Broken Brains

15-PSYC-3026-001

Course Syllabus

Spring 2017

Instructor: Debjani Sinha, Ph.D. debjani.sinha@uc.edu

Welcome to Class!
Please review the course syllabus
carefully. In making the decision to
remain enrolled in this course, you
are agreeing to fulfill all the
requirements listed for this course
along with the posted course
deadlines and due dates.
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Instructor: Dr. Debjani Sinha
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Course Objectives

This course is designed to meet the following objectives:

1. Explore and identify the origins of the field of neuropsychology.
2. Examine the structures of the brain and their function, identify the organization of
the nervous system, both central and peripheral nervous system.
3. Examine the fundamental unit of the nervous system, the neuron, its structure and
function, examine the supporting cells of the nervous system, the glia, and identify
the electro-chemical communication of neurons.
4. Identify the various imaging tools for the nervous system.
5. Explore the influence of drugs and hormones on behavior.
6. Examine characteristics of each of the lobes of the brain, frontal, parietal, occipital,
and temporal.
7. Examine disconnection syndromes, and explore higher order functions such as
language, memory, learning, attention, and consciousness.
8. Examine brain development and plasticity, and rehabilitation of the adult brain.
9. Explore the various developmental disorders, neurological disorders and psychiatric
disorders.
10. Examine the nature of neuropsychological assessment.

This is a 3000 level course and includes writing requirements consistent with the Department of
Psychology’s commitment to developing student competencies in multiple areas.

Required Textbook

The text for this course is Fundamentals of Human Neuropsychology, 7th Edition, by Brian Kolb
& Ian Wishaw, Worth Publishers (2015). Textbooks are available at the University bookstore or
other local campus bookstores. More information is located under the Syllabus Tab.

Many students ask if they can use an older edition. I will be working out of this current edition
and cannot provide guidance on the similarities and differences between the different editions.
Keep in mind edition changes often have materials moved around and chapters are renamed;
our syllabus information, tests, and exams includes information from the present edition.
Reading the textbook will be essential for success in this course. As we do not have face-to-face
time, the primary source of information is your textbook. Please make sure you have a copy of
the textbook as you complete the assignment for this class. Students with disabilities

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registered with the Office of Disability Services (ODS) receiving accommodations for books on
tape should immediately seek out resources through ODS for this type of support.

Many readings and videos are made available on Bb. The items that are required and count
toward your grade will be marked clearly at the level of each folder. Additional documents to
complement your textbooks are also provided, but your textbook remains the primary source
of information in this class.

What Do I Need to Do to Get Started?

Delivery of the course: This course is delivered entirely via Blackboard. You can locate the
course by looking for this course title “Broken Brains ” for 15PSYC3026001 under the My
Courses tab on Blackboard (Bb). You can log into Bb through Canopy at www.canopy.uc.edu

As you scroll down the navigational buttons on the left hand side of your Bb window for the
class, you will see the tab for the Course Overview. This tab contains the information to get
started with the course, including your syllabus. The syllabus document represents the course
manual and includes course requirements and due dates. You will also need to explore the
Learning Modules tab and the Assignments tab. The Learning Modules tab includes the course
content for this class. Narrated lectures are provided and students are expected to review
these as tests and exams will contain this information. Each Learning Module also contains the
Chapter Homework Tests and Written Homework associated with that Module. The
Assignments tab houses the assignment sheets for two major written assignments. Please take
the time to review these tabs. Most importantly, mark all the due dates in your master
calendar as you will be responsible for completing all the course requirements independently.

Blackboard (Bb) Access & Communication

Delivery of the course: This course is delivered entirely via Blackboard. There are no in-
class/on-campus requirements. The only exception occurs when students receive multiple
locks on their tests due to data transmission errors. In this case, students will be asked to
complete all future tests at any one of UC’s computer labs until the technical issues are
resolved. Please see “locks” below to avoid such situations. If you wish to meet with your
instructor, please see instructions below – my office is located in the city of Blue Ash and not on
the Main or Blue Ash campus. I welcome students to my office if they wish to have a face to
face meeting.

