Human Behavior and Personal Adjustment Syllabus for 2011-2012
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Instructor Information

Course Information

Recording Policy

Disability Statement

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

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The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

PSYC-2315-002 Human Behavior and Personal Adjustment

Prerequisites

RDNG 0331-minimum grade of C or a score on a state-approved test indicating college-level reading skills

Course Description

Applications of basic psychological principles to human adjustment and growth, including psychosocial development, self-concept, stress and coping, social influence, interpersonal relationships, love, intimacy and the prevention of maladjustment.

Student Resources Student Resources Website

Department Expectations

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Hours

(3 sem hrs; 3 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

Corey, G., and Corey, M.S. (2010). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). Brooks/Cole Publishers. ISBN: 978-0-495-60229-3 (paper)

Adams, L. (1989). Be Your Best. Perigee Books. ISBN: 0-399-52626-9 (paper)

Supplies

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Student Performance

COURSE NAME: Human Behavior and Personal Adjustment (On Campus)

COURSE DESCRIPTION:
Although psychology is a relatively new science, psychological researchers continue to explore many different aspects of human behavior, from our inner subjective experiences to interpersonal relationships and cultural differences. While many mysteries remain, psychologists continue to identify principals and techniques which individuals can use to better their lives. This course examines psychological principals and techniques which are relevant to human adjustment. Its goal is to give students the opportunity to learn how psychology can help them understand and cope with the challenges of their everyday life, and gain exposure to a variety of topics related to the psychology of adjustment. Topics covered will include personal learning & growth, reviewing your childhood & adolescence, autonomy and interdependence in adulthood, wellness, managing stress, love, relationships, communication, gender issues, sexuality, work & recreation, loneliness & solitude, death & loss, and meaning & values. While upon completion of this class students will be expected to demonstrate understanding important concepts in all these areas, this class is also meant to be practical. Students will learn about themselves, their own adjustment, and ways they can live happier and more productive lives.

STUDENT PERFORMANCE/LEARNING OUTCOMES:
For some students, this course will be their initial exposure to psychological research and concepts. Students who have already taken General Psychology will be familiar with some of the material. However, rather than an inclusive survey of important aspects of psychology, this course will focus on psychological knowledge relevant to human adjustment. The specific learning objectives include the following:

1. Students will be able to define key concepts and vocabulary important to the psychology of adjustment.

2. Students will be introduced to an understanding of a variety of topics important to the psychology of adjustment, and demonstrate their familiarity and understanding of these topics through exam responses and written response to assigned discussion essays.

3. Students will learn how psychological knowledge is relevant in their personal growth and development, including their understanding of their own patterns of feeling, thinking, and behavior (e.g., in areas such as interpersonal relationships, health, and work).

4. Students will learn strategies for changing their own behavior so that they can more successfully cope with the challenges of everyday life.

 

Students Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

What are the ground rules for group discussion in class and any online discussion?

The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.

• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.

• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.

Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?

Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?

• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.

• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.

• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.

What is expected in terms of classroom etiquette?

In order to maximize the group’s learning, some basic guidelines for the class are helpful.  The following issues rarely occur in class.  However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.

1. Turn off all pagers and cell phones before class.  Do not text message during class.  It is distracting and sends the message that you are not present.  Similarly, do not bring laptops or ipads to class.  Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class.

2. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting.  Students report that they could not concentrate on the discussion. 

3. When a student has the floor, please do not have side conversations with other students.  I believe it is disrespectful to that student who has the floor.  And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.

Grading Criteria

HOW DO I PREPARE FOR THE EXAMS?

1. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.

2. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.

3. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.

4. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.

5. Review the "How To Prepare For Exams" information to learn more about effective study methods.  This document can be found under the Lessons Tab. 
 

EXAMINATIONS:

1. There will be four multiple choice EXAMS.  All exams will be taken online.  Each exam is scored on a 100 point scale.  The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam.  The lowest exam score is automatically dropped.  Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam.  The three exams that are not dropped will count for a total of 80% of your grade in the course.  Each exam will be worth 26.67% of your grade in the course.

2. The lowest exam score will be dropped.  Because the lowest exam score is dropped, there will be no make-up exams.  If you miss a scheduled exam for any reason, that will be the exam score that will be dropped.   

