EPsy 3264: Basic and Applied Statistics

Spring 2025 / Credits: 3

Tuesdays & Thursdays 9:45-11am
Bruininks Hall 131A

Instructor Additional Help

Regina Lisinker All students are welcome to attend office hours
[email protected] held by any one of the instructors and TAs who
Office Hours: Thursday 3-4pm teach EPSY 3264 this semester. Office hours listed
via Zoom @ ESB will be held in the Educational Sciences
and by appointment Building.
Zoom or ESB room 192

TA Andy: Monday 8:30 –9:30am @ Bruininks 131A

Jichuan (JC) Wu Chelsey: Tuesday 8:30-9:30am via Zoom
[email protected] Nana: Tuesday 11:15am-12:15pm @ 165 ESB
Office Hours: Friday 1-2pm Qian: Thursdays 10-11am @ ESB 198
and by appointment Miranda: TBD
TBD Matthew: Wednesday 5:00-6:00pm via, Zoom

Course Description
Welcome to EPSY 3264! EPsy 3264 is designed to engage students using a modeling and simulation
approach to inference. Statistics is more than just an application of mathematics or a methodology used
in some disciplines. Statistics is a principled way of thinking about the world. In particular, it is a
principled approach to data collection, prediction, and scientific inference. In today’s dynamic and
interdisciplinary world, success in confronting new analytical issues requires both substantial
knowledge of a scientific or technological area and highly flexible problem-solving strategies. This
course uses pedagogical principles that are founded in research, such as daily small group activities and
discussion.

Upon completion of this course, students should have an understanding of the foundational concepts of
data, variation, and inference, as well as an appreciation for the fundamental role that statistics plays in
a host of disciplines, such as business, economics, law, and medicine.

How Can I Be Successful in this Course?

There are several things you can do to be successful in this course. First and foremost, complete all of
the readings and come prepared to class. Complete all the lab assignments. Ask questions. If you are
 experiencing problems, need help, or have any questions or other course-related concerns, do not
hesitate to get in touch with the instructor.

Required Course Materials

The course textbook is online, here. This includes the material you will read outside of class.

You will work from the lab manual every day in class. To download a PDF copy of the lab
manual, click here.

There are several data sets used in the lab manual, as well as in EPSY 3264 assignments.
To download a ZIP file to your computer that includes all the data sets, click this link. Once
the ZIP file has been downloaded to your computer, double-click the ZIP file to unzip it and
access the materials. (On a Windows computer, right-click the folder, select Extract All...,
and then follow the instructions.)

This course requires the use of the software TinkerPlots. This software can be downloaded
to a Mac or PC, or accessed via Apps2Go using your UMN x500 and password. However
you decide to use TinkerPlots, you will need to purchase a license from
http://www.tinkerplots.com/. (The cost is about $11 for a year-long license.)

Course Philosophy & Format of Instruction

This is not a class where you only come each day, listen, watch, and take notes! The primary method for
learning new statistical concepts and methods will be by reading provided materials before class,
participating in class activities and discussions, and working through lab assignments. This course
makes extensive use of small group and large group activities and discussions to introduce ideas and
understanding of material encountered in the readings. Your learning experience is thus dependent—to
some extent—on your classmates and vice versa. Because of this, it is essential that you not only
attend class each day and participate in the activities and discussions, but that you show up
prepared, having completed the assigned readings. Internalizing a discipline’s way of thinking about
and solving problems is a time-consuming process, with the keyword being “process.” It is not
something that can be taught to students in a semester, or even year– long, course. Learning statistics
takes much more than memorizing formulas or software commands. It requires active participation and
questioning both in and out of the classroom. The instructor of this course will provide you with many
opportunities to learn the material through class activities, readings, and lab assignments, but in the
end, you will have to do all of the hard work of actually learning that material.
Diversity, Equity, and Inclusion Statement
In this class, we will work together to develop a learning community that is inclusive and respectful, and
where every student is supported in the learning process. As a class full of diverse individuals (reflected
by differences in race, culture, age, religion, gender identity, sexual orientation, socioeconomic
background, abilities, professional goals, and other social identities and life experiences), I expect that
different students may need different supports to promote their learning. The TA and I will do everything
we can to help with this, but as we only know what we know, we need you to communicate with us if
things are not working for you or you need something we are not providing. I hope you all feel
comfortable in helping to promote an inclusive classroom through respecting one another’s individual
differences, speaking up, and challenging oppressive/problematic ideas. Finally, I look forward to
learning from each of you and the experiences you bring to the class.

