• Home
• Undergraduate
• course outlines
• Psychology 4853E 001 FW23

Psychology 4853E 001 FW23

Honours Thesis: Meta-Analysis

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 [4853E]    Section [001] 

[Honours Thesis (Meta-Analysis] 

 

 

1. CALENDAR DESCRIPTION 

 

Independent meta-analysis developed and conducted under the direction of a faculty member in a group learning environment.  

 

Antirequisite: Psychology 4850E, Psychology 4851E, Psychology 4852E 

 

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: Psychology 3801F/G or the former Psychology 3800F/G and one of Psychology 3184F/G, Psychology 3185F/G, Psychology 3285F/G, Psychology 3480F/G, Psychology 3485F/G, Psychology 3580F/G, Psychology 3780F/G, or Psychology 3840F/G, PLUS registration in fourth year Main Campus Honours Specialization in Psychology and permission of the Psychology Department. Students in fourth year Honours Specialization in Animal Behaviour may also enrol in this course. 

 

[NUMBER OF LECTURE HOURS] weekly 2.5 lecture hours; Course Weight: [1.0] 

 

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: Paul F. Tremblay  

Office and Phone Number: SSC 6336 519-661-2111 Ext. 85644  

Office Hours: by appointment  

Email: ptrembla@uwo.ca  

 

Teaching Assistant: to be announced 

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 

 

All course resources including the online books below will be available on the Western OWL meta-analysis course website. Software resources (for R metafor, Jamovi with MAJOR module, and Stata will also be included in the OWL course website.  

 

Cooper, H. (2017). Research synthesis and meta-analysis. A step-by-step approach. Fifth edition. Los Angeles: Sage. 

 

Secondary resource (more advanced): 

 

Lakens, D. (2022). Improving Your Statistical Inferences. Retrieved from https://lakens.github.io/statistical_inferences/. https://doi.org/10.5281/zenodo.6409077 (see especially chapters 6-7 and 11-12). 

 

4.0 COURSE OBJECTIVES & LEARNING OUTCOMES 

 

The objective of this course is to complete a psychology honors thesis using meta-analytic procedures as part of a systematic review project. This thesis option is a major research project in psychology carried out by 4th year honors psychology students under the supervision of the course instructor. In the first few weeks, students will identify and develop individual research topics in consultation with the instructor. Students will be guided in weekly step-by step short lessons on meta-analytic procedures as well as hands-on exercises addressing each component of the overall project. Students will be expected to maintain a structured routine in line with the course schedule and consult with the instructor on a regular basis to monitor their progress and address any challenge.   

 

 

 

Learning Outcome	Learning Activity	Assessment
Depth and Breadth of Knowledge   Articulate the current state of knowledge, key concepts and main research themes and issues in the major content domain(s) relevant to the individual meta-analysis thesis research project  Improved understanding of research methods, statistical analysis, measurement, and the cumulative nature of science	Researching, reading and evaluating the empirical literature  Regular group discussions, comparing content topics and research problems   Regular consultations with instructor or TA	Systematic review of a topic implies a comprehensive literature review on a particular topic.   Written reports on separate components of the project   Complete thesis document  Class presentation of individual project   Poster presentation with all honours thesis students
Knowledge of Methodologies   Access, interpret and critically evaluate research resources relevant to the project  Formulate research hypotheses and/or questions to address the main topic  Understand the sequence of steps to conduct high quality meta-analyses	Researching, reading and evaluating the empirical literature  Writing an initial research proposal   Writing the methods section of their project	Written reports (Proposal, Introduction, Methods, Results section and interpretation of analyses, Discussion, Full thesis document)  Class presentation  Poster presentation
Application of Knowledge   Apply data collection methods consisting of systematic searches, extracting information, and evaluating quality of studies  Apply relevant statistical techniques to extract relevant quantitative information, conduct analyses, report and interpret findings   Engage in scholarly discussion on topics relevant to honours thesis project	Regular group discussions, comparing content topics, methods and analytic strategies  Conducting all stages of research for the meta-analysis project  Writing draft reports of different sections of the overall thesis document	Written reports (Proposal, Introduction, Methods, Results section and interpretation of analyses, Discussion, Full thesis document)  Class presentation  Poster presentation  Class participation
Communication Skills   Communicate in writing accurately, clearly and logically, using the discourse of psychology  Communicate orally accurately, clearly and logically, using the discourse of psychology  Develop psychology conference presentation skills (i.e., present a research project live (in-person) in front of an audience and respond orally to audience questions)	Class writing exercises for all sections of the thesis  Feedback provided on introduction, methods, results and interpretation prior to submission of full thesis document  Feedback on class presentation and poster  Consultation with instructor or TA	Written reports (Proposal, Introduction, Methods, Results section and interpretation of analyses, Discussion, Full thesis document)  Class presentation  Poster presentation  Class participation
Awareness of Limits of Knowledge  Recognize the limits of knowledge at all stages of the research process  Understand the limitations of the strengths and limitations of the methods in research design, measurement, and analysis	In class discussions of these limitations  Inclusion of limitation sections where appropriate in different sections of the thesis	Written reports (Proposal, Introduction, Methods, Results section and interpretation of analyses, Discussion, Full thesis document)  Class presentation  Poster presentation  Class participation
Autonomy and Professional Capacity  Demonstrate an appropriate level of effort, attention to detail as required in meta-analysis work and professionalism in communication with colleagues, instructor and TA  Show initiative and autonomy in executing each phase of the thesis project	Completing assignment on time  Engagement in lectures and group discussion  Regular monthly meetings with course instructor or TA	Class participation

