[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

1

SPAN 1001 Syllabus
Elementary Spanish I, Section OL, 3 credits
Summer 2026

Instructor Information
Instructor
Email
Dr. Mirla A. González
mgonzalez96@gatech.edu

General Course Information
Description
Elementary Spanish I offers an introduction to listening, speaking, reading and writing in Spanish and to
the culture of Spanish-speaking regions.
Course Learning Outcomes
Upon successful completion of this course student will be able to:
1. Use Spanish to communicate with peers and instructor both orally and in writing to create a
shared community experience.
2. Employ strategies to comprehend texts (in written, aural, and video form) written by and for
Spanish speakers.
3. Employ strategies to express ideas orally and in writing related to familiar topics in
presentational contexts.
4. Employ strategies to express ideas in interpersonal contexts in culturally appropriate ways,
including identifying and signaling comprehension breakdown, asking and answering questions,
and requesting information.
5. Understand and communicate the basics of Spanish-speaking cultures, modes of life, and
customs.
6. Develop intercultural awareness through the study of the similarities and differences among
and the relationships between language and culture systems.
7. Be prepared to continue developing Spanish language skills and cultural understanding in SPAN
1002.
Required Course Materials
Course Text: Contraseña
Information on how to purchase Contraseña is available on our Canvas site.
All course materials (discussions, assignments, grades etc.) will be hosted in Canvas.

Grading Policy:

•
Preparation 30%
•
Conversations 40%
•
Projects 30%

2

Description of Graded Components
Since this is a 3 credit class, we will follow the GT scheduling grid that is the equivalent of “meeting”
four times a week. This means you will have deadlines 4 times each week: Monday, Tuesday, Thursday
and Friday at 11:59pm.  No late work will be accepted.
Preparation (30%)
Since this is an asynchronous class, on most days preparation will consist of watching instructional
videos or reading brief explanations (Preparar) and then working your way through a series of activities
(Aplicar) that were carefully designed to help you acquire the vocabulary and grammatical structures in
focus. After each series, you will complete a culminating activity (Comprobar) that will allow you to
demonstrate what you have learned. The Aplicar activities are the equivalent of practice exercises with
an unlimited number of attempts, and the Comprobar activities are the equivalent of quizzes. The
concentrated time and effort you put into preparing for class will constitute 30% of your overall course
grade.

Conversations (40%)
At the end of each unit, you will complete a series of conversational prompts with a partner or small
group where you apply the information learned through the Preparar and Aplicar activities. These
conversational prompts will be completed via Zoom.

Unit Projects (30%)
Each of the Contraseña units that we will cover culminates in a written, oral or video-based project
that allows you to demonstrate your learning. You will begin by learning about and practicing useful
production strategies (Estrategias de producción) and then complete clearly explained steps (Preparar)
to create your project. When it is complete you post it (Publicar) to the Lingrofolio network. Your
instructor will evaluate your projects using criteria that are provided so that you understand the
expectations and how your grade is calculated. This step of the process is private. Your classmates will
not be able to see your grade or the feedback your instructor provides you each week.
Grading Scale
Your final grade will be assigned as a letter grade according to the following scale:
A
90-100%
B
80-89%
C
70-79%
D
60-69%
F
0-59%

At Georgia Tech, final course grades are awarded on a scale of A-F with no +/- grades permitted.

Attendance and/or Participation
Although an online course offers greater flexibility, please remember that your timely participation and
online engagement is key to your success in this course, as well as that of your classmates. Late
assignments will not be accepted.

3

Academic Integrity
Georgia Tech aims to cultivate a community based on trust, academic integrity, and honor. Students are
expected to act according to the highest ethical standards. Review Georgia Tech’s Honor Code and
the student Code of Conduct.