Course Prerequisites
This course is intended for undergraduate students who have completed a high school algebra course,
but not previously studied statistics. The course uses technology on a regular basis during both
instruction and assessments (e.g., homework assignments, exams, etc.). Because of this, students
enrolled in the course should be familiar with computers and technology (e.g., internet browsing,
Microsoft Word, opening/saving files, etc.).

Class Participation
Engaging in active class participation is an important part of taking ownership of your learning. Active
participation is more than just showing up for class. It also includes being engaged during the class,
asking questions (if you have a question, it is likely that others do as well), providing additional insight
and material, responding to other students and the instructor, and always being open and inquisitive.

Course Communication Methods

The following methods of communication may be used in this course:
●​ Announcements—Periodically, you may receive a course announcement. If you have any
questions regarding an announcement, feel free to respond to it, replies will allow the whole
class to benefit from clarification. Set up notification preferences to receive course
announcements by email (Links to an external site.). For more private matters, you may email
individually.
●​ Introductions—A discussion for introducing yourself to the instructor and the other students in
the class may be provided. Please complete this activity in a timely manner. Additionally, you
may want to update your profile in the system (Links to an external site.).

The University-assigned student email account is the University's official means of communication with
all students. Students are responsible for all official information sent to their University-assigned email
account. If a student chooses to forward messages to another account, the student is still responsible for
all information, including attachments. For additional information, see Board of Regents Policy.
Student Learning Outcomes (SLO’s)
EPSY 3264 addresses two components of the University of Minnesota’s required learning outcomes.
●​ After completing this course, students will know the basic terms, concepts, principles, methods,
and perspectives of statistics and will be able to build a framework of knowledge within the
major themes of the course (Component 3: Have mastered a body of knowledge and mode of
inquiry).
●​ Students will also be able to communicate the results of a statistical analysis with others, as
well as discuss both ideas and applications of the discipline with peers (Component 5: Can
communicate effectively).

Liberal Education
EPSY 3264 fulfills the Mathematical Thinking component of the Liberal Education requirements at the
University of Minnesota. An important part of any liberal education is learning to use abstract thinking
and symbolic language to solve practical problems. Understanding quantitative information is
fundamental to engaging in our complex world. Business, academia, and even everyday life are filled
with the enumeration of information, and all increasingly require data-driven decision-making. In this
course, students will be immersed in the fundamental activities of collecting data, producing data,
analyzing data, and interpreting summaries and analyses of data. In addition, students will encounter the
diversity and cross-disciplinary application of statistics in the real-world through problem contexts,
assignments and readings.

COURSE REQUIREMENTS
There are three components that make up your grade: individual exams, group quizzes, and daily exit
tickets. You need to complete all of the individual exams and group quizzes to receive a grade in the
course. Any student who does not complete all the individual exams and group quizzes without
making prior arrangements with the instructor will receive a grade of F/N.

Individual Take-Home Exam (50%)

⬩​ There are 5 individual take-home exams, which you will complete outside of class.
⬩​ Each exam will make up 10% of your grade. They include problems that will help evaluate
your understanding of the course material, including use of the TinkerPlots software.
⬩​ These are due by 11:59pm on their due date (see schedule). Assignments submitted within
24 hours after the due date/time will receive a 10% reduction in score based on the total
points of the assignments. Assignments submitted more than 24 hours after the due
date/time without prior notice will receive a grade of zero.
⬩​ Although you will complete the exams outside of class, they are individual in nature. In other
words, you need to complete them without help or discussion with any other people. If we
have any reason to suspect that a student gave assistance or received assistance from another
student or person outside the class, all students involved will receive a score of zero on that
 test and will be reported to the Office of Community Standards. Depending on the severity of
the offense, the instructor also reserves the right to give all students involved an “F” in the
course.