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Confirm your Bb Profile & Email: Each student is asked to confirm that the email address linked
to their Blackboard account is indeed their current active email account. Frequent
announcements will be posted on most days to help students integrate the material being read.
Email is used periodically to transmit information about the class. Please make sure that your
most frequently used email is linked to your Bb account. On the first day of class, an email will
be sent out to all students enrolled in this course; the same email will be posted in the
announcements section. Please ensure that you have received this email. If you did not
receive the email and see the announcement posted on the front page of your Bb account to
this course, you will need to contact Bb Support (513-556-1602) to link your active email
account to your Bb account.

Technical Difficulties? In the event of any technical difficulties, please contact Blackboard
support (513 556 1602). I can field content related questions for the class, but the technical
issues are outside the scope of my expertise. Bb Support has been marvelous in fielding
technical questions, and the staff at Bb Support has encouraged me to direct students to them
to help resolve any Bb related issues.

Your Commitment as an Online Student: As this course is delivered entirely on-line, your
responsibilities include having regular, reliable access to a computer with an internet
connection. You are also expected to have a working computer with appropriate technology
to view all the materials posted. While technical issues periodically emerge with computers, a
backup option should be identified and used when needed, e.g., computer crashes, technical
difficulties, etc. I will not accept the explanation that your computer broke down and you could
not access the exam as an acceptable explanation for a makeup. Most due dates have broad
windows and students are asked to plan ahead. Additionally, you are responsible for checking
in with the course webpages on a regular basis. This means, logging in at least 3 times a week
to make sure that you are checking the posted materials, reviewing the information made
available. I recommend logging in daily, getting into the habit as students often forget to keep
up with online instruction since we do not have regular meeting times. This is a relatively fast
paced course. As each module is scheduled, new materials will be posted coinciding with the
chapters being studied.

I will monitor classroom access to these materials for each student. I am expecting active
participation with all the materials.

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Meeting Diverse Needs of Students

Customize the course to tailor it to your needs – beyond the basics: This course is designed to
suit the needs of diverse students. I recognize that students have varying levels of interest in a
particular field. The course requirements are intended to meet basic course objectives.
However, for students who have a burning passion in this area or who wish to further their
comprehension of the course materials, a variety of resource materials have been provided.
Additionally, each module will contain resources besides the lecture powerpoints and relevant
source documents. Many of these resources are links to various institutions and governmental
agencies tied to research in the field of psychobiology while others are intended to add depth
to the material covered in your chapter. Some of these resources are interactive and are
expected to enhance your grasp of the basic principles/concepts. Finally, videos of various
topics are also listed with links. Some of these may be fairly lengthy, but you can watch these
at your leisure. As you review these materials you will realize that you can choose how much
time you spend on this course and what you learn beyond the basic requirements. Needless to
say, the more you work on the materials provided, the greater your ability to grasp the
concepts.

Interested? In the event you identify a topic area of further interest to you and you wish to
explore it further, please contact me via email so I may guide you in locating the appropriate
resources. The field of neuropsychology is one of the most fascinating (yes, I might be biased),
and this course is the building block of many future psychology classes.

On-Line Course vs. Traditional In-Class Course

Students are often excited when they see an on-line course available. Indeed, this is becoming
a popular mode of learning. As students take more and more online courses, they learn (often
through trial and error) the strategies that best suit this format of learning and delivery of
information.

Here are some general guidelines to be successful in this course:

(1) Do not fall behind in your readings, under any circumstance. Do not procrastinate.
(2) Maintain a schedule and use self-discipline to keep yourself on-task. Time-
management skills are highly desirable.
(3) Record all deadlines on your calendar and check these regularly. Use external
assistive devices to help you remain on schedule. Do not rely on your instructor to
remind you of your deadlines. These are all published in this syllabus.

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(4) Log in daily if possible, or at least 3 times a week, evenly spaced across the week, to
ensure you do not miss any course requirements.
(5) Do not consider online courses “easier” in comparison to in-class, traditional courses.
While exams are “open-book,” students often mistakenly do not learn to criterion levels
as they would for a “closed-book” test. In fact, you should use the same effective study
strategies you have used or have been taught, especially relying on the strategies that
have worked for you in the past.

