T. D. (2004). The 'romance of teams': Toward an understanding of its psychological underpinnings and implications. Journal of Occupational and Organizational Psychology, 77(4), 439–461. https://doi.org/10.1348/0963179042596469 *Note: read this before reading West et al. (2004) and Allen and Hecht (2004b).
West, M. A., Brodbeck, F. C., & Richter, A. W. (2004). Does the 'romance of teams' exist? The effectiveness of teams in experimental and field settings. Journal of Occupational and Organizational Psychology, 77(4), 467–473. https://doi.org/10.1348/0963179042596450
Allen, N. J., & Hecht, T. D. (2004). Further thoughts on the romance of teams: A reaction to the commentaries. Journal of Occupational and Organizational Psychology, 77(4), 485–491. https://doi.org/10.1348/0963179042596423
Sept 21; Week 3: Levels, Emergence, and Expectations in Teams
Klein, K. J., & Kozlowski, S. W. (2000). From micro to meso: Critical steps in conceptualizing and conducting multilevel research. Organizational Research Methods, 3(3), 211-236. https://doi.org/10.1177/109442810033001
Allen, N. J., & O'Neill, T. (2015). Team composition and performance: Considering the project-team challenge. In F. Chiocchio, E. K. Kelloway, & B. Hobbs (Eds.), The psychology and management of project teams (pp. 301–328). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199861378.003.0012
Sleesman, D. J., Hollenbeck, J. R., Spitzmuller, M., & Schouten, M. E. (2018). Initial expectations of team performance: Specious speculation or framing the future? Small Group Research, 49(5), 600–635. https://doi.org/10.1177/1046496418767554
Sept 28; Week 4: Introduction to Research Teams and Social Loafing *Note: Research Translation due; You will learn about the research project and assigned teams during this class.
Hammar Chiriac, E. (2014). Group work as an incentive for learning–students’ experiences of group work. Frontiers in Psychology, 5(558), 1-10. https://doi.org/10.3389/fpsyg.2014.00558
Mihelič, K. K., & Culiberg, B. (2019). Reaping the fruits of another’s labor: The role of moral meaningfulness, mindfulness, and motivation in social loafing. Journal of Business Ethics, 160(3), 713–727. https://doi.org/10.1007/s10551-018-3933-z
Oct 5: Week 5: Team Contexts and Forms
Hughes, A. M., Gregory, M. E., Joseph, D. L., Sonesh, S. C., Marlow, S. L., Lacerenza, C. N., Benishek, L. E., King, H. B., & Salas, E. (2016). Saving lives: A meta-analysis of team training in healthcare. Journal of Applied Psychology, 101(9), 1266–1304. https://doi.org/10.1037/apl0000120
Krumm, S., Kanthak, J., Hartmann, K., & Hertel, G. (2016). What does it take to be a virtual team player? The knowledge, skills, abilities, and other characteristics required in virtual teams. Human Performance, 29(2), 123–142. https://doi.org/10.1080/08959285.2016.1154061
Oct 12; Week 6: Team Composition & Selection Issues *Note: You will be assigned team presentation dates during this class.
O'Neill, T. A., & Allen, N. J. (2011). Personality and the prediction of team performance. European Journal of Personality, 25(1), 31–42. https://doi.org/10.1002/per.769
Barrick, M. R., Stewart, G. L., Neubert, M. J., & Mount, M. K. (1998). Relating member ability and personality to work-team processes and team effectiveness. Journal of Applied Psychology, 83(3), 377–391. https://doi.org/10.1037/0021-9010.83.3.377
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34(3), 410–476. https://doi.org/10.1177/0149206308316061 *Note: only read Team Composition Inputs section from page 433 to page 442.
Bell, S. T., Villado, A. J., Lukasik, M. A., Belau, L., & Briggs, A. L. (2011). Getting specific about demographic diversity variable and team performance relationships: A meta-analysis. Journal of Management, 37(3), 709–743. https://doi.org/10.1177/0149206310365001
Oct 19; Week 7: Team Design Issues *Note: Research Essay Proposal Due
Carter, K. M., Mead, B. A., Stewart, G. L., Nielsen, J. D., & Solimeo, S. L. (2019). Reviewing work team design characteristics across industries: Combining meta-analysis and comprehensive synthesis. Small Group Research, 50(1), 138-188. https://doi.org/10.1177/1046496418797431
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34(3), 410–476. https://doi.org/10.1177/0149206308316061 *Note: only read Team Level Inputs section from page 442 to page 453.
De Jong, B. A., Dirks, K. T., & Gillespie, N. (2016). Trust and team performance: A meta-analysis of main effects, moderators, and covariates. Journal of Applied Psychology, 101(8), 1134–1150. https://doi.org/10.1037/apl0000110
Pearsall, M. J., Christian, M. S., & Ellis, A. P. J. (2010). Motivating interdependent teams: Individual rewards, shared rewards, or something in between? Journal of Applied Psychology, 95(1), 183–191. https://doi.org/10.1037/a0017593
Oct 26; Week 8: Team Process Issues
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34(3), 410–476. https://doi.org/10.1177/0149206308316061 *Note: only read Team Processes section from page 420 to page 423.