Group Quizzes (30%)

⬩​ There are 5 in-class group quizzes, which you will complete in class.
⬩​ Each quiz will make up 6% of your grade. They consist of several short answer questions
designed to test your ability to apply the knowledge you gained by reading the assigned
material, working on assignments, and participating in class activities and discussions. You
will also be expected to use TinkerPlots on the group quizzes.
⬩​ It is expected that you will work cooperatively with your group members to decide on the
answers to the questions posed in the group quiz. Only one quiz per group will be graded, and
each student in the group will receive the same grade.
⬩​ If you arrive late for a quiz, or have missed previous class periods, you may be required to take
the quiz by yourself. The instructor also reserves the right to re-assign groups on the day of
the quiz.

Exit Tickets (20%)

Exit tickets will be given in each class session. The exit tickets will make up 20% of your grade. The
“ticket” consists of a single question designed to assess your knowledge about, or have you reflect on
the day’s class content. These questions are to be completed individually. The exit tickets are not
marked right/wrong, but are based on whether or not you complete the ticket.

If you miss class for a University approved reason (see Attendance Policy and Making up Missed/Late
Work), you can make-up the exit ticket for that day by submitting the completed class activity for the
day you missed. This will need to be submitted by the next class period unless you have previously
made arrangements with the instructor. If you cannot complete the activity prior to the next class, you
need to email the instructor prior to that class to receive an extension. Whether you will receive an
extension is at the discretion of the instructor.

Evaluation of Student Performance

Course grades will be based on the weighted average of your individual take-home exam scores (10%
each), group quizzes (6% each), and exit tickets (20%). For more information on computing a weighted
average, see http://mathforum.org/library/drmath/view/57605.html. Grades will be assigned using the
following criteria as a guideline:

Cutoff Grade Cutoff Grade Cutoff Grade

93% A 83% B 73% C

 90% A– 80% B– 70% C–

87% B+ 77% C+ 63% D

Students who earn below 63% will receive the letter grade of F. Students who wish to receive a
Satisfactory (S) must obtain the total points required for a C– grade. Shortly after the course, you may
access your grades on-line at http://www.onestop.edu.

How to Access Your Grades

Throughout the semester, your grades will be updated on the class Canvas page. You can view your final
grades on the Grades tab in MyU: Academics. Additional instructions can be found on One Stop.

ChatGPT and Other AI

Artificial intelligence (AI) language models, such as ChatGPT, may not be used for any of the
questions on the individual exams, group quizzes, or exit tickets. If you are in doubt as to whether
you are using AI language models appropriately in this course, I encourage you to discuss your
situation with me or the TA.

If you are caught using AI to answer questions on any of the exams or quizzes, you will be given a 0
on that exam/quiz and a Scholastic Dishonesty Report Form will be filled out and reported to the
Office for Community Standards. Depending on the severity of the offense, the instructor also reserves
the right to give you an “F” in the course.

Attendance Policy and Making up Missed/Late Work

In a collaborative learning environment, attendance is critical. Missing class does not only affect you. It
also affects your classmates. Because of the adverse impact missing class may have on your
classmates, the instructor reserves the right to re-assign groups on the day of the quiz, or have you
work independently. Please be on time. Showing up late to class is not only disruptive, it is
disrespectful to your classmates. When you show up late, your group needs to spend valuable time
catching you up on what you missed. If you show up late for a group quiz, you may be required to take
the quiz by yourself.