Course Flexibility? As an online course, this course offers some flexibility. Students sometimes
misunderstand the extent to which this course can be flexible. While there is flexibility in when
you study, when you take the tests during the scheduled dates/times, the flexibility is limited by
the structure imposed on this class by your instructor. The tests and assignment due dates are
pre-defined. These are not negotiable. If you choose to remain enrolled in this class, you will
have to subscribe to these deadlines.

Taken an online course before? I am inviting students who have taken on-line courses to share
their experiences on the Discussion board so that others might benefit from their experiences.
Students who have never taken an online course are also encouraged to post their
views/concerns and solicit feedback on specific issues from their peers. You will have two
weeks to post comments on this board for 10 extra credit points; all postings after this date will
be accepted but not for credit. The last date for this early extra-credit is Jan 22, 2017. Please
take the time to read the information posted by your peers.

You can excel in this course. To do so, you must focus on self-discipline, organizational skills,
time management and effective study strategies. The material
covered in this course is dense and can get overwhelming if you
do not pace yourself. Please review this syllabus thoroughly for
all recommendations. If you have any questions, email your
instructor for clarification, further discussion or additional
assistance.

Study Strategies

Study Tools: A folder is available in the Learning Modules tab for study strategies and study
habits/methods. This course is fast paced and densely packed with a lot of information. As an
online course, I have made available a lot of resources, but in order to grasp the basic concepts,
students would be well advised to use a study tool such as the SQ3R method. In order to
facilitate this study process, I have included the essential key terms from your text that must be

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covered. However, you are responsible for all the major concepts covered in your textbook.
Students are asked to learn to criterion levels, just as you would in a closed book exam, in order
to comprehensively answer these questions. Remember this is a 3-credit course. As a rule of
thumb, you are required to put in 9-12 additional hours outside of “regular 3 in-class hours” as
you would for any 3-credit course. Simply reading the text will not likely promote success in this
course; please use a more active method of study in order to understand and apply the terms
and concepts/principles of psychobiology.

Pace yourself. I would ask that students set aside time devoted specifically for this course on a
regular basis. Students who are mindful of pacing their studying and making studying an active
process will excel in this course. If you feel you need additional study recommendations, please
feel free to contact your instructor, especially early in the semester.

Let me share with you the top most reasons why students drop this class or do
poorly in this class: (1) forgetting to take an exam or complete course
requirements by the due date and (2) recording the dates incorrectly on their
master calendar/smartphone/electronic assistive devices. Mark the due dates
– tests, exams and assignments – double check it! It is easy to write down the
wrong date, so check and check again. Plan ahead; students usually have multiple
requirements; if you have competing school and life demands, plan ahead and complete
assignments ahead of time. Again, if you have a family/medical emergency, contact me
immediately – I can, in many circumstances, offer you viable options before the due date, not
after.

Course Outline

Please note that we will not be covering all the chapters in this textbook. Make
sure you attend to the correct assigned chapter.

Date Assignment/Readings

Module 1 (Chapters 1, 3, 4) 1/9/17 – 1/29/17

Read the following chapters, complete the homework assignments and the chapter
tests associated with each chapter.
Jan 9 – Jan 29
Chapter 1: The Development of Neuropsychology
Chapter 3: Nervous System Organization

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Chapter 4: The Structure and Electrical Activity of Neurons

Jan 20 Written Homework 1

Extra-Credit: Optional – Complete Making Online Courses Successful Post on the

Jan 22
Discussion Board

Jan 9 – Jan 29 Chapter Tests (Chapters 1, 3 & 4) available till 11:59 pm of 1/29/17 These tests
can be taken at any time during this time period but not after this date.

