Yoder_Wendy Selected Teaching Documents

(1) (2) (3) (4) (5) Omitted

1 Description of course objectives and assignments 0.00% 0.00% 0.00% 0.00% 100.00% 0.00% 5.00 0.00 5.00 5.00 4.47 4.53

2 Communication of ideas and information 0.00% 0.00% 0.00% 22.22% 77.78% 0.00% 4.78 0.43 5.00 4.78 4.44 4.45

3 Expression of expectations for performance in this class 0.00% 0.00% 0.00% 16.67% 83.33% 0.00% 4.83 0.38 5.00 4.83 4.45 4.5

4 Availability to assist students in or out of class 0.00% 0.00% 0.00% 5.56% 94.44% 0.00% 4.94 0.24 5.00 4.94 4.34 4.52

5 Respect and concern for students 0.00% 0.00% 0.00% 0.00% 100.00% 0.00% 5.00 0.00 5.00 5.00 4.45 4.61

6 Stimulation of interest in course 0.00% 0.00% 5.56% 11.11% 83.33% 0.00% 4.78 0.55 5.00 4.78 4.52 4.47

7 Facilitation of learning 0.00% 0.00% 11.11% 11.11% 77.78% 0.00% 4.67 0.69 5.00 4.67 4.43 4.43

8 Enthusiasm for the subject 0.00% 0.00% 0.00% 11.11% 88.89% 0.00% 4.89 0.32 5.00 4.89 4.63 4.64

9

Encouragement of independent, creative, and critical

thinking 0.00% 0.00% 0.00% 11.11% 88.89% 0.00% 4.89 0.32 5.00 4.89 4.51 4.49

4.86 0.33 5.00 4.86 4.47 4.52

10 Overall rating of the instructor 0.00% 0.00% 0.00% 16.67% 83.33% 0.00% 4.83 0.38 5.00 4.83 4.49 4.53

11 Amount learned 0.00% 0.00% 5.56% 16.67% 77.78% 0.00% 4.72 0.57 5.00 4.72 4.28 4.34

12 Amount of effort required 0.00% 0.00% 66.67% 16.67% 16.67% 0.00% 3.50 0.79 3.00 3.50 3.74 4.01

13 Difficulty of the subject matter 0.00% 0.00% 44.44% 44.44% 11.11% 0.00% 3.67 0.69 4.00 3.67 3.45 3.7

14 The educational value (relevance) of this course 0.00% 0.00% 0.00% 27.78% 72.22% 0.00% 4.72 0.46 5.00 4.72 4.32 4.28

15 Expected grade 0.00% 0.00% 5.56% 38.89% 55.56% 0.00% 4.50 0.62 5.00 4.50 4.30 4.33

4.22 0.63 4.40 4.22 4.02 4.13

Averages for questions 1-9

Averages for questions 11-15

Term: 2014 Summer A

College: Liberal Arts and Sciences

Department(s): Psychology

Course(s): PSB3002

Section(s): 01E6

Instructor: Yoder,Wendy M (4294-6233)

Response Rate: 52.94% (responded: 18, enrolled:34)

Question

Percentages

Mean StdDev Median

Course

Mean

Dept

Mean

College

Mean

Qualities of Instructor which

contributed to success of the

course.


hindered success of the course.

Opinions of course, including

printed materials.

Additional comments to

improve overall quality of the

course.

Any other comments.

Wendy was very enthusiastic

while teaching this course. She

made it interesting to learn the

material with stories and ways

to remember the material. Very

helpful! Wendy was very

personable.

The book was not very helpful.

We did not use it much. Overall

the course was very interesting.

I enjoyed it.

Thank you for teaching a great

class!

Incorporating videos for the

course helped reinforce the

material and topics covered

during lecture.

No I learned more than I had

expected from this course.

Although challenging at times, I

enjoyed the various topics we

covered in the class. The course

structure provided an effective

way to teach students the

course in six

weeks.

Term: 2014 Summer A



Course(s): PSB3002

Section(s): 01E6



course.




printed materials.



course.

Any other comments.

Term: 2014 Summer A



Course(s): PSB3002

Section(s): 01E6

Wendy makes this class

enjoyable and interesting. Her

use of stories makes the

information stick with you. This

is the first morning class I

didn't mind coming to.