If you miss class:

●​ Email the instructor as soon as you know you will be missing class.
●​ Email your group members so they know you will also be absent.
●​ Complete the class activity that you missed on your own. (If you want credit for the day’s exit
ticket, submit your completed activity to the instructor via email prior to the next class. If you
 cannot complete the activity prior to the next class, you need to email the instructor prior to
that class to receive an extension. Whether you will receive an extension is at the discretion of
the instructor.)
●​ Students are expected to obtain notes from a classmate of class material missed.
●​ Please note that I will not record class sessions at the request of individual students, nor will I
Zoom students into the class. Although, if you can arrange it with your group, they can Zoom
you in.
○​ If you are Zooming in a classmate, please let the instructor know.
●​ If you are absent on the day a quiz or test is due, you must provide documentation explaining
your absence for the instructor to determine whether you will be allowed to submit that test
later or take a make-up quiz. This will be at the instructor’s discretion and will be evaluated
on a case-by-case basis (see University Policy). If you miss a group quiz and do not
communicate with the instructor, you will receive a 0 on that quiz.

Zoom Policy
The instructor/TA will not be coordinating Zoom for students who cannot make it to class. If you want
to Zoom in, you will need to arrange that with your group.

Extra Credit Policy

There is no extra credit in this course.

Cellphone and Headphones Policy

In the classroom please put your cellphones and headphones in your backpack. The evidence on the link
between social media use and mental health is becoming pretty overwhelming, and rather than tuning
out the world, or doomscrolling, take the time in our classroom to interact with other people in the class.
Not only might you make new friends, but you will also be improving your mental (and possibly
physical) well-being.

Incomplete Policy
Incompletes are normally not given in EPSY 3264. However, in rare instances, incompletes may be given
to students who can document that for legitimate reason, which was beyond their control, they could
not finish the last part of the course. If the instructor believes that the work cannot be made up, an ‘F’ is
assigned. An ‘I’ will automatically convert to an ‘F’ on a student’s record after one year. Students who
receive an ‘I’ in a course may not repeat the course without re-enrolling and paying tuition for the course.
That is, you cannot receive an incomplete and then make up the course by "sitting in" on a section of the
course at a later time. If you miss too much of the course you must withdraw and re-register in a
subsequent semester.
Course Technology Policy
The course uses technology on a regular basis during both instruction and assessments (e.g., lab
assignments, exams, etc.). Student difficulty with obtaining or using TinkerPlots will not be
acceptable as an excuse for late work. Due to the variation in computer types and systems, the
instructor may not be able to assist in troubleshooting all problems you may have.

CEHD Policy on Recording Classes

All class sessions may be recorded by the instructor using the procedures in the CEHD Policy on
Recording Classes, with or without prior notice. Students should assume that a class session is being
recorded unless otherwise notified. No person (student or otherwise) may record a class without
express written permission from the instructor or an authorized administrator implementing a
disability accommodation. All permitted recordings are governed by this policy’s limits on distribution
and redistribution of recordings.

Course Calendar
The calendar below lists the tentative dates of the readings, group quizzes, and course activities. Exam
and quiz dates are also provided. All individual exams are due by 11:59pm on the daThese dates are
subject to change at the instructor’s discretion.

Assignments
Reading (due at 11:59pm on the
Day Date (due at start of class) In-Class Activity Sunday in parentheses)

1 1/21 Introduction to EPsy 3264

2 1/23 ●​ Introduction
Due at start of class:
●​ Modeling & Spotify Playlists
Download TinkerPlots
Simulation

3 1/28 ●​ Watch
Learning to Use
TinkerPlots
TinkerPlots
Basics video

4 1/30 ●​ Generating Data Generating Random Data:

From Models Pet Factory

5 2/4 ●​ Monte Carlo Introduction to Monte

Simulation Carlo Simulation

6 2/6 Automating the

Simulation Process

7 2/11 Group Quiz 1

 Assignments
Reading (due at 11:59pm on the
Day Date (due at start of class) In-Class Activity Sunday in parentheses)

8 2/13 Individual Exam 1

Monday Breakups
(2/16)

9 2/18 ●​ Describing
Features of Distributions
Distributions

10 2/20 ●​ Modeling
Sampling Helper or Hinderer
Variation

11 2/25 Comparing Handspans

12 2/27 Lead Exposure in Children

13 3/4 Group Quiz 2

14 3/6 ●​ Experimental
Variation and the Individual Exam 2
Memorization
Randomization (3/9)
Test