Any student suspected of cheating or plagiarism on a quiz, exam, or assignment will be reported to the
Office of Student Integrity, who will investigate the incident and identify the appropriate penalty for
violations.
Accommodations for Students with Disabilities
If you are a student with learning needs that require special accommodation, contact the Office of
Disability Services (404-894-2563) as soon as possible to make an appointment to discuss your special
needs and to obtain an accommodations letter.  Please also e-mail me as soon as possible in order to
set up a time to discuss your learning needs.
Student-Faculty Expectations Agreement
At Georgia Tech, we believe that it is important to strive for an atmosphere of mutual respect,
acknowledgement, and responsibility between faculty members and the student body. The Student-
Faculty Expectations articulate some basic expectations that you can have of me and that I have of you.
In the end, simple respect for knowledge, hard work, and cordial interactions will help build the
environment we seek. Therefore, I encourage you to remain committed to the ideals of Georgia Tech
while in this class.
Collaboration, Group Work, and Use of Generative AI
Language learning occurs in a community of people. However, the following forms of assistance are not
allowed for doing any of the work in this course: copying (from someone else's assignments or from
another source [a reading in a textbook, the Internet, etc.]) without clear attribution of the source;
having another student, a tutor, or a friend suggest changes or correct the work you are to turn in;
completing assignments in consultation with other students (“working together”) unless specified by
your instructor; translating directly from another source; and especially using electronic translation
programs or generative AI unless instructed by the professor. These restrictions apply to any work
turned in for this course, even daily homework assignments.
Extensions, Late Assignments, & Re-Scheduled/Missed Exams
No late assignments or extensions will be granted. Please plan accordingly. Contact your instructor in
the case of extenuating circumstances.
Campus Resources for Students
Student Well-Being
At Georgia Tech, we are concerned about your overall physical, social, and mental well-being. A
comprehensive list of wellness related resources has been compiled and maintained by the Office of
the Vice President for Student Engagement and Well-being (student-resource-guide (gatech.edu)
More resources on supporting student well-being on the syllabus and beyond are available through the
Learning Well Initiative.

4

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

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            1. Overview

1.1. Description and Prerequisites

1.2. Required Materials

1.3. Learning Objectives

1.4. Preparation

1.5. General Education Information

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
<!DOCTYPE html><meta charSet="utf-8"/><meta name="viewport" content="width=device-width"/><link rel="icon" href="https://cap-theme-prod-us-west-1.s3.us-west-1.amazonaws.com/ucla/ucla-favicon.ico" role="navigation"/><title>Introductory Sociology</title><link rel="canonical" href="https://catalog.registrar.ucla.edu/course/2025/sociol1"/><meta name="description" content="Few universities in the world offer the extraordinary range and diversity of academic programs that students enjoy at UCLA. Leadership in education, research, and public service make UCLA a beacon of excellence in higher education, as students, faculty members, and staff come together in a true community of scholars to advance knowledge, address societal challenges, and pursue intellectual and personal fulfillment."/><meta name="next-head-count" content="6"/><link rel="preload" href="/_next/static/css/63c0e16d48e05785.css" as="style"/><link rel="stylesheet" href="/_next/static/css/63c0e16d48e05785.css" data-n-g=""/>

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

1

University of California, Berkeley
Department of Psychology

Psychology W1
General Psychology

Spring, 2018

Instructor:
Christopher Gade, PhD
Tolman Hall, Room 3412
E-mail: gadecj@berkeley.edu
Office Hours: Mondays/Wednesdays 10 to 11
Online Office Hour: By Appointment

Lectures By:
John F. Kihlstrom, PhD

The best way to contact the instructor and GSI
Is always by email E-mail.

This course will survey the scientific study of mental life and the mental functions that underlie human
experience, thought, and action.  The emphasis is on cognitive processes and social interactions
characteristic of adults.  However, research on nonhuman animals, as well as biological, developmental,
and pathological processes, will be introduced as relevant.  This course, or its equivalent, is a prerequisite
for admission to most upper-division courses in the Department of Psychology.  Psychology 1 (or its
equivalent) is required for prospective majors in Psychology, and is intended for lower-division students
(freshmen and sophomores).

Course credits
Three (3) semester hours (approximately 45 hours of class time)

Prerequisites and Workload
There are no prerequisites for this course.  Anyone with a college-preparatory high-school diploma should
be able to understand the material.

In order to do well in the course, however, students should be prepared to put in some time.  Traditionally,
college courses assume that students devote two to three hours of study at home for every one hour in
class.  Students should be prepared to put in at least 6 hours per week outside of class.

Required and Recommended Readings
Students should purchase two items for the course.

(1) The textbook that we’ll be using is Kalat’s Introduction to Psychology book (2016, 11th ed.).  There are
several ways to access this book.
Option 1: The bookstore is selling a loose-leaf/online bundle.  The bundle includes a Loose-leaf Version
of the 11th edition, plus online access for the book and MindTap® Psychology for 1 term (6 months).  The
ISBN is: 9781337127448.
Option 2: Printed versions of the 11th and 10th editions of this book are also acceptable.  Avoid
purchasing any editions of the book that are older than the 10th edition.