3. There will be an item analysis on each exam.  If the majority of students miss a question, that question will be taken out and an adjustment will be made (points will be added to the students exam score).  This method takes 1 - 2 days to complete, but I believe it helps to make the evaluation process fairer.  Your exam will not be instantly scored with the adjustment after you complete it.  You will get your score with the adjustment 1 - 2 days after the end of the test date period.  I will send you all an email indicating when the adjustment has been made.

4. Each exam will have approximately 50 questions.  The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam.  Therefore, you will need to be sure to allow plenty of time to take the exam.  You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes. 

5. You will be able to see only one question at a time, and you will have one attempt for each question.  You are not penalized for guessing.  You will not be able to go back and review or answer questions.  Remember to click the “submit” button at the end of your exam.   

6. For test security reasons, you will not be able to see your exams after you take them. However, I recommend you use the Companion Site for students for the textbook entitled I Never Knew I Had A Choice: Explorations in Personal Growth. This Companion Site for students will have many example test questions that will be similar to your actual exams.  You can access the Companion Site for the textbook by going to http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495602293&token; thissite will provide you with practice exams for each of the chapters in I Never Knew I Had A Choice: Explorations in Personal Growth. These resources provide similar exam questions for you to practice. They are not required, but they are highly recommended. 

7. In order to check your grades, you can go to the Home Page and see "About This Section" and click on " Click here to check your grades."  The other option to see your grades is to go to the Reports tab. Then, under Category, choose Grades. Under Report, choose Student Grades. 

When you look at your grades you may notice that the categories of "overall," and "exams overall," will appear low because as you take exams more points are added into these two categories. These two categories will be accurate at the very end of the semester after you have completed all of the exams. 

Also, the "discussion participation overall" grade will not be calculated until the very end of the semester.  If you are on track with your participation assignments then you will not hear from me.  If there is a problem with one of your participation assignments, I will let you know so that you can correct the problem and get back on track. 

8. Each online exam will consist of about 50 questions.Each online exam will have a time limit.  You will be notified of the amount of time when you start your exam.  You will have approximately 1.5 minutes per test item.  After you answer a test item, you may not go back to that test item at a later time during the exam.  The questions for each exam will be presented to you one at a time.  The questions must be answered in the order given.  Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing.  For test security reasons, the exams are not released for review.

9. All exams will be taken online.  You are allowed to use your notes on the exams.  The exams are timed (approximately 1.5 minutes per test item) so you will not have much time to look up the answers.  In other words, you will need to know the information well before you take the online exams. 

You may not have another person with you at the time that you are taking one of the online exams.  If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from AmarilloCollege.

10. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

11. An example of how to calculate your grade: if you, for example, made an 82 on exam 1, 79 on exam 2, a 93 on exam 3, and 100 on participation, you would do the following calculations.  Remember, each exam is worth 26.67% of the course grade and participation is worth 20% of the course grade.  You would not include the final exam if you were happy with your scores on exams 1, 2, and 3.  Here are the calculations: 82 x .266 + 79 x .266 + 93 x .266 + 100 x .2 = 21.8 + 21.0 + 24.7 + 20 = 87.5; your grade in the class would be a "B."

12. Final Grades Scale

            A = 90-100

            B = 80-89

            C = 70-79

            D = 60-69

            F = 0-59 

DISCUSSIONS:

The discussion board has two purposes: 1) to provide a way to participate online, and 2) to allow students to post questions or confusing questions about the reading and have other students and/or the instructor respond to the questions.

If you have general questions (and answers) that other students may benefit from, please direct them to the instructor by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in General Questions and Answers, all students will be able to see my (and your) responses.

DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:

How do we participate in this class?

Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.

Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assignment before you come to class.  You need to be prepared to discuss your connections when you come to class. 

The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading.  This greater activity improves learning.  By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.

Where do we go to post our response in the class?

Participation occurs in this class by clicking on the lessons tab, then go to discussion forums, and then click on the specific chapter.