3/11
NO CLASS: Spring Break
3/13

15 3/18 Memorization in
TinkerPlots

16 3/20 ●​ Internal Validity

Evidence and
Sleep Deprivation
Random
Assignment

17 3/25 ●​ Quantifying
Contagious Yawns
Results: p-Value

18 3/27 Individual Exam 3

Group Quiz 3
(3/30)

19 4/1 ●​ Sampling
Variation and the Speed Skating
Bootstrap Test

20 4/3 ●​ External Validity

Gettysburg Address
Evidence and
 Assignments
Reading (due at 11:59pm on the
Day Date (due at start of class) In-Class Activity Sunday in parentheses)

Random
Sampling

21 4/8 ●​ Observational
Studies and the
Bootstrap Test Murderous Nurse
●​ Validity Evidence
and Inferences

22 4/10 Movie Sequels

23 4/15 Group Quiz 4

24 4/17 Individual Exam 4

Kissing the ‘Right’ Way
(4/20)

25 4/22 ●​ Estimating
Cuddling Preferences
Uncertainty

26 4/24 ●​ Uncertainty and

Minnesota College Debt
Bias

27 4/29 Comparing Cuddling

Preferences

28 5/1 Group Quiz 5

Individual Exam 5
(5/4)
 Mission Statements

College of Education & Human Development Mission Statement

The mission of the University of Minnesota College of Education and Human Development is to
contribute to a just and sustainable future through engagement with the local and global communities
to enhance human learning and development at all stages of the life span.

Department Mission Statement

Educational psychology involves the study of cognitive, emotional, and social learning processes that
underlie education and human development across the lifespan. Research in educational psychology
advances scientific knowledge of those processes and their application in diverse educational and
community settings. The department provides training in the psychological foundations of education,
research methods, and the practice and science of counseling psychology, school psychology, and
special education. Faculty and students provide leadership and consultation to the state, the nation, and
the international community in each area of educational psychology. The department’s scholarship and
teaching enhance professional practice in schools and universities, community mental health agencies,
business and industrial organizations, early childhood programs, and government agencies.

Quantitative Methods in Education

QME strives to be a premier program recognized for leadership, innovation, and excellence, and to
enable human potential through the advancement of education. QME prepares students to become
cutting-edge professionals in educational measurement, evaluation, statistics, and statistics education,
through excellence in teaching, research, and service; and through investigating and developing research
methodology in education.

University Policies

Use of Personal Electronic Devices in the Classroom

Using personal electronic devices in the classroom setting can hinder instruction and learning, not only
for the student using the device but also for other students in the class. To this end, the University
establishes the right of each faculty member to determine if and how personal electronic devices are
allowed to be used in the classroom. For complete information, please reference:
http://policy.umn.edu/education/studentresp.
Makeup Work for Legitimate Absences
Students will not be penalized for absence during the semester due to unavoidable or legitimate
circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events,
subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do
not include voting in local, state, or national elections. For complete information, please see:
http://policy.umn.edu/education/makeupwork.

Student Conduct Code

The University seeks an environment that promotes academic achievement and integrity, that is
protective of free inquiry, and that serves the educational mission of the University. Similarly, the
University seeks a community that is free from violence, threats, and intimidation; that is respectful of
the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that
does not threaten the physical or mental health or safety of members of the University community. As a
student at the University you are expected to adhere to the Board of Regents Policy: Student Conduct
Code.

Note that the Student Conduct Code specifically addresses disruptive classroom conduct, which
means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability
to teach or student learning. The classroom extends to any setting where a student is engaged in
work toward academic credit or satisfaction of program-based requirements or related activities."

