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CGSC 1001 C and D: Winter 2023
Mysteries of the Mind Syllabus
Table of Contents
Basics
Teaching Assistants
Brightspace (Learning Management System)
Course description
Carleton Media Space Basics
Texts
Evaluation, Marks, Grades
Extra credit
Quizzes
Essay
Essay Option One: Book Comparison
Essay advice
How the essay will be graded
Rubric for book essay
Essay Option Two: Term Paper
Rubric for Term paper
What Happens When (Schedule)
Regulations and Information Common to all Courses
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Basics
Course title: Mysteries of the Mind
CGSC 1001 C, D (same section combined) CRN: 10894 & 10895
Dates of the course: Winter 2023, January 10 to April 11
The in-person section (C) will attend class in person. D is the online section.
Equivalent videos are on Brightspace for students in every section.
PAY ATTENTION TO QUIZ and ESSAY DUE DATES.
Location: Section C will meet Tuesday – Thursday 1:05 to 2:25 in Minto Centre 2000
Department: Department of Cognitive Science (2201a Dunton Tower)
Instructor’s name; office location & phone; email address; office hours:
Dr. Jim Davies,
2208 Dunton Tower
Phone: 613-520-2600 x1109 (not recommended as the prof does not go into work every day)
Email: Please use the Brightspace discussion board for questions. If you do not want other
students to see the question, contact the appropriate TA. If this will not (or does not) work, you
may email the professor at jim.davies@carleton.ca
Office hours: by appointment; please use TA office hours for questions
Discord Server: https://discord.gg/8jEaQ4QKCH
Teaching Assistants
If you want to meet with a TA, please try to make it to any TA’s office hours before you request a
meeting time outside of their office hours.
(TA) names; office location, email addresses; and office hours: (to be announced)
Nathan Matthews nathanjmatthews@cmail.carleton.ca
Office hour: Tuesdays 1pm https://carleton-ca.zoom.us/j/91847515785
Meeting ID: 918 4751 5785
Will review your quiz if your surname starts with A, B, or C
Christian Aglah ChristianAglah@cmail.carleton.ca
In charge of Discord
Office Hour Tuesdays 10am on zoom https://carleton-ca.zoom.us/my/chrisaglah
Will review your quiz if your surname starts with D, E or F.
Irina Smirnova-Godoy IrinaSmirnovaGodoy@cmail.carleton.ca
In charge of essay issues and who grades which essay.
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Office Hour: Fridays 10 am, only online, preferably by appointment
https://carleton-ca.zoom.us/j/92234642239
Will review your quiz if your surname starts with G, H, I, J, or K.
Josh Goheen JOSHGOHEEN@cmail.carleton.ca
In charge of quiz technical issues (don’t email him if you miss a quiz)
Office Hour: Wednesdays 1 to 2
https://carleton-ca.zoom.us/j/5818288187?pwd=ckNuK2hzK2xHSlBtVzA1RS8xakF0UT09
Meeting ID: 581 828 8187
Passcode: 1002
Will review your quiz if your surname starts with L, M, N, or O
Sam Egan SAMEGAN@cmail.carleton.ca
Friday 5pm-6pm https://carleton-ca.zoom.us/j/98860094946
Email a declaration to this person if you need a deferral or have PMC questions.
Will review your quiz if your surname starts with P, Q, or R.
Imola MacPhee ImolaMacphee@cmail.carleton.ca
Office hour: Wednesdays 11:45-12:45 https://carleton-ca.zoom.us/j/98991181877
Will review your quiz if your surname starts with S through Z
SONA (extra credit) issues will not be dealt with by the cognitive science undergraduate
administrator, not the TAs. Instead contact Melissa Lett Melissa.Lett@carleton.ca
Brightspace (Learning Management System)
Course newsgroup, web site address, etc. if applicable:
Brightspace will be used for marks: see brightspace.carleton.ca
You can download lecture slides, the current version of this syllabus, and other useful things
https://www.dropbox.com/sh/6kg5bn2i3j6dym9/PA3QtfKpPY
from:
Course description
Content, aims, objectives:
The human mind is the most complex thing yet discovered in the universe. Learn about minds in humans,
animals, and computers in this fascinating exploration of consciousness, memory, creativity, problem
solving, perception, and your own biases. The introductory course will also cover fun topics such as how
cognitive science can help you through school, how cognitive science applies to important real-world
problems in areas such as law and computer interfaces, and the mind issues raised by popular movies.
This course will guide you through the fascinating mysteries, and the solutions found so far, of our inner
world.
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Carleton Media Space Basics
There are links to #video lectures on the class Brightspace page. You can follow along with the
slides provided, see http://www.jimdavies.org/classes/
Information and Assistance
website: mediaspace.carleton.ca
Carleton Online Student Centre: D299 Loeb, 613-520-4055
Accessing Lectures
Lectures are recorded during the on-campus section of the class. CUOL course lectures can
be accessed in the ways listed below.
IMPORTANT: Engineering students do not get credit for this as an elective! This is due to the forces of
Engineering outside of the university.
Texts
— (required, supplementary, on Reserve, other):
Many readings for this course come from the online textbook “Cognitive Science: An Introduction,” but
it is still in progress and incomplete.
https://en.wikibooks.org/wiki/Cognitive_Science:_An_Introduction
You have to read one of three books for the essay (see below)
Evaluation, Marks, Grades
Your final grade will be a combination of marks from exams and the essay assignment.
A+ = 90-100 B = 73-76
A = 85-89
B – = 70-72
A – = 80-84
C+ = 67-69
B+ = 77-79
C = 63-66
C – = 60-62
D+ = 57-59
D = 53-56
D – = 50-52
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Proportions of how marks contribute to your final course grade:
20% quiz 1
20% quiz 2
20% quiz 3
20% quiz 4 (final)
20% Essay
There’s an online grade calculator at https://apps.mercer.edu/registrarcalc/weightedaverage.html
Extra credit
Extra credit is available in 0.5% units for each 30 minutes of participation, up to a
maximum of 4% total, by participating in a Department of Cognitive Science
(DCS) experiment. Participation in these activities is optional. For more
information about how to participate in DCS experiments, go to the DCS sona
website. https://carleton-ics.sona-systems.com/
Again, your participation is entirely optional. If you do not wish to participate in
studies, contact the Instructor and he or she will try to find another way for you to
earn extra credit.
Please note that this is a separate system from the Department of
Psychology. Experiment participation done through psychology do not get you
extra credit in a DCS course, and experiments participated in for DCS do not get
you credit for psychology courses. If you have questions about SONA, contact
Melissa Lett MelissaLett@cunet.carleton.ca
Quizzes
Quizzes will be multiple choice tests that you will take online through Brightspace.
Each quiz must be taken at the specified time.
Each quiz has two times you can write it. The final quiz will be formally scheduled.
You may not communicate with anyone else during the quiz, you may not take screenshots, or in
any other way record questions.
You may use your notes and the slides while writing the quiz, but you won’t have much time, so
please study.
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Generally, quizzes are Friday nights. That is when you should write the quiz, if possible. If you
cannot make that time, you can opt to write it (generally) early the next Monday morning. But see
the schedule (What Happens When) for specifics about when exactly these times are.
If you can’t make either time, you will need a deferral, please contact the TA in charge of
deferrals (see the first page for TA specializations). See below for deferral information.
You may not write both of the alternate times—you only get one attempt.
Although you have a window in which you can write the quiz, you will have about 36 minutes to
complete each quiz. You have only one chance to answer each question. You may not go back
and change a previous answer.
You may start anytime within the time allocated for the quiz.
Each quiz will have about 30 questions.
Spreadsheet (so you can import to your own system):
https://docs.google.com/spreadsheets/d/1T7pUSuKXzvLv2SXjMBnQLinOTdDt8hcLtAKNBkem
6X8/edit?usp=sharing
http://www.cram.com/flashcards/cognitive-science-7751881
http://www.cram.com/flashcards/cognitive-science-lectures-10-15-7829458
Material covered will be anything in the slides, lectures (including guest lectures), or videos
shown during lectures. The contents of the film Memento will not be on quizzes, though
things I teach about it might be.
The readings are there to help you understand the lecture material. So if something is in the
readings but not in the lecture, you are not responsible for knowing about it.