A copy of your participation homework can be shared by posting it in the Discussions.  You can post your response in the class by clicking on the lessons tab, then go to discussion forums, and then click on the specific chapter. There will be Participation Homework assigned throughout the semester. In order to receive credit for your connections (participation homework) you must post it in the Discussions.  You will also need to turn in a hard copy to your instructor at the end of the class period when it is due.

Where do we find the homework assignments?

The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.

What types of homework assignments will we have?

There are two types of assignments that are designed to facilitate your critical thinking about the reading: 1) a structured discussion question or 2) a connection response.

Can you explain the difference between a structured discussion question and a connection response?

The structured discussion questionis very straightforward in that it is a structured question that I design and you answer based on the reading assignment. The directions for each critical thinking exercise / discussion question is found in your course schedule.

The connection responseis a detailed response consisting of your reaction and opinion to a reading assignment.  The connection response is more open-ended (less structured) than the discussion question.

Each connection responseshould reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to a major concept from the chapter.You can also talk about how concepts from other readings from any source relate to a concept in your assigned reading. It is critical that you title each connection response with your name and the chapter that you are responding to.

Connection responses(like the structured discussion question)help students find meaning in what they read. The process of making connections to the main concepts in the reading helps with remembering the concepts. If you can remember a concept, you can then apply that knowledge in your life.

These connection responsesare not a summaryof the reading. No credit is provided for a summary of the reading. You may want to ask yourself the following questions as a way to help you create a connection response:

1) How does this concept (a concept from the reading that you choose) help you to cope with stress or to enrich your life?

2) How does the reading relate to your community, or your family?

3) Is there something in the news (or online) or something a friend has experienced that directly relates to something in the reading?

4) How does the reading relate to other books, films, web sites, or articles you have read?

5) You may also take one side or another with an issue in the reading. If you choose to take one side or another, you must support your opinion or viewpoint with facts either from the textbook or from another reputable source.

Do we need to save a copy of our responses?

Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.

How much will participation count in terms of the overall grade in the course?

Active and engaged participation is critical for this class!  It makes it more fun and interesting.  What we are going to do here is devote all our time and attention to the study of psychology, it is very difficult and it needs all our attention.  Therefore, please do not text in class.  Participation is accrued over the course of the semester i.e., you get points for showing up and being actively engaged in the discussions. 

If you are texting in the class, then it is as if you are not really present and actively participating.  I will give you a caution and you will not receive credit for participation for that day.  Similarly, do not bring laptops or ipads to class.  Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class.  If a student continues to break this rule, he or she will be asked to transfer to an online course. 

Participation will count as 20% of your final grade. The maximum score for participation at the end of the semester is 100.  You will receive a grade for participation at the end of the semester. You will notice that the overall grade for the course will not be accurate until the very end of the semester because your participation grade will not be included in the formula until after the final exam.

Each participation assignment will be graded as a pass or fail.  You can assume that you are passing each participation assignment unless you hear from me. If the quality of your participation assignment is low, I will email you with feedback to help get you back on track. 

The quality of your participation is based on what you bring to the course with regard to your responses and your responses to other persons responses. You will be able to determine the student who puts his or her heart into the response and discussion in contrast to the student who provides very little to the group. In addition, you will be able to see other students' connection responses (online) which will help you to improve your own responses.

How long should each response be?

Each response, whether it is a structured discussion question or a connection response, should have a main idea and several supporting statements. Make each connection response at least 300 – 600 words single-space and in 12 point character size.

Attendance

DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.

ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.

MAKEUP POLICY:

Please review the test dates in the course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.

Calendar

Additional Information

TECHNICAL PROBLEMS:
If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.

DROPPING/AUDITING THE CLASS :
The last day to withdraw is April 19.  You must officially drop a class in the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA. PLEASE BE AWARE OF THE WITHDRAW DATE!  YOU DO NOT WANT AN “F” ON YOUR TRANSCRIPT BECAUSE IT WILL SERIOULSY HURT YOUR GPA.  AND A LOW GPA WILL HURT YOUR CHANCES OF BEING ACCEPTED INTO ACADEMIC PROGRAMS THAT YOU MAY APPLY TO IN THE FUTURE.

Please feel free to discuss any concerns you may have with your progress in this course with the instructor. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule.

No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency (such as death in the family) or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.