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Bryan Lovelace

Title
Adjunct Faculty
Department
Behavior Analysis
College
College of Health and Public Service

Education

MS, UNT, 2008.
Major: Behavior Analysis
BS, UNT, 2004.
Major: Applied Behavior Analysis

Current Scheduled Teaching*

BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 1 2019
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Spring 1 2019
BEHV 4900.012, Special Problems, Spring 1 2019
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Fall 1 2018 Syllabus
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 1 2018

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2018 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2018 Syllabus SPOT
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Spring 2018 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Fall 2017 Syllabus SPOT
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2017 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2017 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2017 Syllabus SPOT
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Spring 2017 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Fall 2016 Syllabus SPOT
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2016 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2016 Syllabus SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2016 Syllabus SPOT
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2015 SPOT
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2015 Syllabus SPOT
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2014 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2014 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2014 Syllabus
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2013 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2013 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2013 Syllabus
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2012 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Summer 10W 2012
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2012 Syllabus
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2011 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2011 Syllabus
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2010 Syllabus
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2010
BEHV 3200.002, Science, Skepticism, and Weird Behavior, Fall 2009
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Spring 2009
BEHV 3200.001, Science, Skepticism, and Weird Behavior, Fall 2008
BEHV 3150.001, Basic Behavior Principles, Summer 5W1 2008

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

,
Overall
Summative Rating
1
Challenge and
Engagement Index
2
Response Rate
0
out of 5
0
out of 7
%
of
students responded
A Challenge and Engagement Index of "n/a" means
there were not enough student responses to calculate a score.
  • 1 Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • 2 Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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