Module 2 (Chapters 5, 6, 7) 1/30/17 – 2/19/117

Read the following chapters, complete the homework assignments and the
chapter tests associated with each chapter.
Jan 30 – Feb 19 Chapter 5: Communication Between Neurons
Chapter 6: The Influence of Drugs and Hormones on Behavior
Chapter 7: Imaging the Brain’s Activity
Feb 3 Written Homework 2

Feb 10 Submit Early Term Assignment

Feb 17 Written Homework 3

Jan 30 – Feb 19 Chapter Tests (Chapters 5, 6 & 7) Available till 11:59 pm of 2/19/17 These tests
can be taken at any time during this time period but not after this date.

Module 3 (Chapters 13, 14, 15, 16) 2/20/17 – 3/5/17

Read the following chapters, complete the homework assignments and the
chapter tests associated with each chapter.
Chapter 13: The Occipital Lobes
Feb 20 – Mar 5
Chapter 14: The Parietal Lobes
Chapter 15: The Temporal Lobes
Chapter 16: The Frontal Lobes

Mar 3 Written Homework 4

Feb 20 – Mar 5 Chapter Tests (Chapters 13, 14, 15, 16) Available till 11:59 pm of 3/5/17 These
tests can be taken at any time during this time period but not after this date.

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Module 4 (Chapters 17, 18, 19) 3/6/17 – 3/26/17

Read the following chapters, complete the homework assignments and the
chapter tests associated with each chapter.
Mar 6 – Mar 26 Chapter 17: Disconnection Syndromes
Chapter 18: Learning and Memory
Chapter 19: Language

Mar 24 Written Homework 5

Mar 6 – Mar 26 Chapter Tests (Chapters 17, 18, & 19) Available till 11:59 pm of 3/26/17 These
tests can be taken at any time during this time period but not after this date.

Module 5 (Chapters 23, 24, 25) 3/27/17 – 4/9/17

Read the following chapters, complete the homework assignments and the
chapter tests associated with each chapter.
Mar 27 – Apr 9 Chapter 23: Brain Development and Plasticity
Chapter 24: Neurodevelopmental Disorders
Chapter 25: Plasticity, Recovery, and Rehabilitation of the Adult Brain

Mar 31 Self-Help PowerPoint Presentation Due by 11:59 pm

Apr 7 Written Homework 6

Mar 27 – Apr 9 Chapter Tests (Chapters 23, 24, & 25) Available till 11:59 pm of 11/13/16 These
tests can be taken at any time during this time period but not after this date.

Module 6 (Chapters 26, 27, 28) 4/10/17 – 4/23/17

Read the following chapters, complete the homework assignments and the
chapter tests associated with each chapter.
Apr 10 – Apr 23 Chapter 26: Neurological Disorders
Chapter 27: Psychiatric and Related Disorders
Chapter 28: Neuropsychological Assessment
Apr 21 Written Homework 7

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Apr 10 – Apr 23 Chapter Tests (Chapters 26, 27, & 28) Available till 11:59 pm of 12/4/16 These
tests can be taken at any time during this time period but not after this date.
This outline is subject to modification with notice.

Course Requirements Summary

1. Complete all Chapter Tests when the Modules (1-6) are open.
2. Complete 7 Written Homework Assignments.
3. Complete Early Term Written Assignment
4. Submit one Powerpoint presentation - Self Help Presentation
5. Optional: Extra-credit points available if you respond to discussion
board item on successful online courses during the first two weeks of the semester

Early Term Written Assignment: Careers in the Field of Neuropsychology

One written 5-6 page paper is due Feb 10, 2017 to the SafeAssign submission area under the
Assignments tab. This assignment designed is to help students understand the scope of the
field of neuropsychology. Our course contains specialized content in neuropsychology but the
topics covered reach broadly into various disciplines. The Assignment sheet under the
Assignments tab includes instructions regarding this requirement.

Be sure to include your references and links used to cite information in your paper. Students
are required to follow the APA style of writing.

