COGS303-syllabus-v1.pdf - COGS 303 RESEARCH METHODS IN...

This preview shows page 1 - 2 out of 4 pages.

Classes Tuesday and Thursday, 3:30 PM -5:00 PM ; Chemical and Biological Engineering Bldg, 102 Website: Wiki: Instructor Teaching Assistant Ronald Rensink (CS/Psychology) Tiara Allidina (Cog Systems) Email: [email protected] Email: [email protected] Office: Kenny 3106 / ICICS 863 Office: Cogs lab (Brock Hall Annex) Meetings: By appointment. Meetings: By appointment We’d really like to hear from you - please contact us about anything at any time! Purpose The goal of this course is to teach you how to think more effectively. It covers the skills and principles common to all forms of investigative analysis and research in the core areas of Cognitive Systems. It connects these to the contents of specialized courses (e.g. statistics), ideas about the discovery of knowledge (e.g., philosophy of science), and knowledge about human cognition and perception. There is also a strong emphasis on developing meta-skills such as critical thinking and effective communication, which are important not only in scientific research and analytic investigation of various kinds, but also in many aspects of everyday life. Structure of Classes This course is primarily about teaching you skills . As such, it emphasizes “hands-on” practice, both in the assignments and in the classroom exercises. General format of most classes: (times are approximate) 1. Context for the material – why it’s important (10 min) 2. Brief quiz on the readings (5 min) 3. Group analyses of material (30-40 min). Material submitted by students will be the basis for some of the analysis. Composition of the groups (4-5 people per group): will change every section; selections will be announced in advance. 4. Exercise / discussion to help integrate the material (10-40 min). 5. Overview of assignment for next day’s class (5 min). 6. Real-world segment (remaining time). Various aspects of life in the “real world” of science: how to write, give presentations, find a suitable grad school, get a good job in research, etc.
Image of page 1

Want to read all 4 pages?

Image of page 2

Want to read all 4 pages?

You've reached the end of your free preview.

Want to read all 4 pages?

  • Spring '10
  • JOHNSRICHARD
  • 1968, 1975, 1970, 1978

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern