General Psychology Syllabus for 2014-2015
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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

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

N/A

Student Withdrawal Procedures

N/A

Privacy Statement

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-2301-H General Psychology

Prerequisites

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

Course Description

General Psychology is a survey of the major psychological topics, theories and approaches to the scientific study of behavior and mental processes.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

Hybrid

Syllabus Information

Textbooks

\ Myers, D.G. (2011). Exploring Psychology (8th ed.) Worth Publishers. (Required)

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\ Straub, R.O. (2011). Study Guide to Accompany Exploring Psychology (8th ed. or 7th ed.), Worth Publishers. (This book is suggested because it has many example test questions.  It is not required.  You should be able to get this used on Amazon for as little as $3. An older edition of the study guide will work for this class.)

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\ * REBT articles – (This information is provided in the web course under the Lessons Tab, then click on Supplemental Reading.)

Supplies

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Student Performance

\ COURSE DESCRIPTION:

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\ The course is an introduction to psychology covering the principles of human behavior relating to heredity, maturation, intelligence, learning, motivation, perception, emotions, personality, psychological disorders, therapies, and social context.

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\ Learning Outcomes:

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\ Upon successful completion of this course, students will:

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\ 1.      Identify various research methods and their characteristics used in the scientific study of psychology.

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\ 2.      Describe the historical influences and early schools of thought that shaped the field of psychology.

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\ 3.      Describe some of the prominent perspectives and approaches used in the study of psychology.

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\ 4.      Use terminology unique to the study of psychology.

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\ 5.      Describe accepted approaches and standards in psychological assessment and evaluation.

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\ 6.      Identify factors in physiological and psychological processes involved in human behavior.

Students Rights and Responsibilities

Student 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

I want you to use the more user friendly version of the Course Syllabus in this course by going to the Home Page for the course and then going to the Lessons tab.  Then click on the Course Syllabus. 

Critical Information on How To Use Email in This Course!

 

In order to receive email from the instructor you must use your AC Connect Google Email account.  If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. 

 

There is one way to email your instructor.  You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking.  Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course.  Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course). 

 

Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis.  The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account.  These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.  

 

If you do not follow these instructions, you email is at risk of getting lost.  I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class.  If you follow the instructions about your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner. 

 

You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.

 

http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w

 

http://screencast.com/t/0jlcsuLrdj

 

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 for our discussions.  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 you are texting or emailing during class time you will incur a 30 point penalty for your attendance / participation grade for that day of 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. 

 

4. I will do all I can to make sure each class ends on time, but I need everyone else’s cooperation to do this. Please arrive to class on time, if not a few minutes early.

 

TECHNICAL PROBLEMS:
If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.

DROPPING/AUDITING THE CLASS:
The last day to withdraw is November 18.  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 WITHDRAWAL 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!

Grading Criteria

HOW DO I PREPARE FOR THE EXAMS?
1. This is a three hour course. An estimate of study time outside of class is 3 hours for every 1 hour in class. Therefore, you need to plan on spending at least 9 hours per week in studying for this class outside of class. 

2. 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.

3. 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.

4. 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.

5. 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.

6. Please take the time to read these papers: "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.”  This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.   

7.  Students report that it is helpful to make a flash card for each paragraph of reading material.  They ask a question on one side of the card and answer it in their own words on the other side of the card.  Then, they have a way of testing their understanding of the content. 
 

EXAMINATIONS:

1. There will be four multiple choice EXAMS.  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. 

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 exam will be the exam score that will be dropped.   The purpose for the drop grade is so that you can miss an exam for any reason, such as death in the family, illness, vacation, having a baby, not able to get your books on time, not having access to a computer, having to work, forgetting to take an exam, etc. 

3. Each exam will have 50 questions that will be randomly selected from a test generator.  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. 

4. 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.  

5. For test security purposes I do not release the tests or allow additional time to go back and review the exams.  I offset this policy with open book / open note exams, simulated practice test questions, participation grade, and grade adjustments for each exam based on the number of questions missed by the class.  Also, there is a recommended study guide with many similar practice test questions. 

                                                                    

6. There is not an “extra credit” option.  I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit.  I want you to learn the study skills necessary to be successful as you continue taking courses in college.  I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class.  That course teaches you how to study and take exams so you can be successful in your future college courses.

 

7. I round up grades that are “borderline”, for example, 79.5 would be rounded up to a B, and a 79.4 would round down to a C.   

 

8. In order to check your grades, you can go to the Home Page and click on “My Grades.” 

9. Each online exam will consist of 50 questions. Each online exam will have a time limit of 75 minutes.  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.

10. 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 Amarillo College.  

11. 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.

12. How do I calculate my grade in the course?

Here is an example of how to calculate your grade. We are assuming in this example that you were happy with your scores on exam 1 = 82, exam 2 = 89, and exam 3 = 93, so your final exam would count as your drop grade.  We will assume that your ten grades for participation (Psychology Science Lab + seven Discussions + one Film Attendance + one Service Learning Attendance) are as follows: 75, 100, 50, 100, 100, 100, 100, 0, 100, and 100.  We also assume you made 100 on your Service Learning Project. 

Here is how you do the math:

Your average for your exams: 82 + 89 + 93 = 264/3 = 88

Your average for your ten participation grades: 75 + 100 + 50 + 100 + 100 + 100 + 100 + 0 + 100 + 100 = 820/10 = 82

Your grade for your service learning project: 100

Remember, the exams are worth 80% of the course grade, participation is worth 15% of the course grade, and service learning project is worth 5% of the course grade. 

Then complete the following equation:

88 X .80 + 82 X .15 + 100 X .05 = 70.4 + 12.3 + 5 = 87.70.  Your grade for the course would be a “B.” 

13. Final Grades

            A = 90-100

            B = 80-89

            C = 70-79

            D = 60-69

            F = 0-59

 

14. An explanation of how Blackboard (the software that runs the exams in your course) grades your exams.

 

The lowest exam grade out of the four exams will be automatically dropped.  After you have taken exam 1, that test grade will NOT be calculated in the Course Average until you have completed exam 2.  If you have only taken exam 1, then that exam score is being dropped for now, meaning that it will not show in the Course Average.

   

Let’s look at another example.  Let us say that you have only taken exam 1 and exam 2 and that you made an 82 on exam 1, and a 79 on exam 2.  Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 82 at that time because it is automatically dropping the lowest exam grade (the grade of 79). 

 

Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, and a 93 on exam 3.  Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 87.5 at that time because it is automatically dropping the lowest exam grade (the grade of 79) that you have taken so far.  It is not taking into account a grade for the final exam.  Here, Blackboard is averaging the 82 and the 93 to get an Exams Average grade of 87.5.   In this example, if you decided to take a 0 for your final exam, your actual Exams Average would be: 82 + 79 + 93 = 254/3 = 84.67

 

Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, a 93 on exam 3, and a 63 on the final exam.  Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 84.67 at that time because it is automatically dropping the lowest exam grade (the grade of 63).  Here, Blackboard is averaging the 82, 79, and the 93 to get an Exams Average grade of 84.67. 

 

After you have taken the first three exams, be aware that the Course Average grade will not be accurate until after the final exam score has been taken into account for the overall grade in the course.  After you take exam 3, you will need to calculate your grade in the course by hand to see where you stand in the course before you consider taking the final exam. 

PRACTICE TEST QUESTIONS:

I recommend you use the Study Guide To Accompany Exploring Psychology by Richard Straub; it will have many example test questions that will be similar to your actual exams.  The Study Guide To Accompany Exploring Psychology is not required for this course.  You should be able to order a used copy inexpensively.  You could even order an older edition of the study guide and it would still be of great help. 

 

If you do not have the Study Guide To Accompany Exploring Psychology, then you may use the Book Companion Website for Exploring Psychology.  I recommend the study guide over the Book Companion Website for Exploring Psychology; the study guide book has more examples of test questions.

 

You can access the Book Companion Website for Exploring Psychology by going to

www.worthpublishers.com/myers and click on your textbook. You will need to register before you can access the Book Companion Site for Exploring Psychology.  You have to have an email address in order to register.  Once you get into the Book Companion Site for Exploring Psychology, you can you can review the concepts by doing the practice Quizzes.  You do not turn in any of the assignments from the Study Guide To Accompany Exploring Psychology or from the Book Companion Site for Exploring Psychology.  These resources provide similar practice exam questions.  They are not required, but they are highly recommended.   

 

 

DISCUSSIONS:

The discussion board has two purposes: 1) to provide a way to participate online, and 2) to allow students to post 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 discussions (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.  You need to bring your book and your notes that you took from the reading and lecture to each class.

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 Discussions, and then click on the specific chapter.  You will then be able to post your discussion into the specific assigned chapter.  In order to receive credit for your connections (participation homework) you must post it in the Discussions. 

 

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

 

The connection response is 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 response should 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 responses are not a summary of 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.

Your discussion assignments (connection responses or structured discussion question) requires an in-depth connection e.g., by explaining in greater detail how your experience relates to aspects of the reading.  You can also connect the material from the assignment to other material we have covered in the class or to outside sources that relate to the topic. 

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.  I also recommend that you take advantage of the Writers Corner at AC; they will help you with your grammar and writing skills.

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 difficult and it needs all our attention.  Therefore, it is critical that you show up on time to class.  Also, 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. 

 

In order to receive full credit for participation on any given day, you will need to bring your hard copy of the discussion assignment and actively discuss your ideas in class.  Each day is worth 100 points.  For that day you will receive a maximum of 50 points for posting the discussion assignment and you will receive a maximum of 50 points for attendance and actively discussing your ideas in class.  There will be a 30 point penalty for turning in a late discussion assignment. Participation will count as 15% of your final grade.

 

What rubric is used to grade the discussion assignments?

The "A/B" response (50 points) contains clear, thorough responses to the items identified in the assignment.  It provides evidence that the student has diligently applied concepts from the assigned reading.  It follows normal written conventions for good sentence construction, paragraph development and spelling. 

 

The "C" response (35 points) meets only the basic criteria, and those in a minimal way. It responds to the items of the assignment, but leaves questions for the reader as to the facts and impressions of the writer. Generally avoids both the monotony created by series of choppy, simple sentences and the incoherence caused by long, tangled sentences. There is indication of minimal application of concepts from the assigned reading.

 

The '"D/F"' response (20 points) does not adequately address all of the items in the assignment. It does not provide evidence of the student’s reflective thought and it contain errors in sentence structure, paragraph development.  It lacks a clear organizational plan.  It does not develop its points or develops them in a repetitious, incoherent, or illogical way.  There may be little, if any, development of supporting examples from the assigned reading.  There is no indication that the student applied concepts from the assigned reading.

 

Is there a penalty for texting during the class? 

Yes.  If you are texting in the class, then you are not really present and actively participating.  Consequently, you will receive a 30 point penalty from your attendance / participation grade for that day. 

 

Can we use laptops or ipads in class?

Please 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.  All of the lectures in this class are online and we do discussions in the classroom.  Therefore, you will not need to use your laptop or ipad to take notes.  You need to take all of your notes from the reading and lectures before you come to class.  The exception to this rule is when we see a film in the classroom. 

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 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 350 – 600 words single-space and in 12 point character size.  

 

Is there a penalty if my discussion does not meet the 350 word required minimum?

I will not take a discussion paper that does not meet the 350 word required minimum.  You may redo the paper and incur a 30 point penalty.  Your word processor should give you a word count for your discussion papers.

 
What are the ground rules for group discussion in class?
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 for our discussions.  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 you are texting or emailing during class time you will incur a 30 point penalty for your attendance / participation grade for that day of 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. 

 

4. I will do all I can to make sure each class ends on time, but I need everyone else’s cooperation to do this. Please arrive to class on time, if not a few minutes early.

 

Service Learning Project:

The service learning project will count for 5% of the grade in the course. 

 

Often the deepest learning is accomplished through EXPERIENCE. The concept of service learning connects teaching, learning and research in a vital way, called active practice. The goal of the service learning project is to facilitate the process of giving of yourself in a setting which is DIVERSE from your normal realms of experience and enhance the academic learning through the community service.

 

Another benefit of service learning is the insight you may gain into yourself and others as you explore unique territory. In addition, you may find your sense of interconnectedness with others is strengthened. By participating in a community setting, you will be able to obtain insights that are not possible by reading the textbook. Studies of students who participated in service learning reported that it was one of the most important experiences in college.  It is not uncommon for students to make career decisions based on their experiences in the community. 

A service learning project is also a powerful way to enrich your learning of the theories and principles of psychology through active participation in your community. An additional benefit to this learning experience is the acquisition of service hours that are often required or preferred in application to many psychology programs as well as other programs of study.

 

How Does the Service Learning Project Work? 

I. Complete a minimum of TEN hours of service in the community during the semester. I have selected a variety of community-based organizations that you can contact to request a placement.  You may also know of organizations that are not on my list. You can find this list of community-based organizations under the Lessons tab.  You must consult with me before securing your placement.

 

Some of you may choose to work individually with an agency, while others may prefer to work with other students in pairs or in a small group.

 

By October 1 every student should have selected an agency for their Service Learning Project and contacted the agency to set up an initial visit.

 

The quality of your service to the agency is so important that it will be considered in your grade on this assignment.  Issues such as attitude, punctuality, dedication, and notification to the agency if you cannot keep a specific commitment to be there will be reported by your supervisor. If there are any problems that arise for you during this service, please talk to your supervisor and/or me. Also if any problems regarding the quality of your work occur, the supervisor will contact me. Throughout the semester you will be asked in class for brief feedback on the service learning experience.

 

Here are some questions you will need to consider when you approach an organization to request a placement.

 

1. What does your agency/organization do?
2. What will you be doing for that organization?
3. What concepts and theories will your project focus upon?
4. What reasons did you have for selecting the site?
5. With whom will you be working?
6. What do you hope to learn from this placement?

 

II. Write a Service-Learning Project Paper which will include:

 

In the heading, state your name, the organization, and your contact person at that organization with his/her telephone number.

 

Part I (40 points):  <

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.

TECHNICAL PROBLEMS:

If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.

DROPPING/AUDITING THE CLASS :

The last day to withdraw is November 18.  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 WITHDRAWAL 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!

 

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Additional Information

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