My review for this class is based on a completely revised version of the class for Spring 2021; the grading system is completely different for this quarter than previous quarters.

Let me preface this by saying that I believe Professor Robles is a great person and genuinely wants students to learn and improve. I'm sure if he retained the same grading system in the past or if this class was in-person, it would be ten times better the experience than most people had.

This quarter, Robles moved away from using exams as a gauge of performance and instead based the entire class on a set of requirements to meet a grade. I can't even begin to explain how details and convoluted the class setup was. The syllabus alone was damn near 20 pages long and 25% of the students who originally enrolled in this 200 person class dropped after the first two weeks. That's 50 students who dropped solely after seeing the syllabus. And that was literally just the syllabus. There's also a textbook that (thankfully) was made completely optional, and no sections.

The most basic way to pass this class and earn at least a C was to watch all the asynchronous lessons and answer at least 75% of the polls and answer at least 75% of them correctly. That's a really easy way to pass in itself, but it meant that 1) lectures were mandatory and 2) there were a LOT of asynchronous lessons. As in, in addition to attending 2 lessons live per week, you had to watch 2 asynchronous lessons per week and sometimes these asynchronous, recorded ones lasted anywhere from 10 minutes to over half an hour to complete. The synchronous lessons themselves included a lot of filler activities and though the material was sometimes interesting, unless you're passionate about health there's little "psychology" in this class and moreso just statistics and mind-numbingly dull content. Halfway through each class I'd be asleep bro. Asynchronous lessons were also not easy to sit through and you also had to write answers to essay questions embedded in those lessons on CCLE to complete them.

The biggest issue with the class, though, were the papers. In order to get an A, you must complete 3 reflection papers and 2 Disparities-Inequities papers. Now, the Reflection Papers were not hard at all, you can literally finish them within a day and get decent scores with minimal effort. But all the Papers were scheduled way too close in deadlines, as in they were pushed in the second half of the course so that there was damn near one paper due per week and by the end of the quarter we didn't even have feedback on most of the papers we did. Although Robles tries to take time out of lectures for "paper consultations" it rarely happened and most people in this class said that they came away even more confused sometimes when talking to the professor and TA.

Why? Well, the instructions and requirements for each paper, like the syllabus, also happened to be like 10+ pages long. There weren't even any previous examples since this was the first quarter using such a system, so although grading criteria was provided students didn't have any solid insight as to what constituted good grades on papers. I can't even begin to explain how complicated the grading system was, not to mention the "token" system used to redeem late papers or send papers for revision. If I did, I would literally be writing a 5000 word essay on Bruinwalk because that's how damn complicated it was. So I'm just going to say this: the papers were HORRIBLE to write. Very little guidance, very tiresome research, and I converted from a grading scale to P/NP in week 9 because I couldn't stand writing another Disparities-Inequities Paper. It was absolutely, unforgivingly overwhelming. It was quite possibly some of the worst writing assignments I've ever had and rivals that of 100B. Most students this quarter ended up frustrated, confused, and changing to P/NP if not struggling in week 10 to complete the final disparities paper. Very few people could probably attest to having a positive experience in this class this quarter.

Overall, I regret signing up for this class and ending up P/NPing it. The other Column B classes are SO much better, and no offense to Robles as a person but as a professor there are DEFINITELY better profs for this class and material. Robles, if you're reading this, I'm sorry but the system you used this quarter was not it. At all. So please don't repeat it for the sake of future students, going back to exams would benefit them soooo much more.

Grading was based on:
1) 3 exams + final (cumulative) exam - a couple of fill-in-the-blank and short answer questions at the beginning, with the majority of the exam being multiple choice questions

The exams can be kind of tricky, since they emphasize application of knowledge rather than just simple memorization.
On the bright side, the learning objectives, aka the study guide questions for each exam, are listed in the syllabus (except for the ones for the final exam because the professor uses the learning objectives that people seemed to have the most difficulty with on exams 1-3 for the final). Honestly, the study guide you make based off of the learning objectives is the ONLY information you need for the exams. Textbook readings are pretty pointless, in my opinion.

2) Online activities - TopHat (at least 80%(?) need to be answered to receive full participation credit); very simple/quick/easy 5 CCLE assignments (of which one can be missed)

3) Extra Credit opportunities (You can get up to 3(?) extra credit points) - course evaluations; Semel Healthy Campus Initiative Center events (though it seems that students had a hard time trying to find ones to go to); Psychology Department Subject Pool; and certain Finals Week events (ex. therapy dogs at Powell).

Bonus things to note:
Outlines to be used in note-taking can be found on CCLE before each lecture. :)
Each lecture is Bruincasted. :D
The professor creates his own screencasts at times, with the intention that the students view them and take notes on them (using the outlines) on their own time. :O

Overall, though the exams can be a bit tricky and "having" to take notes on the various screencasts outside of the class is kind of annoying lol, the professor is nice and funny, and the material itself is interesting. Good luck!