 

 

4.1 COURSE STRUCTURE 

 

The overall course is structured into a series of weekly step-by-step building blocks to help guide the students through the complete thesis project. Each class will be divided into a lecture presenting foundational knowledge and a lab session dedicated to group discussions and writing exercises addressing a specific part of the overall project (e.g., how to develop a set of keywords and phrases for the literature search). Students will also be expected to meet on at least a monthly basis to discuss progress with the instructor (or teaching assistant). 

 

 

1. EVALUATION 

 

1. Formulating the problem [5%]. A two-page summary (about 500 words double spaced plus references) of the proposed project consisting of an introduction of the topic, why the topic is important, gap in the literature, research questions, and a preliminary and general assessment of the breadth of the empirical literature.  

 

1. Full introduction [10%]. The introduction should be at least 8 double spaced pages (about 2000 words or more plus references) written in APA style 7th edition. The introduction will build on the first assignment and provide a more comprehensive literature review focusing on the research questions. 

 

1. Study search report and study database [10%]. A two-page report including (1) a list of the databases and other sources used in your study searches, (2) a list of the keyword searches, (3) a description of the inclusion and exclusion criteria, and (4) a link to your database of downloaded abstracts.  

 

1. Coding template/database and preliminary coding including codes for study quality of at least 10 studies [5%]. A two-page report that lists and describes the variables in your meta-analysis. This report should also include a link to your datafile of coded studies. 

 

1. Method section [5%]. This section will build on the two previous assignments and will include a figure consisting of a PRISMA Flowchart outlining the steps from the initial identification of potential studies, the screening phase, and the final set of studies selected for the meta-analysis. It is expected that the method section will be approximately 6 to 10 double spaced pages including the figure. Note that at this point you are not expected to necessarily have completed all your coding, and therefore your PRISMA Flowchart can be adjusted later.  

 

1. Completion of coding and interrater reliability/agreement [5%]. This assignment will include a link to your completed datafile of coded study information, ready for the meta-analysis as well as the reliability coded data by a second student in the course.  

 

1. Results section [10%]. This section will consist of your description of the meta-analysis including tables and the different figures such as the forest-plot. The length of the results section is expected to range between 6 to 10 double-spaced pages including the tables and figures.  

 

1. Class presentation [5%]. Individual 10-min max presentations will be scheduled in the two classes before Poster Day and will serve as practice and preparation for that day event. Students can present preliminary sections of their poster using 6 to 8 slides. 

 

1. Poster [10%]. Presentation of thesis research in a poster form on Poster Day with other sections of the Honours Thesis course. Precise details regarding poster preparations will be given in class. Posters will be graded by the supervisor and a second reader, with their averaged marks contributing 10% of the final grade in the course. 

 

1. Complete project [25%]. A rubric for the complete written thesis will be presented in class. The final thesis will be marked by the thesis supervisor and a second reader, with their averaged marks contributing 25% of the final grade in the course. 

 

1. Participation. [10%]. Part of this mark [5%] will be based on class attendance and engagement in group discussions. The other 5% will be allocated for serving as a second rater/coder for another student’s meta-analysis in the course. This assignment will be described in detail in class and will involve coding a small subset of studies for another student in the class. 

 

 

Late Penalties.  Please note that all assignments must be completed by their due date – there are no extensions. Accordingly, late penalties will be assessed for assignments not completed in time (10% of the worth of that assignment will be deducted for each day you are late). You are responsible for ensuring that the final copies of your assignments are correctly uploaded on time.  

 

 

5.1 POLICY ON MISSING COURSEWORK 

 

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%. 