Submission and Grading Criteria for Early Term Written Assignment: Students will be
submitting their work to SafeAssign on Blackboard; SafeAssign is a plagiarism tool. Papers must
demonstrate originality in thinking and in discussion. As students will be conducting their
research for jobs on the internet and exploring the professional qualifications of persons in this
field, the usual threshold of a matching score of 14% or lower is unlikely on SafeAssign. Once
you submit your work to SafeAssign, make sure you review your SA (SafeAssign) report. This is
what your instructor will be reviewing for grading. I will expect higher matching scores for job
postings, professional bios, etc. However, the opinion section of your paper must be original. If
you are unsure of your responsibilities in composing written work, please review the guidelines
under http://guides.libraries.uc.edu/integrity

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This paper will be graded for the following:

(a) Mastery of topic and adequate web search (50%)
(b) Quality of writing (20%)
(c) Critical thinking (30%)

The total number points for this assignment is 75 points.

PowerPoint Slide “Self-Help” Presentation

Each student will be expected to submit one power point presentation

on a topic of their choice selected from an array of available topics –
see Assignment Sheet for PowerPoint Slide Self Help Presentation
under the Assignments tab on Bb.

The purpose of the assignment is to demonstrate:

(a) Your ability to review empirical and primary source information
and present it in an integrated manner for your reader. The
presumed target audience will be the general public/patient/family member who is
interested in this disorder.
(b) Your expertise and knowledge in the topic area selected.
(c) Your ability to formulate a self-help orientation so that the content can be meaningful
and can be used by the target audience
(d) Your ability to critically identify the salient issues in the topic area selected

Grading will be based on the following broad criteria: (1) accuracy of information and adequate
development of topic, (2) self-help orientation, (3) adequate referrals/resources or ways to
access help/intervention, (4) critical thinking, and, (5) acceptable references.

With regard to references, please note that I am expecting students to look up information
from reliable and peer-reviewed journals/articles/books/encyclopedias. If you have any
questions about what constitutes peer-reviewed journals, please check with your instructor or
a librarian. Peer-reviewed journals are scholarly journals where articles published have been
critically reviewed by the scholars’ peers in their area of specialty. While there are no
comprehensive sources that list all scholarly/peer-reviewed journal/articles, the databases such
as PsycINFO or Medline, etc. can be accessed through UC’s libraries tab will usually take you to
acceptable peer-reviewed journals and articles. Note that I will not accept Wikipedia as a
reliable nor peer-reviewed resource; neither will I accept websites that are other than .gov,

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.edu, .org or .net While you can review other resources including Wikipedia to help you
organize your thoughts, please do not cite non-peer reviewed resources in your
paper/presentations. Note that SafeAssign will identify any resources you have used from
nonapproved websites. Students are expected to learn how to consume scientific literature,
and not rely on websites and resources where the information is already predigested and
summarized. Document use of a minimum of 5 references peer-reviewed, empirical journal
articles (within the past 6 years) excluding your textbook. By this level, every student must be
aware of what constitutes an empirical article and what is a peer-reviewed journal. If you are
unsure about this ask your professor. A sample peer-reviewed article is provided in the
Assignments section. Inadequate or missing references represents the single most frequent
area that is missed by students.

Due dates and Submission Instructions – Two Step Process: For further information see the
assignment sheet - Assignment Sheet for PowerPoint Slide Self Help Presentation under the
Assignments tab. While the final submission due date is Mar 31, 2017, this assignment must
be cleared through SafeAssign on Blackboard prior to the submission date; the suggested date
for a draft to be submitted is a couple of days prior to the final due date. You can select any
date around this time. Keep in mind that SafeAssign can take upto 24-48 hours or more to clear
a document depending on the server load. SafeAssign only accepts word documents; you will
need to cut and paste your presentation text into a word document and submit it to SafeAssign.
When submitting the draft of the document to SafeAssign, do not include the references list.
This will increase your matching score. I am expecting students to have a matching score of
14% or less based on their text.

The final assignment is due on Mar 31, 2017. This is to be posted on the Discussion Board
marked Power Point Slide Presentation so that all students can view your work and comment
on it. Do not email the assignment to your instructor; emailed assignments are not graded,
only those that are housed within the Discussion Board.

The maximum number of points possible for this assignment is 100 points.

I do not accept late assignments! The only exclusion to this rule is for documented cases of
personal or family emergency. I expect students to notify me proactively about their
circumstances on the day when assignment is due or earlier. I will treat each case individually,
and reserve the right not to accept a late assignment. Keep in mind I always accept
assignments turned in early; the location for posting is open and available well before the due
dates. Plan ahead; if you are likely to be busy around the due date, please know you can
submit your work early.

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Chapter Homework Tests

Chapter Homework Tests: Each chapter is accompanied with a chapter

homework test. There are a total of 19 chapters (although your textbook
has more). The chapter homework tests are available only when the
respective Module is scheduled and open. Students can locate the
chapter homework tests under each module. The intent of the Chapter
Homework Tests is to help you keep on task with your readings. Look at
the course outline above to locate the dates for the different modules.
Please mark your calendar for the dates these Chapter Homework Tests
are available and do not wait till the last day to complete them all. Paced
work yields the highest scores.

Chapter homework tests are not timed. You can complete this at your pace as you complete
your readings. You can enter and exit the chapter test as you wish, starting back up from where
you left off. Students must complete the chapter homework tests in the time frame they are
available; missed or incomplete chapter homework tests will count as 0 points or limited point
for the completed items, respectively.

I would strongly encourage students to not wait until the late hours of the day to take any of
the requirements. Blackboard periodically schedules maintenance, usually after midnight, and
you can lose the test data or not be able to submit your work if maintenance occurs while you
are trying to take the test or submitting your assignment(s).

The total number of points per chapter will vary but will be announced at the start of each
module.

I have decided to do away with Mid-Terms and Final Exams. Instead students are expected to
keep pace with the reading and demonstrate their critical thinking by answering Written
Homework Assignments. These are described below.

Written Homework Assignments 1 - 7

Consider the written homework assignment to take the place of mid-term and final exams; in
other words, these written assignments must reflect critical thinking and demonstrate your

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proficiency of the concepts you have been reading in your text. A total of 7 written homework
assignments are required of all students. These are listed within the respective modules and
will be available when the module is released.

Locate the due dates, and make sure you complete them by the required due date, usually on a
Fridau. Submissions past the due date will count as 0 points. These postings are to engage
students with the content they are reading and reviewing. Your answers must be thoughtful
and reflect your readings.

As a guideline, the written homework is not expected to exceed more than 150-200 words.
This should also serve as a guide as to the type of response you are expected to provide. Your
written work responses should have sufficient detail to help me know that you have
understood the material and the concepts being tested. I will caution students to not go to the
Web to search for answer and instead rely on your readings and text. Be aware of the
plagiarism guidelines as this will not only result in 0 points but also be considered a violation of
the Student Code of Conduct.

Please see course outline above for the due dates. Late submissions will not be graded. Early
submissions during the module are always welcome.

Each written homework assignment will be graded for a total of 10 points. The number of
points you can obtain will be based on the quality of the work produced.

The maximum possible for this assignment is 70 points.

Academic Integrity

Academic honesty is required by the instructor and the institution. Failure to live up to this
expectation will adversely impact your grade. Violations of intellectual honesty and/or
misrepresentation of facts will also result in appropriate disciplinary action. As a portion of
your grade is dependent on work done through the Web, please check with your professor if
you are uncertain whether your behavior is within ethical bounds (e.g., use of Web material in a
paper). You are also required to review the Student Code of Conduct:
http://www.uc.edu/conduct/Code_of_Conduct.html Please review the plagiarism guidelines
published under SafeAssign (see link) and understand your responsibility as a student. Also, I
would strongly recommend students visit the following URL to understand their responsibility

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while creating written work in this course: http://guides.libraries.uc.edu/integrity You can also
take the test at this location to ensure your understanding of this commitment.

Students who misrepresent their actions (e.g., by claiming to take an exam when they did not
even log in or enter a test) will be referred to the Student Conduct office. Blackboard footprints
are easy to track and misrepresenting your actions will be considered to be a violation of the
Student Code of Conduct.

Grading

There are several ways to acquire points toward your final grade. The following items will be
counted toward your grades:
Chapter Tests
Power Point Presentation
Early Term Written Assignment
Written Assignments
Optional ExtraCredit:
Making Online Courses Successful

As you can see, there are several ways of accruing points toward your grade. Be sure not to
miss any of these requirements; since there are so many assignments in this course, it would be
in your best interest to use a master calendar to record the due dates for all the assignments.

