1.	Last semester we were able to earn extra credit by participated in extra experiments. Will there be any opportunities for extra credit this semester? Answer: Most likely there won't be, although this will ultimately depend on the needs of the student and faculty researchers. If there is a need for more participants, then I will probably give students a chance to earn extra credit. Don't count on it though.
2.	Can I take the exam at a different day/time than scheduled in the syllabus? Answer: That depends on which exam and the reason for your request. For the midterms, if you have a legitimate reason (the reason is deemed legitimate if the absence is approved by either the Dean of Students or The Dean for Academic Advising) for not being able to be in class on the scheduled exam day, you can make up the exam (without penalty) as long as you make arrangements to do so prior to the regular exam date. Except for extenuating circumstances, if you fail to make arrangements prior to the scheduled exam day, you forfeit your right to a make-up, even if your absence is excused by the college. If the absence is not excused by the college, you MAY(at my discretion) be allowed to make up the exam with a one-grade penalty if you make arrangements prior to the regular exam date. All students must take the final exam on the regularly scheduled day and time. No exceptions will be made.
3.	What will be on the exams? Answer: All materials covered in either the lectures or the assigned readings (since the previous exam) are fair game
4.	I didn't do as well on the first exam as I thought I would. Do you know why? Answer: Of course not -- every student may have a different reason, but I can make some educated guesses: 1. You didn't study enough. Some students think 2 hours is sufficient. It isn't! To get an "A" you probably need to be in the 8-10 range, maybe even longer. When you consider that there are only 3 exams and 1 very short paper over the 15-week semester, this is really a very reasonable expectation. 2. You didn't study the right way. Throw away the flash cards. They might have been useful in PSYC101, but they are not a good way to approach this course. Sure there is some new vocabulary you need to know, but if you just focus on learning definitions, you are unlikely to do well. I am much more concerned with you a) learning the different methods (i.e., the specific studies) that psychologists have used to understand various aspects of human and animal behavior and b) being able to apply the relevant theories to different situations. Thus, it's not enough to know what cognitive dissonance is. You also need to know how the theory was developed (e.g., Festinger's "boring task" study) and how to apply the theory to a novel situation (e.g., Milgram's study on obedience). Specific study tips can be found elsewhere on the course web site. 3. The exam was unfair or unusually difficult. This really is unlikely, since I review the data for each question after the exam is scored and put in a curve if I determine that one is necessary. Still, it's possible. If you feel that the exam was problematic, please come talk to me about it. I promise to give any concerns full consideration.