Deferrals
There are no deferrals for the essays. You have plenty of time to work on them, so get them done
early.
For quizzes, there are two opportunities to write each quiz, and one is very early in the morning
during a time in which everyone should be free. Set more than one alarm and have a friend call
you if you plan to write this one, because I will not accept “I slept through my alarm” as an
excuse. That being said, if you are busy during both times, you can request a deferral. Here is the
procedure: Find the declaration in the class shared dropbox, print it out, fill it out, sign it,
photograph/scan it, and email it to the TA in charge of deferrals (see first page). Please do not CC
the instructor. If the deferral is approved then you may write the exam at a later time. The TA will
alert you as to when that will be. YOU DO NOT NEED A DOCTOR’S NOTE. Note that we keep
these declarations on file to prevent abuse of the declaration system.
Reviewing Your Quizzes
I would like you to first talk to a TA about your exam. There is a specific TA assigned based on
the first letter of your last name. That TA will be happy to go over your exam with you during
their scheduled office hours (as listed in the syllabus.) I recommend contacting them via email
first to let them know you’re coming so they don’t step out for a sandwich or something. TAs can
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go over your quiz with you over video chat if they can see your hands (behind your head, for
example.) You are not allowed to take notes or record while doing this.
Essay
You have two options for the essay. Option one is to read a book and write an essay comparing
the book to material learned in a class lecture. The other is to write more of a term paper style
essay about a particular topic in cognitive science.
It is against the rules to use text created with text-generation software (such as Chat
GPT) on either assignment.
Essay Option One: Book Comparison
To write the essay you will need to read one of the books listed below. They are available
in the campus bookstore. Students can either opt for curbside pick-up or order
from our website (www.carletonshop.ca) and will receive it within two business
days.
1. The Man Who Mistook His Wife For A Hat by Oliver Sacks
2. The Marshmallow Test by Walter Mischel
3. Being the Person Your Dog Thinks You Are: The Science of a Better You by Jim Davies
What your essay should be like: This is not a book report! The essay will either a) explain
something mentioned in one of the lectures and readings with reference to information in the
book or b) explain something mentioned in the book with reference to information from the
lectures and readings. The rubric is on the next page. To understand it, know that what you are
trying to understand better is the target example and what you are using to understand it is the
base example. You should emphasize what is not clearly understood about the target example, and
how you will use the base example to fill this gap in our understanding of the target example. So,
for example, you might read in Riveted that primarily doctrinal religions take advantage of
semantic memory and imagistic religions use episodic memory (the target example). In your
essay, you describe in more detail how religious thought is represented differently in episodic
versus semantic memory (what you learned in class in this case would be the base example). Or
you might read The Man Who Mistook His Wife for a Hat and discuss how the description of
perception used in the lecture (base example) can help explain a particular perceptual problem
described in the book (the target example).
The target example is a concept that you’re interested in and the base example is the
information helps you to understand the target example. The target example can come from either
the book or the lecture, but the base example has to come from the other source.
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Crucially, the base example gives you more information on the target example. Ideally,
you should be able to identify a few main ways of how the base example explains the target.
Using the sample essay on Riveted, the target example was temporal discounting from the
lecture (“greater value placed on the present when compared to the future”) . The base example
was temporal discounting from the book, which provides more information beyond the definition
of the concept: 1.) “people do not see the future clearly” 2.) “why people think about the future
the way that they do” 3.) “how people see their future selves as different people”. Note that these
3 points are each the main ideas of the subsequent paragraphs.
Your essay must be between 800 and 1200 words long (in Microsoft Word, under “tools”
you can find “word count.”) If you cite sources try to use APA style, but because you’re basically
pasting your text into Brightspace, don’t worry too much about formatting–but the citations and
references are included in your word count. You do not need to cite the lectures nor the book
you’re reading, just additional sources. Do not go over the word count. The books are long and
complicated. You do not have to summarize the book, only pick one idea from it, and one idea
from the lectures to write your essay. You can actually use the terms base example and target
example if you wish; in fact, I encourage this. It makes it easier as a TA grading your papers to
see that you actually understand what it is you are trying to convey in your paper. It is important
that you also clearly emphasize what it is that is not particularly clear about your target example,
and how you are going to use the information provided by the base concept to fill this knowledge
gap. As you can see from the rubric, you are not dinged massively for grammatical errors etc.
That being said, if your writing is riddled with mistakes, it makes it extremely difficult to
understand the points you are trying to convey. If you fall into this category, I would recommend
taking your work to the writing centre (https://carleton.ca/csas/writing-services/ ). Make sure you
leave yourself enough time to do this before your due date.
There are examples of good essays in the shared dropbox. Please read them to get an idea of how
they should be written.
Essay due dates: These books are of different lengths. The due date of the essay depends on the
length of the book. See the schedule for due dates.
Need help? You can get help with your essay from the Writing Tutorial Service on campus. It’s
located on the 4th floor of the library Monday, Wednesday, and Friday from 9am-4:30pm, and
Tuesday and Thursday from 9am-6pm. Http://carleton.ca/sasc/writing-tutorial-service/
You can also arrange a time with one of the TAs.
How to turn in the essay: You will paste the essay directly into Brightspace. We have too many
essays to grade to have time to open attachments.
Essay advice
(1) Do not assume that a reader will know what you mean if you do not explicitly state it.
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(2) Do state and define clearly any term, concept or issue that is important in helping the reader
understand your essay.
Note: For this particular essay, we will mark only what we read in your essay. We are grading
your understanding and knowledge, based on what you write in your essay. Even if you have fully
grasped a concept, we can’t grade what you know if this has not been explicitly stated.
(3) Do have an overall “take home” message(s) that you are trying to communicate in your
essay, and plan your essay accordingly. The result of not doing either of these is an essay that
tends to ramble aimlessly
(4) Do not include anything that is not important in helping your reader understand your essay,
regardless of how impressive sounding it seems. This will be confusing.
(5) Do understand the difference being providing a definition and providing an example. Ask
if you have difficulty differentiating between the two.
Note: Generally you are allowed to refer to textbooks and references to provide definitions and
concepts. If you use text from another source, use quotation marks and a citation. However, you
need to provide the relevant citations and reference. For this particular essay, I suggest not
quoting more than one sentence from the same reference. You are encouraged to come up with
your own examples. You do not need to formally cite the book or the lectures, just mention them
in text and refer to page numbers if you quote from the book. Facts not from either need to be
cited. Use APA formatting.
(6) Do keep to word limits (800 to 1200 words for this essay)
(7) Do be attentive of what you are writing; especially if you have not mastered using
definitions or concepts, otherwise one of the following is likely to happen
– Words in a sentence will make sense, but not the sentence itself.
– Sentences in a paragraph will make sense, but not the paragraph itself.
(8) Do proofread your work, as many times as needed, but at least once before you press
“submit”. There is an obvious difference in quality between an essay that has been checked and
one that has not been checked.
(9) We do not require a certain number of paragraphs, or define what you need in each
paragraph. What you might have learned in high school (the three-point essay, for example) was
a structure to help you become a better writer. Now that you are in university, you need to be able
to create your own structure that makes sense.
(10) This is not a “personal” essay. We are training you to do scientific writing. Avoid talking
about yourself and your experiences. Stick to the subject matter.
(11) Try not to quote directly. In science we rarely quote people. Rather than quoting,
summarize in your own words and cite it.
Frequently Asked Questions about the Essay
1. Please make sure you submit your essay in the TEXTBOX, not the comment section, of the
assignment. If you submit it in the comment section it will not register as a submitted assignment
and the TAs will not see it so it will not be graded. Give yourself time before the due date to
ensure your essay is submitted properly.
2. There are no late submissions permitted unless a deferral has been granted (See syllabus for
deferral information if needed). This means that TAs will not give grade deductions for late
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essays because we will not accept late essays at all. If you fail to submit this essay without a valid
reason, prepare to write the second or third essay on time.
3. There are over 1000 students in this course and only 9 TAs, please be patient when it comes to
getting your grades back. We strive to have your essays graded within TWO WEEKS of the
submission date. GRADES WILL ONLY BE RELEASED ONCE ALL THE ESSAYS HAVE
BEEN MARKED. Please do not email TAs or Professor Davies asking when you will receive
your grade, we will not answer these emails. If your course grade book says “graded” beside your
essay but you can’t find your grade, this means the grades have not been released. Please do not
email TAs asking why/where you can find your grade. Your grade will appear once the grades
have been released.
4. The TAs are here to help you. If you would like help with your essay, you can provide us with
outlines to help with ideas. We do not have enough scheduled time to sit down with you and
correct your whole essay. Please use other classmates, friends, family or writing services in the
library for spell check and things of that nature.
6. You do not need to formally reference the course lectures or the course book but you do need to
reference ALL outside sources that you use. Please pick one referencing style (for example APA,
MLA) and stick to it throughout your entire essay.
7. If you have any questions regarding the submission of your paper, formatting and things like
that, please look at your syllabus or the course discussion board before emailing the TAs and
Professor Davies. 9 times out of 10 the information you are looking for can be found there.
How the essay will be graded
On the next page is the grading rubric. This is how it works. A teaching assistant will read your
essay and evaluate it according to the rows in the table on the next page. For each category, for
example, “structure and transitions,” he or she will decide how many points, out of 25, you get
per row. There are four rows, so your grade will range from between 0 and 100. If you have
questions about the rubric, please talk to a TA.
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Rubric for book essay
25 points
20 points
15 points
10 points
5 points
The description
of the base
concept, the
target concept,
and what is
lacking in our
understanding
of the target
Described in
sufficient
detail and
accuracy.
Each is
explicitly
identified in
the text
The examples
are well
described, but
the reader has
to figure out
which is
which.
Missing
information from
target example is
not identified, or
target and base are
described vaguely
Target and
base are
poorly
described
The base and
target are
missing
completely
Transfer of
knowledge
from base to
target
Essay clearly
describes
what
knowledge
from the base
is used to
understand
the target, and
the target is
better
understood
with that
knowledge.
The transfer is
described in
some detail,
but could use
more.
The transfer is not
clear to the reader,
or only vaguely
refers to one
concept helping to
understand
another.
It is not clear
how the base
knowledge
helps us
understand
the target.
Almost no
information is
discussed as
being
transferred.
The transfer
is not
referred to at
all.
Structure and
transitions
The essay is
easy to
understand
and
communicates
clearly
Structure is
understandabl
e with a bit of
work on the
part of the
reader.
The organization
is mediocre. The
points are made
poorly or in a
poorly structured
way.
Essay is
difficult to
follow at both
the paragraph
and overall
structure
levels.
The essay is
almost
impossible to
understand
because of
poor
organization.
Grammar,
spelling, and
citation
Few or no
errors
Several errors.
Unsupported
claims, poor
grammar, or many
errors
Poor citation,
very bad
grammar, or
very poor
spelling
Errors make
essay hard to
read.
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Essay Option Two: Term Paper
In brief: In this assignment, you will write a paper about one of the approved topics in the list
given below. Think of this assignment as though you were writing an encyclopedia article about
the topic. Your job is to find the latest research on the topic, and summarize it.
Specifications: The article should be between 800 and 3000 words, references included.
There should be between 10 and 30 citations, preferably of scientific articles in peer-reviewed
journals. To find out if a particular article is peer-reviewed, use this website:
http://ulrichsweb.serialssolutions.com.proxy.library.carleton.ca/
Also, if you look up a journal on Carleton’s library website, it will often tell you that it is
peer-reviewed, if it is.
In general, you should cite the most recent research. When you search, try to use references
from the past few years. Sometimes, if an idea is very old, you can cite the origin of the idea
(the first paper or book that proposed it), but also a more recent version of it. If the most recent
research is rather old (1990s, for example) you can put in a disclaimer in the comments section
on Brightspace. Most references should be from the last 10 years.
You should have sub-headings to help with organization.
It needs to be in your own words. The TAs will be on the lookout for plagiarism, so make sure
you do not copy other people’s sentences. It’s not even a good idea to quote people, even if you
cite it–that’s not done much in science, nor in encyclopedias, unless the there is something very
important about the exact wording.
The list of available topics:
The emotion of surprise
The use of Positron Emission Tomography in psychology and neuroscience
Olfactory Hallucination
Brain Hemisphere Differences
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Rubric for Term paper
25 points
20 points
15 points
10 points
5 points
Research
Completeness and
topic
appropriateness
Excellent
overview of the
state of the art.
No major theory
or findings
missing.
Mostly
complete,
but
missing
some
important
topics
Only
moderate
effort to cover
topic
Only a cursory
overview
No research
cited.
Research timeliness
and quality of
reference list in
terms of count and
recency
Excellent
Very good
Pretty good
inadequate
No research
cited.
Structure and
coherence
The essay is
easy to
understand and
communicates
clearly
Paper is
understan
dable with
a bit of
work on
the part of
the reader.
The
organization
is mediocre,
or some errors
of fact or
reasoning
Paper
demonstrates
gross
misunderstandings
or poor reasoning.
The essay is
almost
impossible to
understand.
Grammar, spelling,
and in-text citation
Few or no
errors.
More than
a couple
of errors.
Mediocre job
Many errors
incomprehen
sible
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What Happens When (Schedule)
Lectures will be on the dates specified for the in-class students. The online students can watch
them anytime, but the dates listed are recommended for keeping up with the class.
Dates
LECTURE NAME
OPTIONAL READING
Jan 10, 2023
Lecture 1: Introduction to
Class
CogSci Defined
Jan 12
2: Learning, Memory,
Representation
Read Memory, Representation, and Learning
chapters
Jan 17
3: How to Write the Essay
Jan 19
4: Perception
Functionalism
The Cognitive Level
Jan 24
5: The Fields of Cognitive
Science
CogSci Defined
Jan 26
6: How Cognitive Science
Can Help You Get Through
School + Learning
Disabilities
What is the best way to study?
Install Anki
Chapter in wikibook
Student-made Anki deck
Jan 31
7:The Cognitive Level
Functionalism
The Cognitive Level
Feb 2
8: Language and
Communication
Linguistics
Thursday, Feb 2: Writing assignment
due (at 11:55pm) if you’re reading The
Man Who Mistook His Wife For a Hat
Fri, Feb 3
Quiz 1, covering lectures
up to and including How
cognitive science can help
you get through school
Start anytime between 7pm and
8:30pm. You will have 36 minutes.
Mon, Feb 6
Quiz 1 (alternate time)
Start anytime between 6am and 7:30am
Feb 7
9: Control
https://nautil.us/blog/this-is-how-your-brai
n-walks-the-doga-dialogue
Control podcast episode
15
Feb 9
10: Development
The Secret of Self-Control
Thursday, February 9: Writing
assignment due (at 11:55pm) if you’re
writing a term paper.
Feb 14
11:Morality
Moral Thinking
Feb 16
12:Evolution of Intelligence
Language of Politics
How Humans Got So Smart
Week of Feb
20-24
BREAK
No class
Feb 28
13: Cognitive Biases
List of all known biases
Mar 2
14: Myths of Cognitive
Science
Common Psychology Myths
Myths of CogSci Chapter
Mar 3
Quiz 2, covering all
lectures up to and
including evolution of
intelligence
Start anytime between 7pm and
8:30pm. You will have 36 minutes.
Mar 6
Quiz 2 (alternate time)
Start anytime between 6am and 7:30am
Mar 7
Watch Memento
https://mediaspace.carleton.ca/media/Memento_2001_
CGSC_1001_with_subtitle/0_eh25xnf0
For Jim: To play the video with subtitle, you need to download it to local
computer then play it with VLC and turn on the subtitle. The subtitle is
on track 1 (track 2 is chapter number).
Mar 9
Finish watching Memento
Mar 14
15: Cognitive Science in
Film
Mar 16
16: Religion
Mar 21
17: Music
Perception of Music
Tuesday, Mar 21: Writing assignment
due (at 11:55pm) if you’re reading The
Marshmallow Test
Mar 23
18:Compellingness
Mar 28
19: Evolutionary Psychology
Evolutionary Psychology
Evolution
Human Evolution
16
Mar 30
20: Cognitive Science and
the Real World
False Memory
Human-Computer Interaction
Politics and Analogy
Behavioral Economics
Mar 31
Quiz 3, covering all
lectures up to and
including Compellingness
Start anytime between 7pm and
8:30pm. You will have 36 minutes.
April 3
Quiz 3 Alternate time
Start between 6:00am and 7:30
April 4
21: Dreaming
Dreaming Chapter
https://mindingthebrainpodcast.com/2021/
01/01/36-dreams/
April 6
22: Consciousness
Consciousness Essay
Consciousness Chapter
Consciousness Video
Thursday, April 6: Writing assignment
due (at 11:55pm) if you’re reading
Being The Person Your Dog Thinks
You Are
April 11
23: Time
Final exam:
TIME TBA
Eastern Time.
You have 36
minutes to
write it.
Final Exam (aka quiz 4;
same length and format of
other quizzes, formally
scheduled)
The withdrawal deadline is March 15th 2023
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Regulations and Information Common to all Courses
Plagiarism
The University Academic Integrity Policy defines plagiarism as “presenting, whether
intentionally or not, the ideas, expression of ideas or work of others as one’s own.” This
includes reproducing or paraphrasing portions of someone else’s published or unpublished
material, regardless of the source, and presenting these as one’s own without proper
citation or reference to the original source. Examples of sources from which the ideas,
expressions of ideas or works of others may be drawn from include but are not limited to:
books, articles, papers, literary compositions and phrases, performance compositions,
chemical compounds, artworks, laboratory reports, research results, calculations and the
results of calculations, diagrams, constructions, computer reports, computer code/software,
material on the internet and/or conversations.
Examples of plagiarism include, but are not limited to:
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any submission prepared in whole or in part, by someone else;
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using ideas or direct, verbatim quotations, paraphrased material, algorithms, formulae,
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scientific or mathematical concepts, or ideas without appropriate acknowledgment in
any academic assignment;
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using another’s data or research findings without appropriate acknowledgement;
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submitting a computer program developed in whole or in part by someone else, with or
without modifications, as one’s own; and
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failing to acknowledge sources through the use of proper citations when using another’s
work and/or failing to use quotations marks.
Plagiarism is a serious offence that cannot be resolved directly by the course’s instructor. The
Associate Dean of the Faculty conducts a rigorous investigation, including an interview with the
student, when an instructor suspects a piece of work has been plagiarized. Penalties are not
trivial. They can include a final grade of “F” for the course.
Plagiarism is a serious offence that cannot be resolved directly by the course’s instructor. The
Associate Dean of the Faculty conducts a rigorous investigation, including an interview with the
student, when an instructor suspects a piece of work has been plagiarized. Penalties are not
trivial. They can include a final grade of “F” for the course.
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Statement on Student Mental Health
As a University student you may experience a range of mental health challenges that
significantly impact your academic success and overall well-being. If you need help, please
speak to someone. There are numerous resources available both on- and off-campus to support
you. Here is a list that may be helpful:
Emergency Resources (on and off campus): https://carleton.ca/health/emergencies-andcrisis/emergency-numbers/
Carleton Resources:
• Mental Health and Wellbeing: https://carleton.ca/wellness/
• Health & Counselling Services: https://carleton.ca/health/
• Paul Menton Centre: https://carleton.ca/pmc/
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• Academic Advising Centre (AAC): https://carleton.ca/academicadvising/ • Centre for
Student Academic Support (CSAS): https://carleton.ca/csas/ • Equity & Inclusivity
Communities: https://carleton.ca/equity/
Off Campus Resources:
• Distress Centre of Ottawa and Region: (613) 238-3311 or TEXT: 343-306- 5550,
• Mental Health Crisis Service: (613) 722-6914, 1-866-996-0991, http://www.crisisline.ca/ •
Empower Me: 1-844-741-6389, https://students.carleton.ca/services/empower-mecounselling-services/
• Good2Talk: 1-866-925-5454, https://good2talk.ca/
• The Walk-In Counselling Clinic: https://walkincounselling.com
Statement on Pandemic Measures
It is important to remember that COVID is still present in Ottawa. The situation can change
at any time and the risks of new variants and outbreaks are very real. There are a number of
actions you can take to lower your risk and the risk you pose to those around you including
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being vaccinated, wearing a mask, staying home when you’re sick, washing your hands and
maintaining proper respiratory and cough etiquette.