2
(2) ZAPS 2.0: The Norton Psychology Labs, an online digital resource by Ton De Jong and colleagues,
allows you to experience various psychological phenomena firsthand, via demonstrations programmed by
a team of Dutch psychologists (hence the sometimes awkward English) and presented over the Internet
(see below for details). You will be required to complete a selection of these exercises during this course.
ZAPS 2.0 is an online resource. The registration code for this website must be purchased separately
through the publisher’s website: https://digital.wwnorton.com/zaps2. Approximate retail price: $30.00.
• Point your browser to the ZAPS 2.0 “landing page”: https://digital.wwnorton.com/zaps2.  You can
purchase the program through the distributor or student book store.
Schedule for Spring 2018
The schedule shown on the following pages is based on three 1 hour lectures per week, except for weeks
devoted to midterm exams.  For convenience, the schedule conforms to a Tuesday-Wednesday-
Thursday format.  The sole exception is the week of Thanksgiving and the RRR week.   Note, however,
that all lectures are available all of the time, from the very beginning of the semester, so that students can
complete lectures at their own pace.  Assignments are due, and exams will be administered, on the dates
indicated.

The entire course is delivered online, employing the Berkeley Canvas website.  To access the course, go
to https://login.uconline.edu/.  You will need to authenticate with a CalNet ID (follow the link and the
instructions on the homepage).  Your access to the Canvas website will terminate on the last day of the
semester, after the final exam has been administered.

You should log into the site on the first week of the semester.

Date
Day
Lecture
Topic
Kalat, 10e

Module 1:  Introduction
16-Jan

Tu

1

Nature and Scope of Psychology
Discussion Comment #1 (See Below for Details)
Chapter 1

Module 2:  Biological Bases of Mind and Behavior
17-Jan
W
2
Organization of the Nervous System
Chapter 3
18-Jan
Th
3
Hindbrain, Midbrain, Diencephalon

23-Jan
Tu
4
Cerebral Cortex

24-Jan
W
5
Hemispheric Specialization, Recovery of Function, and Plasticity

Discussion Comment #2
ZAPS for Active Discovery Learning #1 (See Below for Details)

Module 3:  Methods and Statistics for Psychology
25-Jan

Th

6

Methods and Statistics for Psychology
Discussion Comment #3
Chapter 2

Module 4:  Learning
30-Jan
Tu
7
Reflex, Taxis, and Instinct
Chapter 6
31-Jan
W
8
Classical  and Instrumental Conditioning

1-Feb
Th
9
What is Learned?

6-Feb
Tu
10
A Cognitive View of Learning

Discussion Comment #4
ZAPS for Active Discovery Learning #2

Module 5:  Sensation and Perception
7-Feb
W
11
The Sensory Modalities
Chapter 4

3
8-Feb
Th
12
Sensory Experience

13-Feb
Tu
13
Sensory Thresholds and Signal Detection

14-Feb
W
14
The Ecological View of Perception

15-Feb
Th
15
Perceptual Organization and Pattern Recognition

20-Feb
Tu
16
The Constructivist View of Perception

Discussion Comment #5
ZAPS for Active Discovery Learning #3

21-Feb
W

First Midterm Examination

Administered Online
Covers Modules 1-5, and Kalat Chapters 1-4, 6

Module 6:  Memory
22-Feb
Th
17
Short-Term Memory, Working Memory, and Attention
Chapter 7
27-Feb
Tu
18
Memory: Encoding Processes

28-Feb
W
19
Memory: Storage and Retrieval

1-Mar
Th
20
The Reconstruction of Memory

Discussion Comment #6
ZAPS for Active Discovery Learning#4

Module 7:  Thought and Language
6-Mar
Tu
21
Concepts and Categories
Chapter 8
7-Mar
W
22
Algorithms and Heuristics

8-Mar
Th
23
Are We Rational?

13-Mar
Tu
24
Intelligence
Chapter 9
14-Mar
W
25
Language and Thought

Discussion Comment #7
ZAPS for Active Discovery Learning #5

Module 8: The Trilogy of Mind
15-Mar
Th
26
Emotion
Chapter 12
20-Mar
Tu
27
Motivation

Discussion Comment #8
ZAPS for Active Discovery Learning #6

Module 9: Personality and Social Interaction
20-Mar
Tu
28
Analyzing Social Interaction
Chapter 13
21-Mar
W
29
The Doctrine of Traits

22-Mar
Th
30
The Dialectic Between the Person and Behavior

3-Apr
Tu
31
The Dialectic Between the Environment and Behavior
Chapter 14
4-Apr
W
32
The Dialectic Between the Person and the Environment

Discussion Comment #9
ZAPS for Active Discovery Learning #7

 5-Apr
Th

Second Midterm Examination

Administered Online.
Covers Modules 6-9 and Kalat Chapters 7-9, 12-14

Module 10: Psychological Development
10-Apr
Tu
33
Nature and Nurture
Chapter 5
11-Apr
W
34
Within-Family Differences