Wendy is a very dependable

instructor. I knew I would have

an email every morning from

Sakai from her posting the

power point for the day and

after class the learning objective

were always posted.

Not that I can think of. I really enjoyed this class. The

videos were interesting, short

and to the point. The articles

were fairly short and interesting

for the most part.

I absolutely loved how well

Wendy and our T.A Leslie

communicated. They were very

approachable and always on the

same page. As a student it was

good to know that no matter

who I contacted with a question

I knew I would get similar

answers. Both were great with

clarifying the harder material.

Dr. Yoder was very enthusiastic

about the material, which is

extremely difficult to find in an

UF professor. Professors like her

are the reason I chose to attend

UF.

The only teaching practice that

may have hindered

student's success was her

use of primarily pictures in her

power points, but she did this

so students would have to

attend class.

It was overall a great class that I

will recommend to my peers.

The material was mostly

interesting and what was not

interesting Dr. Yoder either

explained it in a way that was or

used helpful videos to explain

difficult topics.

Again, I enjoyed this class

greatly and believe that it is

already high quality. Dr.

Yoder's power points were

very well done and the class

structure is very organized. The

only critique that I can have is

that Dr. Yoder once cancelled

class an hour before class

started once and I walked all the

way to the Psych building, but I

realize that she was sick and I

failed to check my email.



course.




printed materials.



course.

Any other comments.

Term: 2014 Summer A



Course(s): PSB3002

Section(s): 01E6

Wendy is very knowledgeable of

the material that was taught

and she is an interesting person.

I figured from day one that she

would do a good job at teaching

and make the class interesting.

Although her personality was

portrayed as socially awkward

sometimes I think she did a

great job teaching and I thought

her personality really

contributed to the liveliness of

the course.

I don't think there is really

anything that hindered the

course. Wendy did a good job

overall I would say.

I think this course was really

interesting and I learned some

valuable things while taking it.

The printed materials were ok.

The book was almost useless

because it seemed just like a

bunch of definitions I would say

to use it for supplement to the

material given in class. All of the

material given in class by Wendy

was really good. It contained

lots of information and real life

examples and applications.

Although sometimes the slides

were rather vague and could be

hard to recall some of the

information. Although I know

this was to encourage students

to come to class, but I did

attend every class and it was

still hard to remember

everything associated with a

picture sometimes. I must say

that Wendy was always helpful

with answering any questions if

I ever had any.

I just wanted to say that I am

not very fond of the two

questions that ask about the

difficulty and amount of effort

required. I mean that is really all

personal depending on the

person. For me the course

wasn't that difficult

because I had a lot of

background with the material.

Also Wendy did a great job

teaching the course.



course.




printed materials.



course.

Any other comments.

Term: 2014 Summer A



Course(s): PSB3002

Section(s): 01E6

Instructor Wendy Yoder, having

majored in philosophy and

being fond of literature, utilized

important information from

both realms to relate and apply

to the concepts being covered

in the course. Her outside

interests/knowledge helped

introduce new perspectives on

particular topics, and made the

class more enjoyable.

Although she was very thorough

in her explanations during

lecture, I felt that she spent

more time than was necessary

in reiterating herself over

administrative matters and

concepts that were self-

explanatory. We ended up not

covering all of the intended

material. In addition, she would

focus on aspects of a given topic

that were unrelated to

physiology, such as the myths

and misconceptions pertaining

to it.

Overall, I really enjoyed taking

this course with instructor

Wendy Yoder, and would take

another course taught by her.

She is very passionate about her

interests, and is reasonable as

an instructor. She cares for her

students and wishes for them to

excel. The course, itself, should

be taken during the fall or

spring term if one wishes to get

the most out of the class

because a summer A/B term is

too condensed of a period for

the scope of the material.

Thank you for a great summer A

term, and best wishes to you on

your future endeavors!

The style of teaching and her

enthusiasm for the course made

the class enjoyable

Wendy is great and always has

really interesting examples. I

love the video and story tie-ins

of the subject matter to help

relate the concepts we learned

about to the real world.

I loved this class! I learned a lot.



course.




printed materials.



course.

Any other comments.

Term: 2014 Summer A



Course(s): PSB3002

Section(s): 01E6

She made the material easy to

learn and supplemented her

ideas with lots of

pictures/videos to make the

subject matter clear

I loved this course. it was very

interesting and I learned a lot

She is very enthusiastic, very

responsive to questions and

inquiries, and very

approachable in general.

No The course itself had a lot of

dense material, such as many

definitions and some difficult

concepts. However, the teacher

made the reading much easier

and more fun to learn. She also

made the concepts very

applicable to every day life.

The only comment I would have

would be about the test

questions. I scored fairly well on

the tests, however, many of the

questions were either too easy

or too difficult. I appreciate you

including questions that would

cause us to think critically about

the subject, however there

were very few of those. It felt

like the questions were either

easy definition questions, or

questions meant to trick us.

She has a lot of personal

experience in a lab, and so she

used the information gained

from that in examples and to

help us understand certain

ideas. The class was a relaxed

and open setting that was not at

all intimidating.

No



course.




printed materials.



course.

Any other comments.

Term: 2014 Summer A



Course(s): PSB3002

Section(s): 01E6

She made the class rather

interesting. She tried to help us

remember vital information and

was always available to help.

The powerpoints were

extremelty vague.

The course overall was good, I

actually enjoyed a Science class,

which I never thought would

happen.

I enjoyed how Ms. Yoder went

about the subjects with

enthusiasm. This method made

it easy and fun to learn and

relate back to the information in

the class.

This has been my favorite class

thus far at UF. It was very

informative and was very

relevant to my course of study. I

enjoyed all of the topics in the

lectures and was able to retain

most of the information I

learned. The exams, I felt, really

tested our knowledge of the

information without being

confusing. I would recommend

this class with Ms. Yoder to

anyone!

RANDOM

1

13 May 2014

Questions from yesterday?

Institutional Animal Care

and Use Committee

A brief history

The History of IACUC:How one dog’s

harrowing adventure in

the trenches of hell

transformed American

research… kind of… at

least for cute animals.

Wendy M Yoder

It was the summer of 1965…

when Pepper disappeared…

… forever?

But let us first back up.

Before there were laws protecting laboratory animals…

Congress discussed laboratory animal welfare in the early

1960’s, but there was not enough interest to pass legislation.

Congress was not interested in pigeons.

But fret not…

Congress wasn’t interested in these guys either

But Congress DID care about dogs!

Okay, technically Congress cared about elections and

Americans cared about dogs, BUT…

Americans cared about dogs A LOT

Pepper?

Where are you?

“One day, Julia

promised, she’d buy

‘Nurse Pepper’ a little

white hat.”

But Pepper never got her little white hat.

Because Pepper…

vanished!

Her owners mobilized, frantically searching for their

treasured pet. Are you in the woods, Pepper?

Are you frolicking about

with sheep friends, Pepper?

No.

Pepper was not with her

sheep friends.

There could be only ONE

explanation…

Pepper must have been snatched by the notorious Amish

market down in Lancaster County, known as the Green

Dragon. Yes… Amish villains.

The Amish vendors sold pies, cookies and dogs…

Wait, what? Yes. Dogs. STOLEN DOGS!

Never trust a Yoder.

But they were too late…

By Tuesday, June 29th, one week after her disappearance,

Pepper was in the hands of Ben Miller.

But… Wait!

Ben Miller is pulled over at the New Jersey border with…

… a truck full of dogs!

The officer is distressed!

Ben gets a $74 ticket for

overloading his truck with

20 dogs. He also gets a $10

ticket for “cruelty in

transport.” The dogs (and

goats?) are sent to the

county animal shelter.

Ben gets a bigger truck.

He gets his cargo back!

Meanwhile, Pepper’s owner, Peter, has a heart attack.

And the story about the 20 dogs (and goats) makes

the newspaper. People are intrigued.

Quick! Alert the FBI?!!

Is it legal to transport dogs across state lines?

Too late.

The dogs (and goats) are sold to Montefiore

Hospital in the Bronx for $15 each.

Pepper died on the

operating table.

But her story

became a national

media sensation.

She ends up in the

pages of Sports

Illustrated… because

that is naturally

America’s first source

for woeful tales of

political intrigue.

The Animal Welfare Act of 1966

The 1966 act set minimum standards for handling, sale and

transport of cats, dogs, nonhuman primates, rabbits,

hamsters and guinea pigs held by animal dealers or

pre-research in laboratories.

1970 Amendment to the Animal Welfare Act:

Expanded to include ALL warm-blooded laboratory animals.

1976 Amendment to the Animal Welfare Act:

Public outrage… again over dogs.

Outlawed transportation of

dogs for fighting purposes.

Established standards for

shipping containers, feed,

water, rest, ventilation,

temperature and handling

in order to promote better

care for animals during

transport.

Improved Standards for Laboratory Animals

as part of the Food Security Act of 1985

Guidelines are STRICT now.

So, few, if any of the

historical animal studies we

will discuss would receive

modern IACUC approval.

No IACUC = No Research

Wednesday

Schizophrenia

Physiological Psychology Wendy M Yoder 1

PSB 3002 Physiological Psychology

Summer A Semester 2014

Section: 01E6 M T W Th F • Period 2 9:30 – 10:45 am Room: PSY 130 3 Credits

Instructor: Wendy M. Yoder, M.S. Program in Behavioral and Cognitive Neuroscience Department of Psychology [email protected] Psychology Building, Room #333 Office Hours: Tuesday (10:45 – 11:45 am) Thursday (10:45 – 11:45 am) By Appointment TA: Leslie Gaynor Major in Interdisciplinary Studies, Neurobiological Sciences [email protected] Psychology Building, Room #333 Course Website: http://lss.at.ufl.edu Check the course website regularly for information and announcements.

Lecture slides will be posted in the “Resources” tab prior to each class meeting. Slides are intended as an outline; reading the text will be necessary to supplement the information discussed in class. Exams will also be administered on Sakai using the “Assessments” tab. If you experience any technical issues, please contact me immediately. Sakai Help Desk: 352.293.HELP

Course Text: Physiology of Behavior, 11/E, Neil R. Carlson ISBN: 9780205239399

You may also use the 10th edition for this course, but confirm that the chapter numbers correspond to the appropriate topics.


General Information: This course is an introduction to the concepts, methods and data of behavioral neuroscience. Physiological psychology is concerned with biological factors and the interactions that modulate behavior. These factors include physiology, pharmacology, biochemistry and anatomy – ranging from individual molecules to the whole organism. Familiarity with fundamental concepts of chemistry, physics, biology and physiology are assumed. Topics will include the structure and functions of the nervous system, including the function of individual nerve cells, communication between cells and the organization of the nervous system into sensory, motor and emotional systems. These underlying mechanisms will then be applied to understand complex issues such as memory, psychological disorders and the pathophysiology of disease. If you have taken the core biology sequence or its equivalent, you may wish to consider taking Behavioral Neuroscience, which will focus on the same topics but with greater emphasis on fundamental biological principles, with less emphasis on human implications for neuro-behavioral disorders. Either course is a satisfactory prerequisite for any of the 4000-level PSB courses. Grading: Students will be evaluated based on four exams, each equally weighted. Five exams will be administered, but the lowest exam score will be dropped. Each exam will count for 25% of your final grade. Thus, if you are happy with your grade after the first four exams, you do not need to take the fifth exam. Exams are not cumulative.

There will be no makeup exams. Grade Scheme:

A 93-100 C 73-76 A- 90-92 C- 70-72 B+ 87-89 D+ 67-69 B 83-86 D 63-66 B- 80-82 D- 60-62 C+ 77-79 E <60

A grade of C- or lower will not be a qualifying grade for major, minor, Gen Ed, Gordon Rule or College Basic Distribution credit. Fraction grades will automatically be rounded up. For instance, a 76.3 will be recorded as a 77. Exams: All exams will be administered on e-Learning. Most typically, the format will be 32-40 questions with 40 minutes to complete the assignment. Exams will be administered online at the regular class period (9:30 am) and close at 10:45 am. Once you begin, the timer will initiate, so be mindful of this window. If you are unable to take an exam due to an unforeseen technical difficulty, an exam can be reopened, provided there is legitimate documentation to support the issue. Extra Credit: There will be no extra credit assignments for this course. Additional Support for Students with Disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. Student Honor Code: The final pages of this syllabus contain information about academic honesty.


Course Schedule: This schedule is tentative. The timing of topics covered may change. If this occurs, exam topics will be adjusted accordingly – details will be described in class. The dates of the exams, however, will not change.

Date Chapter Topic 12 May – Monday #1 Syllabus & Introduction 13 May – Tuesday #1 & #2 Structure and Functions of Cells of the Nervous System

14 May – Wednesday #2 Structure and Functions of Cells of the Nervous System 15 May – Thursday #2 Structure and Functions of Cells of the Nervous System

16 May – Friday #2 Nervous System / Review

Exam #1: Monday, 19 May – Multiple Choice (40 minutes) – Online

Date Chapter Topic 20 May – Tuesday #3 Structure of the Nervous System

21 May – Wednesday #3 & #4 Psychopharmacology 22 May – Thursday #4 Psychopharmacology

23 May – Friday #4 Psychopharmacology / Review 26 May – Monday Holiday Memorial Day

Exam #2: Tuesday, 27 May – Multiple Choice (40 minutes) – Online

Date Chapter Topic

28 May – Wednesday Article Why Sex Matters for Neuroscience 29 May – Thursday #7 Chemical Senses (only)

30 May – Friday Article / #7 Olfaction and Neurodegenerative Diseases

Exam #3: Monday, 2 June – Multiple Choice (40 minutes) – Online

Date Chapter Topic 3 June – Tuesday #11 Emotion

4 June – Wednesday #11 Emotion 5 June – Thursday #13 Learning and Memory (first half of chapter only)

6 June – Friday #13 Learning and Memory (first half of chapter only) / Review

Exam #4: Monday, 9 June – Multiple Choice (40 minutes) – Online


Date Chapter Topic 10 June – Tuesday #16 Schizophrenia and Affective Disorders

11 June – Wednesday Article Daring to Think Differently about Schizophrenia 12 June – Thursday #17 Anxiety Disorders / Autism

13 June – Friday #18 Drug Abuse 16 June – Monday #18 Drug Abuse 17 June – Tuesday Review Exam Review – Course Evaluations

18 June – Wednesday Study Day No Class – Study Time 19 June – Thursday Study Day No Class – Study Time

Exam #5: Friday, 20 June – Multiple Choice (40 minutes) – Online

The chapters we will cover in this course will provide a solid foundation in Physiological Psychology, which will prepare students for more advanced courses that are offered by faculty of the Behavioral and Cognitive Neuroscience program. Those more advanced courses include courses on the neurobiology of additional sensory systems (hearing, taste and smell), the neurobiology of ingestive behaviour (feeding and drinking), the neurobiology of emotion, the neurobiology of stress, the neurobiology of developmental disorders, the neurobiology of learning and memory, etc. Academic Honesty Policy: Preamble: In adopting this Honor Code, the students of the University of Florida recognize that academic honesty and integrity are fundamental values of the University community. Students who enroll at the University commit to holding themselves and their peers to the high standard of honor required by the Honor Code. Any individual who becomes aware of a violation of the Honor Code is bound by honor to take corrective action. Student and faculty support are crucial to the success of the Honor Code. The quality of a University of Florida education is dependent upon the community acceptance and enforcement of the Honor Code. The Honor Code: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment."

1. All students are required to abide by the Student Honor Code. 2. The conduct set forth hereinafter constitutes a violation of the Student Conduct Code. Those

adjudged to have committed such conduct shall be subject to the sanctions provided in Rule 6C1-4.016, F.A.C.

3. VIOLATIONS OF THE HONOR CODE AND SANCTIONS. a. Conduct Prohibited by the Honor Code. Students are prohibited from engaging in the

following conduct: 1) Conduct Constituting Academic Dishonesty. A student shall not engage in conduct which

constitutes academic dishonesty. A student commits academic dishonesty by engaging in conduct prohibited by this subsection. By engaging in such conduct, a student violates the Honor Code and becomes subject to the Student Conduct Code (6C1-4.016)


2) False or Misleading Statement for the Purpose of Procuring an Academic Advantage. A

student shall not intentionally or in bad faith make a false or misleading statement for the purpose of procuring from the person to whom the statement is made an academic advantage for any student.

3) False or Misleading Statement Relating to an Honor Code Violation. In reporting an alleged

Honor Code violation, a student shall not intentionally or in bad faith make a false or misleading statement. During the course of an Honor Code proceeding, or on final appeal following such a proceeding, a student shall not at any stage make a false or misleading statement to any person charged with investigating or adjudicating the guilt of the accused, reviewing a conviction of guilt, or determining or reviewing the appropriateness of the sanction or sanctions to be recommended or imposed.

4) Prohibited Collaboration or Consultation. A student shall not without express authorization

collaborate or consult with another person in an academic activity. Prohibited collaboration or consultation shall include: a) Collaborating when not authorized to do so on an examination, take-home test, writing project,

assignment, or course required work. b) Collaborating or consulting in any other academic or co-curricular activity after receiving written

notice that such conduct is prohibited. c) It is the responsibility of the student to seek clarification whether or not collaboration or

consultation with another person is authorized prior to engaging in any act of collaboration or consultation. If a faculty member has authorized a student to collaborate or consult with another person in limited circumstances, the student shall not exceed that authority. If the student wishes to collaborate or consult with another person in circumstances to which the authority does not plainly extend, the student shall first ascertain with the faculty member whether the collaboration or consultation is authorized.

5) Prohibited Use of Materials or Resources. A student shall not use unauthorized materials or

resources in an academic activity. Unauthorized materials or resources shall include: a) Any paper or project authored by the student and presented by the student for the satisfaction of

any academic requirement if the student has previously submitted substantially the same paper or project to satisfy an academic requirement and did not receive express authorization to submit the paper or project.

b) Any materials or resources prepared by another student and used without the student's express consent.

c) Any materials or resources which the faculty member has notified the student in writing are prohibited.

d) If a faculty member has authorized a student to use specified materials or resources, the student shall not exceed that authority. If the student wishes to use any material or resource to which the authority does not plainly extend, the student shall first ascertain whether the use is authorized.

6) Plagiarism. A student shall not represent as the student's own work all or any portion of the work of

another. Plagiarism includes (but is not limited to): a) Quoting oral or written materials, whether published or unpublished, without proper attribution. b) Submitting a document or assignment which in whole or in part is identical or substantially

identical to a document or assignment not authored by the student.


7) Use of Fabricated or Falsified Information. A student shall not use or present invented or fabricated information; or falsified research or other findings if the student knows or in the exercise of ordinary care should be aware that the information, research, or other findings have been falsified.

8) Interference with or Sabotage of Academic Activity. A student shall not do any act or take any

material for the purpose of interfering with or sabotaging an academic activity. Sabotage includes (but is not limited to): a) Removing, concealing, damaging, destroying, or stealing materials, or resources which are

necessary to complete or to perform the academic activity. b) Tampering with another student's work. c) Stealing from another student materials or resources for the purpose of interfering with the

student's successful completion or performance of the academic activity. 9) Unauthorized Taking or Receipt of Materials or Resources to Gain an Academic

Advantage. A student shall not without express authorization take or receive materials or resources from a faculty member for the purpose of gaining an academic advantage.

10) Unauthorized Recordings. A student shall not without express authorization make or receive any

recording of any class, co-curricular meeting, organizational meeting, or meeting with a faculty member.

11) Bribery. A student shall not offer, give, receive, or solicit a bribe of money, materials, goods, or

services for the purpose of procuring or providing an academic advantage. 12) Submission of Paper or Academic Work Purchased or Obtained from an Outside Source. A

student shall not submit as his or her own work a paper or other academic work that was purchased or otherwise obtained from an outside source. An outside source includes (but is not limited to) a commercial vendor of research papers, a file of research papers or tests maintained by a student organization or other body or person, or any other source of papers or of academic work that was authored or prepared by a person other than the student who submits it. 13. Conspiracy to Commit Academic Dishonesty. A student shall not conspire with any other person to commit an act that violates the Honor Code. (4) Jurisdiction for Student Honor Code Violations (a) Students charged with violations of the Student Honor Code shall have their cases heard by the appropriate person or body designated in 6C1-4.013. Unless otherwise noted, students may seek resolution through the Faculty Determination Process

Yoder_Wendy Selected Teaching Documents

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Transcript of Yoder_Wendy Selected Teaching Documents