Feeling sick? Remaining vigilant and not attending work or school when sick or with
symptoms is critically important. If you feel ill or exhibit COVID-19 symptoms do not come
to class or campus. If you feel ill or exhibit symptoms while on campus or in class, please
leave campus immediately. In all situations, you should follow Carleton’s symptom reporting
protocols.
Masks: Masks are no longer mandatory in university buildings and facilities. However, we
continue to recommend masking when indoors, particularly if physical distancing cannot be
maintained. We are aware that personal preferences regarding optional mask use will vary
greatly, and we ask that we all show consideration and care for each other during this
transition.
Vaccines: While proof of vaccination is no longer required to access campus or participate in
in- person Carleton activities, it may become necessary for the University to bring back
proof of vaccination requirements on short notice if the situation and public health advice
changes. Students are strongly encouraged to get a full course of vaccination, including
booster doses as soon as they are eligible and submit their booster dose information in
cuScreen as soon as possible. Please note that Carleton cannot guarantee that it will be able
to offer virtual or hybrid learning options for those who are unable to attend the campus.
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All members of the Carleton community are required to follow requirements and guidelines
regarding health and safety which may change from time to time. For the most recent
information about Carleton’s COVID-19 response and health and safety requirements please
see the University’s COVID-19 website and review the Frequently Asked Questions (FAQs).
Should you have additional questions after reviewing, please contact
covidinfo@carleton.ca.
Requests for Academic Accommodations
ACADEMIC ACCOMMODATION
You may need special arrangements to meet your academic obligations during the term. For
an accommodation request the processes are as follows:
Pregnancy obligation: write to me with any requests for academic accommodation during
the first two weeks of class, or as soon as possible after the need for accommodation is
known to exist. For accommodation regarding a formally-scheduled final exam, you must
complete the
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Pregnancy Accommodation Form (click here).
Religious obligation: write to me with any requests for academic accommodation during
the first two weeks of class, or as soon as possible after the need for accommodation is
known to exist. For more details click here.
Academic Accommodations for Students with Disabilities: The Paul Menton Centre for
Students with Disabilities (PMC) provides services to students with Learning Disabilities
(LD), psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder (ADHD),
Autism Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility,
hearing, and vision. If you have a disability requiring academic accommodations in this
course, please contact PMC at 613-520-6608 or pmc@carleton.ca for a formal evaluation. If
you are already registered with the PMC, contact your PMC coordinator to send me your
Letter of Accommodation at the beginning of the term, and no later than two weeks before
the first in- class scheduled test or exam requiring accommodation (if applicable). After
requesting accommodation from PMC, meet with me to ensure accommodation
arrangements are made. Please consult the PMC website for the deadline to request
accommodations for the formally- scheduled exam (if applicable).
Survivors of Sexual Violence
As a community, Carleton University is committed to maintaining a positive learning,
working and living environment where sexual violence will not be tolerated, and where
survivors are supported through academic accommodations as per Carleton’s Sexual
Violence Policy. For more information about the services available at the university and to
obtain information about sexual violence and/or support, visit:
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Accommodation for Student Activities
Carleton University recognizes the substantial benefits, both to the individual student and
for the university, that result from a student participating in activities beyond the classroom
experience. Reasonable accommodation will be provided to students who compete or
perform at the national or international level. Write to me with any requests for academic
accommodation during the first two weeks of class, or as soon as possible after the need for
accommodation is known to exist. https://carleton.ca/senate/wpcontent/uploads/Accommodation-for-Student-Activities-1.pdf
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Important Information
Students must always retain a hard copy of all work that is submitted.
All final grades are subject to the Dean’s approval.
For us to respond to your emails, we need to see your full name, CU ID, and the email must be
written from your valid CARLETON address. Therefore, in order to respond to your inquiries,
please send all email from your Carleton CMail account. If you do not have or have yet to
activate this account, you may wish to do so by visiting http://carleton.ca/ccs/students/
The last day for academic withdrawal for winter courses is tk.
For a list of dates and deadlines, including holidays and exam dates, please visit:
https://calendar.carleton.ca/academicyear/