Grades will be based on the following grading scale, with + and – letter grades for the final
grading scale. A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, F = 59% and below.

Note: Extra-credit points are time based, and must be completed by the due dates assigned.

Extra-Credit

I will frequently have students who will request the option of doing extra work at the end of the
semester to raise their scores. I will not entertain such requests. However, there is one extra-
credit option that will yield 10 points if completed by the specified due date. I encourage
students to complete this early extra-credit option as it can help make up for missed work or
incorrect responses to tests.

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One early Extra credit is available for completing the Discussion Board item “Making Online
Courses Successful: Strategies and Tips” during the first two weeks of the quarter. This
must be completed by day’s end on January 22, 2017 in order to receive points. The
purpose of this exercise is to socialize students to the practices necessary to be successful in
an online course. Please post a meaningful response to this discussion board to obtain a
maximum of 10 points.

Students with Disabilities

If you are a student with a disability and are registered with the Office of Disability Services,
please contact me as soon as possible to initiate any accommodations you may require during
the length of this class. On-going contact with the instructor is required throughout the quarter
to ensure delivery of accommodations. If you are a student who is receiving extended time on
the exam, please send me an email after each exam to remind me not apply penalty points
toward your extended time exam. If you require additional assistance, please make sure you
reach out to your professor. I cannot determine a student’s needs unless the student
advocates for themselves. Please make sure you provide your professor with the
accommodations form that is provided to your each quarter by ODS.

Contacting Instructor

You can always contact your instructor via email. My email address is
sinhads@email.uc.edu. I do not have an office on campus, and have a private
practice office in Blue Ash, on Kenwood Road. I see patients throughout the day,
and thus do not hold open office hours but will schedule appointments as
necessary. Please note that your instructor’s phone number listed in the Staff
Information section is Dr. Sinha’s private practice office line (513-793-7974,
option 2). If you wish to leave a voice mail, always feel free to do so. However, do not use the
emergency contact line listed in the outgoing message – this is reserved for life threatening
issues for my private practice patients only.

Email Contact: Important!!! If you choose to submit an email to Dr. Sinha that is of a personal
nature, please be aware that timely responses are likely when you have 3026: {subject title} on
the subject line. This is essential if you are not using Bb to send emails; the new version of Bb
automatically stamps your email with the course number. I have four on-line courses this fall
with over 200 students, and this will help me locate your information more efficiently.
Additionally, I receive a large volume of emails; thus, having the course number on the subject

15-PSYC-3026-001 Spring 2017

 Course Syllabus for Broken Brains
Instructor: Dr. Debjani Sinha
Page 17

line alerts me that this email requires a quick response. Do sign your email with your name
especially when you are using mobile devices; you will be amazed at how many people will
email me a question without any information on who they are. Your email address is not
always clear on who you are and Blackboard does not automatically stamp your name from
personal emails.

Do not email your assignments to your instructor. These will not be graded.

Do not let the size of this syllabus alarm you! I’ve tried to incorporate the most common
questions/issues that frequently arise. You will do well to review the document carefully, at
least once. Please do not forget to mark your master calendar with all the due dates.

Finally, faculty members in the Department of Psychology are committed to providing quality
instruction. If you have serious concerns about the instruction provided in this class, including
accessibility to and responsiveness of the instructor or the professional conduct of the
instructor, you are invited to consult first with the faculty member (Debjani.Sinha@uc.edu),
then the Department Head (Kevin.Shockley@uc.edu), and, finally, the Dean of the College of
Arts & Sciences (Ken.Petren@uc.edu). Please note that the student code of conduct states
that, except in cases that involve harassment, your concerns should first be communicated to
the instructor. If your instructor is not reasonably available (via phone, email or in class), you
should contact the Department Head.

!!! Welcome to Class !!!

NOTE: This syllabus is subject to modification with notice.

15-PSYC-3026-001 Spring 2017