Scholastic Dishonesty
You are expected to do your own academic work and cite sources as necessary. Failing to do so is
scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or
examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test
materials without faculty permission; submitting false or incomplete records of academic achievement;
acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors,
awards, or professional endorsement; altering, forging, or misusing a University academic record; or
fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code) If it is
determined that a student has cheated, the student may be given an "F" or an "N" for the course, and
may face additional sanctions from the University. For additional information, please see Board of
Regents Policy.

The Office for Community Standards has compiled a useful list of Frequently Asked Questions
pertaining to scholastic dishonesty. If you have additional questions, please clarify with your instructor
for the course. Your instructor can respond to your specific questions regarding what would constitute
scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is
permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited
during an exam.

Note that the Student Conduct Code specifically includes the unauthorized use of online learning
support and testing platforms as constituting plagiarism. This includes the posting of
 student-generated coursework on online learning support and testing platforms not approved for the
specific course in question; taking, acquiring, or using course materials without faculty permission,
including the posting of faculty-provided course materials on online learning support and testing
platforms.

Appropriate Student Use of Class Notes and Course Materials

Taking notes is a means of recording information but more importantly of personally absorbing and
integrating the educational experience. However, broadly disseminating class notes, tests, and quizzes
beyond the classroom community or accepting compensation for taking and distributing classroom
notes, tests, and quizzes undermines instructor interests in their intellectual work product while not
substantially furthering instructor and student interests in effective learning. Students may not distribute
instructor-provided notes or other course materials, except to other members of the same class or with
the express (written) consent of the instructor. Instructors have the right to impose additional restrictions
on course materials in accordance with copyright and intellectual property law and policy. Students may
not engage in the widespread distribution or sale of transcript-like notes or notes that are close to
verbatim records of a lecture or presentation. Such actions violate shared norms and standards of the
academic community. For additional information, please see Board of Regents Policy.

Grading and Transcripts

The University has two distinct grading scales: A-F and S-N.

A-F grading scale. The A-F grading scale allows the following grades and corresponding GPA points:
Grade GPA
Points

A 4.000 Represents achievement that significantly exceeds expectations in the course.

A- 3.667

B+ 3.333

B 3.000 Represents achievement that is above the minimum expectations in the course.

B- 2.667

C+ 2.333

C 2.000 Represents achievement that meets the minimum expectations in the course.

C- 1.667

D+ 1.333

D 1.000 Represents achievement that partially meets the minimum expectations in the
course. Credit is earned but it may not fulfill major or program requirements.
 F 0.000 Represents failure in the course and no credit is earned.

S-N grading scale. The S-N grading scale allows for the following grades and corresponding GPA
points:
Grade GPA Points

S 0.00 Satisfactory (equivalent to a C- or better)

N 0.00 Not Satisfactory

For additional information, please refer to the Board of Regents Policy

Sexual harassment, sexual assault, stalking and relationship violence

The University prohibits sexual misconduct, and encourages anyone experiencing sexual misconduct to
access resources for personal support and reporting. If you want to speak confidentially with someone
about an experience of sexual misconduct, please contact your campus resources including the Aurora
Center, Boynton Mental Health or Student Counseling Services
(https://eoaa.umn.edu/report-misconduct). If you want to report sexual misconduct, or have questions
about the University’s policies and procedures related to sexual misconduct, please contact your campus
Title IX office or relevant policy contacts.

Instructors are required to share information they learn about possible sexual misconduct with the
campus Title IX office that addresses these concerns. This allows a Title IX staff member to reach out
to those who have experienced sexual misconduct to provide information about personal support
resources and options for investigation. You may talk to instructors about concerns related to sexual
misconduct, and they will provide support and keep the information you share private to the extent
possible given their University role. For more information, please consult Board of Regents Policy.

Sexual Assault and higher education: Training modules and information

The Department of Educational Psychology supports the efforts of the University of Minnesota towards
prevention of sexual assault. We encourage all students to participate in the free online training that has
been established for undergraduate students and graduate students. The training highlights pertinent
issues regarding sexual assault, including, but not limited to: defining healthy relationships, consent,
bystander intervention, and gender roles. The guide for the training in your My Training page is available
at: https://it.umn.edu/training-guide-preventing-responding. Additionally, to learn more about how you
can help reduce sexual assault at the University of Minnesota, please visit the Aurora Center.