Castaño, N., Watts, T., & Tekleab, A. G. (2013). A reexamination of the cohesion–performance relationship meta-analyses: A comprehensive approach. Group Dynamics: Theory, Research, and Practice, 17(4), 207–231. https://doi.org/10.1037/a0034142
Farh, J.-L., Lee, C., & Farh, C. I. C. (2010). Task conflict and team creativity: A question of how much and when. Journal of Applied Psychology, 95(6), 1173–1180. https://doi.org/10.1037/a0020015
O'Neill, T. A., Allen, N. J., & Hastings, S. E. (2013). Examining the “pros” and “cons” of team con flict: A team-level meta-analysis of task, relationship, and process conflict. Human Performance, 26(3), 236–260. https://doi.org/10.1080/08959285.2013.795573
Wang, D., Waldman, D. A., & Zhang, Z. (2014). A meta-analysis of shared leadership and team effectiveness. Journal of Applied Psychology, 99(2), 181–198. https://doi.org/10.1037/a0034531
Nov 2: No Class – Fall Reading Week (October 30-November 5)
Nov 9; Week 9: Test Review
Nov 16; Week 10: Test
Nov 23; Week 11: Group Presentation Work Period
Nov 30; Week 12: Group Presentations
Dec 7; Week 13: Group Presentations *Note: Research Essay Due
8.0 LAND ACKNOWLEDGEMENT
We acknowledge that Western University is located on the traditional lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak and Attawandaron peoples, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum.
With this, we respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers. We acknowledge historical and ongoing injustices that Indigenous Peoples (e.g. First Nations, Métis and Inuit) endure in Canada, and we accept responsibility as a public institution to contribute toward revealing and correcting miseducation, as well as renewing respectful relationships with Indigenous communities through our teaching, research and community service.
9.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence are described at the following link: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offences. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com (http://www.turnitin.com).
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
10.0 POLICY ON THE USE OF EXAM PROCTORING SOFTWARE
If a remote proctoring service is used, the service will require you to provide personal information (including some biometric data). The session will be recorded. In the event that in-person exams are unexpectedly canceled, you may only be given notice of the use of a proctoring service a short time in advance. More information about remote proctoring is available in the Online Proctoring Guidelines. Please ensure you are familiar with any proctoring service’s technical requirements before the exam. Additional guidance is available at the following link: https://www.uwo.ca/univsec/pdf/onlineproctorguidelines.pdf
* Please note that Zoom servers are located outside Canada. If you would prefer to use only your first name or a nickname to login to Zoom, please provide this information to the instructor in advance of the test or examination. See this link for technical requirements: https://support.zoom.us/hc/en-us
11.0 POLICY ON ACCOMMODATION FOR ILLNESS OR OTHER ABSENCES
Western’s policy on Accommodation for Medical Illness can be found at:
https://www.westerncalendar.uwo.ca/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12
If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:
- For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;
- For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation.
https://www.registrar.uwo.ca/faculty_academic_counselling.html
Students seeking academic consideration:
- are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;
- must communicate with their instructors no later than 24 hours after the end of the period covered SMC, or immediately upon their return following a documented absence
Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.
12.0 CONTINGENCY PLAN FOR RETURN TO LOCKDOWN: IN-PERSON & BLENDED CLASSES
In the event of a COVID-19 resurgence or any other event that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online, as determined by the course instructor.
13.0 STATEMENTS CONCERNING ONLINE ETIQUETTE
In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette:
- please “arrive” to class on time
- please use your computer and/or laptop if possible (as opposed to a cell phone or tablet)
- please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material
- to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise
- In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak
- In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable
- Unless invited by your instructor, do not share your screen in the meeting
The course instructor will act as moderator for the class and will deal with any questions from participants. To participate please consider the following:
- If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question.
- Please remember to unmute your microphone and turn on your video camera before speaking.
- Self-identify when speaking.
- Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise).
General considerations of “netiquette”:
- Keep in mind the different cultural and linguistic backgrounds of the students in the course.
- Be courteous toward the instructor, your colleagues, and authors whose work you are discussing.
- Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate.
- Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately.
Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct.
14.0 OTHER INFORMATION
Office of the Registrar: https://registrar.uwo.ca
Student Development Services: www.sdc.uwo.ca
Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf
Please first contact the course instructor. If your issue is not resolved, you may make your appeal to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
Policy on the Recording of Synchronous Sessions: Some or all of the remote learning sessions for this course (if scheduled) may be recorded. The data captured during these recordings may include your image, voice recordings, chat logs and personal identifiers (name displayed on the screen). The recordings will be used for educational purposes related to this course, including evaluations. The recordings may be disclosed to other individuals participating in the course for their private or group study purposes. Please contact the instructor if you have any concerns related to session recordings. Participants in this course are not permitted to privately record the sessions, except where recording is an approved accommodation, or the student has the prior written permission of the instructor.