4
12-Apr
Th
35
Gender Dimorphism

17-Apr
Tu
36
Continuity and Change in Psychological Development

Discussion Comment #10
ZAPS for Active Discovery Learning #8

Module 11: Psychopathology and Psychotherapy
18-Apr
W
37
Unconscious Mental Life
Chapter 10
19-Apr
Th
38
The Diagnosis of Mental Illness
Chapter 15
24-Apr
Tu
39
Experimental Psychopathology

25-Apr
W
40
Diathesis and Stress

26-Apr
Th
41
Treatment of Mental Illness

27-Apr
Fri
42
The Social Context of Mental Illness

Discussion Comment #11
ZAPS for Active Discovery Learning #9

Module 12: Conclusion
During
RRR

43
Conclusion
No Reading
Discussion Comment #12
Complete ZAPS for Research Participation Experience by Friday, May 4th (See Below for Details)

10-May
Thu

Final Examination

Exam 3 Administered from 11:30 to 12:30 (Location TBA) then Final Exam from 12:40 to 1:40
Exam 3 Covers Modules 10-12 and Kalat Chapters 5, 10, and 15
The Final Exam Covers All Modules and All of Kalat

Supplementary Materials
A set of Lecture Supplements is posted to a supplemental course website on Canvas.  These are,
essentially, written versions of lectures that Dr Kihlstrom would give if this course occupied two semesters
(or maybe two years), instead of just one.  The Supplements also include some essays that Dr Kihlstrom
has written (or in some cases co-authored) on general-interest topics within psychology -- again, you can
think of them as general-interest lectures.  Students will not be held responsible for additional material in
the lecture supplements, beyond what is in the lectures actually delivered online, but those who intend to
major in Psychology may find them informative and useful.  The lecture supplements are updated
throughout the semester.  Click on "Lecture Suplements".

The Canvas website also includes links to Discovery Videos and Online Resources include links to classic
articles in psychology, as well as a collection of videos mostly from Annenberg Media, a project of the
Annenberg Foundation that produces video resources in conjunction with the Public Broadcasting
System.  Of particular interest are:
•
The Brain: Teaching Modules, drawn from The Brain, a series presented on PBS in 1997 (32 videos
5-20 minutes in length) -- http://www.learner.org/resources/series142.html.
•
The Mind: Teaching Modules drawn from The Mind, a series presented on PBS in 1999 (35 videos 5-
20 minutes in length) -- http://www.learner.org/resources/series150.html.
•
Seeing Beyond the Obvious: Understanding Perception in Everyday and Novel Environments,
produced by the NASA Ames Research Center and the University of Virginia covers basic issues of
depth perception and perceptual issues that arise in novel environments such as high-speed flight
and microgravity.
•
Discovering Psychology, a televised introduction to psychology hosted by Prof. Philip Zimbardo of
Stanford University, first presented on PBS in 1990 and updated in 2001 (26 half-hour videos) --
http://www.learner.org/resources/series138.html.
•
Seasons of Life, a telecourse on developmental psychology, first presented on PBS in 1992 (5 one-
hour videos and 26 half-our audios) -- http://www.learner.org/resources/series54.html.

5
•
 The World of Abnormal Psychology, another telecourse, first presented in 1992 (13 one-hour videos)
-- http://www.learner.org/resources/series60.html.
•
Against All Odds: Inside Statistics, yet another telecourse, hosted by psychologist Teresa Amabile,
and hands down the best introduction to probability and statistics ever (26 half-hour videos) --
http://www.learner.org/resources/series65.html.

Midterm and Final Examinations
There will be two midterm examinations taken online.  There will also be an in-person final exam that
serves as both a 3rd midterm and final exam.  Due to the size of the class, all examinations will be in
multiple-choice format.  The first two midterms will be administered online, via the Canvas website, on
dates announced in the syllabus, and are noncumulative.  THE ONLINE EXAMS CANNOT BE TAKEN
WITH CLASSMATES!  Anyone suspected of taking their exam with others will immediately be failed and
their actions will be reported to the center for student misconduct.  The third midterm will be taken in
person and is scheduled for the final exam day.  It, like the previous exams is not cumulative.  The final
exam will come right after the third exam and will be cumulative.  By UC policy, the 3rd and final exam
MUST be administered in person, though it is possible to arrange for a proctored exam to be
administered off-campus for non-UC Berkeley students. For students taking these last exams on
campus, the exams will be held from 11:30 to 1:40 on the 10th of May (location TBA).

All students that are a) taking the class from a school that is NOT UC Berkeley, b) taking a
Tuesday/Thursday evening class at

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

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