 

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 

 

Oct 6. Formulating problem. [5%]  

Oct 27. Full introduction. [10%] 

Nov 10. Search report and study database [10%] 

Nov 24. Coding template and preliminary coding of at least 10 studies [5%] 

Dec 8. Method section [5%] 

 

Jan 19. Completion of coding and interrater reliability [5%] 

Feb 16. Results section [10%] 

March 8-15. Class presentation [5%] 

March 22. Poster [10%]  

April 8 Complete project [25%] 

 

Participation. [10%] 

 

 

7.0 CLASS SCHEDULE 

 

Sep 8. Overview of meta-analysis 

 

Cooper. Ch1. Introduction 

 

Moreau, D., & Gamble, B. (2022). Conducting a meta-analysis in the age of open science: Tools, tips, and practical recommendations. Psychological Methods, 27(3), 426-432. http://dx.doi.org/10.1037/met0000351 

 

Sep 15. Identifying and choosing a topic 

 

Cooper. Ch2. Formulating the problem 

 

Sep 22. Steps in a meta-analysis  

 

Cooper. Ch1. Introduction 

 

Pigott, T. D., & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24-46. https://doi.org/10.3102/0034654319877153 

 

Page, M. J., Moher, D., Bossuyt, P. M. et al. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ. British Medical Journal (International Ed.), 372, n160–n160. https://doi.org/10.1136/bmj.n160 

 

Sep 29. Research designs, effect sizes, sampling and standard error 

 

Cooper. Ch6. (pp. 209-226). Analyzing and Integrating the Outcomes of Studies  

Lakens (online book). Chapters 6-7 

 

Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. frontiers in Psychology. doi: 10.3389/fpsyg.2013.00863 

 

Oct 6. Effect sizes continued (mean differences) [Formulating problem 5%] 

 

Cooper. Ch6. (pp. 209-226). Analyzing and Integrating the Outcomes of Studies  

 

Lakens (online book). Chapters 6-7 

 

Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. frontiers in Psychology. doi: 10.3389/fpsyg.2013.00863 

 

Oct 13. Finding studies. Databases and software 

 

Cooper. Ch3. Searching the Literature 

 

Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11, 181-217. DOI: 10.1002/jrsm.1378 

 

Oct 20. Finding studies. Systematic searches 

 

Cooper. Ch3. Searching the Literature 

 

Moreau, D., & Gamble, B. (2022). Conducting a meta-analysis in the age of open science: Tools, tips, and practical recommendations. Psychological Methods, 27(3), 426-432. http://dx.doi.org/10.1037/met0000351. (see their supplementary templates) 

 

Oct 27. Collecting information from studies. Inclusion criteria; [Full introduction 10%] 

 

Cooper. Ch4. Gathering Information from Studies 

 

Nov 10. Collecting information from studies; coding database [Search report and datafile 10%] 

 

Cooper. Ch4. Gathering Information from Studies 

Cooper. Ch5. Evaluating the Quality of Studies 

 

Nov 17. Coding the effect sizes, moderators, and other variables  

 

Cooper. Ch4. Gathering Information from Studies 

Cooper. Ch5. Evaluating the Quality of Studies 

 

Nov 24. Interrater reliability [Preliminary coding at least 10 studies 5%] 

 

 

Dec 1. Overview of meta-analysis software and procedures  

 

Cooper. Ch6. Analyzing and Integrating the Outcomes of Studies  

 

Lakens (online book). Chapters 11-12 

 

 

Dec 8. Importing/preparing the data file for analysis [Method section 5%] 

Cooper. Ch6. Analyzing and Integrating the Outcomes of Studies 

 

Jan 12. Producing main results: forest plots, estimates of variability [

 

Cooper. Ch6. Analyzing and Integrating the Outcomes of Studies 

 

Jan 19. Analysis continued: moderation and meta-regression [completion of coding interrater agreement/reliability 5%]

 

Cooper. Ch6. Analyzing and Integrating the Outcomes of Studies 

 

Jan 26. Analysis continued: bias (funnel plots)  

 

Cooper. Ch6. Analyzing and Integrating the Outcomes of Studies 

 

Feb 2. Preparation of tables and figures  

 

Several examples of published meta-analysis articles will be used for this topic and the next three. These will be available in the OWL course site 

 

Feb 9. Interpretation of results and writing the results section  

 

Feb 16. Writing a discussion section and preparing a poster [Results section and output 10%] 

 

Mar 1. Writing the full thesis paper 

 

Mar 8. Individual 10 min class presentations. [Class presentations 5%] 

 

Mar 15. Individual 10 min class presentations. 

 

Mar 22. Poster presentation [10%] 

 

Mar 29. Good Friday no class 

 

April 5. Remaining Q & A session [Complete project 25% due April 8]  

 

 

 

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 

Tests and examinations for online courses will be conducted using a remote proctoring service. By taking this course, you are consenting to the use of this software and acknowledge that you will be required to provide personal information (including some biometric data) and the session will be recorded.  Completion of this course will require you to have a reliable internet connection and a device that meets the technical requirements for this service. More information about this remote proctoring service, including technical requirements, is available on Western’s Remote Proctoring website at: https://remoteproctoring.uwo.ca. 
 

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. 
 

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:  

1. 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;  

1. 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.