Equity, Diversity, Equal Opportunity, and Affirmative Action

The University provides equal access to and opportunity in its programs and facilities, without regard to
race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status,
membership or activity in a local commission created for the purpose of dealing with discrimination,
veteran status, sexual orientation, gender identity, or gender expression. For more information, please
consult Board of Regents Policy.
Unfairly Prejudicial Comments in Teaching Evaluations
While we have much to learn from the critical feedback our students give, unfairly prejudicial comments
have no place in the teaching evaluation process and are inexcusable and wrong. According to the
University of Minnesota’s policy on teaching evaluations, these comments may include offensive, racist,
sexist, homophobic, and other personal comments.

UMN’s Center for Educational Innovation has provided a list of comments likely to be labeled unfairly
prejudicial because they refer to one or more of the following properties in describing an instructor:
1.​ Body characteristics (e.g., weight, level of attractiveness, body shape or contour, other
distinguishing physical features)
2.​ Professional appearance (e.g., apparel or accessories, hairstyle, grooming habits)
3.​ Discriminatory statements counter to Equal Opportunity and Affirmative Action values (e.g.,
sexual identity, age, race, religion, nationality, visible or invisible disabilities)
4.​ A bullying, abusive, or offensive tone that comprises harassment or intimidation
Student comments might be unfairly prejudicial if they refer to:
5.​ Elocution of speech (e.g., accent, pronunciation, rhythm, speed)
Please be mindful to not include these types of comments when providing feedback on your course
evaluations.

Disability Accommodations
The University of Minnesota views disability as an important aspect of diversity, and is committed to
providing equitable access to learning opportunities for all students. The Disability Resource Center
(DRC) is the campus office that collaborates with students who have disabilities to provide and/or
arrange reasonable accommodations.
●​ If you have, or think you have, a disability in any area such as, mental health, attention, learning,
chronic health, sensory, or physical, please contact the DRC office on your campus (UM Twin
Cities - 612.626.1333) to arrange a confidential discussion regarding equitable access and
reasonable accommodations.
●​ Students with short-term disabilities, such as a broken arm, can often work with instructors to
minimize classroom barriers. In situations where additional assistance is needed, students
should contact the DRC as noted above.
●​ If you are registered with the DRC and have a disability accommodation letter dated for this
semester or this year, please contact your instructor early in the semester to review how the
accommodations will be applied in the course.
●​ If you are registered with the DRC and have questions or concerns about your accommodations
please contact your (access consultant/disability specialist).

Additional information is available on the DRC website: or e-mail [email protected] with questions.
Mental Health and Stress Management
As a student you may experience a range of issues that can cause barriers to learning, such as strained
relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack
of motivation. These mental health concerns or stressful events may lead to diminished academic
performance and may reduce your ability to participate in daily activities. University of Minnesota
services are available to assist you. You can learn more about the broad range of confidential mental
health services available on campus via the Student Mental Health Website.

Academic Freedom and Responsibility

Academic freedom is a cornerstone of the University. Within the scope and content of the course as
defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along
with this freedom comes responsibility. Students are encouraged to develop the capacity for critical
judgment and to engage in a sustained and independent search for truth. Students are free to take
reasoned exception to the views offered in any course of study and to reserve judgment about matters of
opinion, but they are responsible for learning the content of any course of study for which they are
enrolled.*

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices
available for help. Contact the instructor, the Department Chair (Anne Foegen; [email protected]), your
adviser, the associate dean of the college (Tabitha Grier-Reed; [email protected]), or the Vice Provost
for Faculty and Academic Affairs in the Office of the Provost (Rebecca Ropers; [email protected]).

*Language adapted from the American Association of University Professors "Joint Statement on Rights and
Freedoms of Students".

This publication/material is available in alternative formats upon request. Please contact the
Educational Psychology Department, 250 Education Sciences Building, 612-624-6083 or
[email protected].