If I could go back, I would not take this class.
Overall, Professor Robles is a good lecturer, and his exams are straightforward as long as you study and pay attention during lecture. Having said that, he has an overly-complicated grading system that is frankly overwhelming to comprehend. He does not use a traditional points-based/ percentage-based grading system. I genuinely do not even know how explain in this review how his grading worked because it was so complex for no good reason.
As mentioned in reviews of other students from previous quarters, one of the biggest flaws of this class are the Disparities/Biopsychosocial papers, which are divided into three parts and due at different points in the quarter. The first mistake with these assignments is that the first of three parts is due too late into the quarter. By the time the third part is due, there is no time left in the term. This is important to note, as you have the option to do re-writes in the event that you do not pass a part/parts of the paper. Since the last part was due so late, you had to complete your re-write AFTER the quarter had ended. Normally, I would be very grateful for the opportunity to fix an assignment that was not passing, but you have to understand how hard it is to pass these papers- A notable percentage of the class did not pass them.
You can only get an A-range grade if you pass all three parts of these papers. Keep in mind that they are optional, and trying your best to complete them does not guarantee that you will pass each part.
If you fail to pass just one criterion of one of the papers, you are no longer eligible for an A-,A, or A+.
Basically, you can work very hard and successfully pass MOST of the parts, and still end up with the same grade as someone who chose not to attempt them at all.
I understand that a student's grade should be impacted if they do not pass an assignment. With that said, it is not fair that a student's correct work is not at least partially factored into their final grade. Instead, in this situation, the work is essentially done for nothing, and the hours spent on these research papers could have been better used on other courses. This is why points-based systems make sense, as they reflect your scores on any assignments, rather than penalizing you for trying to get a good grade.
It does not make sense that you can be eligible to get an A-rage grade as long as you get C's on exams, but when you don't pass even a single piece of rubric, you are no longer able to earn such a grade. In a way, this is incentivizing students to not study hard for exams, while simultaneously setting the bar way too high to get a good grade.
Essentially, the course is set up so that it nearly impossible not to pass, but it is rather difficult to achieve an A-, A, or A+.
Professor Robles is genuinely a good teacher, and cares about his students. In the end, my only complaint is that the way he sets up his grading system does not reward students effectively.

Professor Robles is an incredibly intelligent individual who has a real passion for all things within the realm of health psychology, and I loved taking class with him. There were four exams, however, the lowest one gets dropped. There are five papers, but you can test out of 2 of them if you score high enough on 2 of the exams. Modules get posted every week, and you have the option of completing each week's module videos/questions or completing the in-class Tophat questions. The modules are also almost identical to what he covers in class, and although you do have to go to class as well (can't rely solely on the modules), the modules helped me understand the material covered in class.

Professor Robles provides a grading flowchart (which is initially very confusing), but it's structured in favor of the student. For example, you can get an A in the class if you score =/>75% on 3/4 of the exams, pass or test out of the 2 reflection papers, and get 1/1 on the three part biopsychosocial paper.
Lectures are very fun and engaging, and although the exams were very difficult, you could still get an A by scoring 75% (which is more than doable).
Overall, psych 150 is a challenging but very rewarding class. I took it as a soc major with no previous background knowledge on health psychology, paid attention, took good notes, and got an A+. If I can do it, you can too.

I feel like Professor Robles is a great professor who really cares about his students. I loved taking his class because he's very organized and clear on what he expects. Although the grading system might take a little bit of getting used to, it technically is in your favor and really makes it easier to get an A (for instance, one of the requirements to get an A is to get above a 75 percent on three out of four exams). Plus, if you score above a 90 percent on his exams (which are open-note and pretty straightforward), you can test out of writing the two reflection papers he requires. But this is just my opinion. I have heard from several others that they dislike this method of grading, even though in my opinion it makes it much easier to pass/get an A.

In general, I feel like this class is very informative and straightforward. His exams are not hard at all and it's relatively easy to get an A in his class if you just complete his asynchronous modules (which are very short to begin with) and show up to lecture.

Professor Robles is a really nice guy who is passionate about helping his students. That said, the online version of this class during COVID was a disaster. The grading system and syllabus were incredibly complicated because he moved from exams to essays. The essay grades were all stacked until the last few weeks of the quarter, so it was week 9 and we only had gotten 2/5 grades on the essays back. I ended up changing to P/NP when I found out more than half of the class failed the second essay. His asynchronous lessons were good and he is a decent lecturer. Before you take his class, make sure he reverts back to exams or you will definitely regret enrolling.

I really liked the style of this class! Your grade is mostly based upon papers that evaluate your writing skills and application of concepts learned in class.

Tips:
* Don't slack off on writing the papers!! There is one almost every week so be on top of it
* Go to office hours: You can walk through your ideas with the TA or the professor and the advice is super helpful.

This class was intimidating at first because there were three midterms AND a final, but honestly so doable and as long as you just attend class and fill out his notes/handouts you will get an A. He literally tells you exactly what you need to know for each midterm and final, all you have to do is memorize the information and know how to apply it. Most of it is common sense, and he offers extra credit opportunities.

Professor Robles is an amazing lecturer but sometimes can seem very monotone. He is very informative and clear on what he expects of his students, and as long as you follow his standards you will do just fine. People would complain about the exams being tough, but they also did not study enough for them. Would recommend taking the class with him!

Great professor. Lectures are engaging, and even though the tests weren't easy, he gave us study guides with learning objectives (on the syllabus) that say exactly what to study for each exam. He's pretty cool, and gives opportunity for extra credit- like 4% of your grade if you do it all. Worth taking for sure.