Psychology of Adjustment Syllabus for 2014-2015
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Instructor Information

Course Information

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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 Psychology of Adjustment

Prerequisites

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

Course Description

Study of the processes involved in adjustment of individuals to their personal and social environments.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

TEXTS:
\ 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) (Required)

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

Supplies

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Student Performance

PREREQUISITE: Scores on a state-approved test indicating college-level reading skills or a C or higher in RDNG 0331.

COURSE DESCRIPTION:

Study of the processes involved in adjustment of individuals to their personal and social environments.

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.

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

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

 

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Syllabus

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Psychology of Adjustment (Online)

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Spring, 2015

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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.

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Critical Information on How To Use Email in This Course!

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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. 

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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). 

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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.  

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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 these instructions, 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. 

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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.

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 (First Year Seminar), which teaches important areas such as 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. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text” 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. 

EXAMS AND CRITICAL THINKING QUIZ:

1. How many exams are there in this course?

There will be four multiple choice EXAMS, and one Critical Thinking Quiz.  The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. There is also a Critical Thinking Quiz.  The four exams and the Critical Thinking Quiz will be taken online.  Each exam and Critical Thinking Quiz is scored on a 100 point scale.   

2. Do I have to take the Final Exam if I am happy with my scores on Exam 1, Exam 2, and Exam 3?

You do not have to take the Final exam if you are happy with your scores on Exam 1, Exam 2, and Exam 3? 

The lowest exam score out of the four 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. 

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. 

You do NOT have the option of dropping the Critical Thinking Quiz. 

3. How many questions are on the exams?  How much time do we have to take each exam? 

Each online exam will have 50 questions that will be randomly selected from a test generator.  Each online exam will have a time limit of 75 minutes (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. 

4. What time do the exams open and close? 

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. How many questions are on the Critical Thinking Quiz?  How much time do we have to take the Critical Thinking Quiz? 

The Critical Thinking Quiz is 10 questions; you have 15 minutes to complete the Critical Thinking Quiz.

6. What are the basic instructions for taking the exams online?

All exams will be taken online.  You are allowed to use your notes on the exams.  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.  Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing.  Remember to click the “submit” button at the end of your exam. 

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.

7. What is the penalty for cheating on an exam?

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.  

8. Do you release the tests or allow additional time to go back and review the exams?

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. 

9. Do you offer extra credit?

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.

10. Do you round up grades that are “borderline?”

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

11. Where do I go to check my grades?

In order to check your grades, you can go to “My Grades” on the Home Page for the course. 

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

Here is an example of how to calculate your grade.  The Exams are worth 80%, the Unit Assignments are worth 15%, and the Critical Thinking Quiz is worth 5%.

Let us say, for example, that you made the following grades in the course:

Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Final Exam = 0 (drop grade)

Unit One Assignment = 100; Unit Two Assignment = 75; Unit Three Assignment = 100

Critical Thinking Quiz = 85

Here is how you would do the math:

Average the Exam grades: 82 + 79 + 93 = 254.  254/3 = 84.67

Average the Unit Assignments: 100 + 75 + 100 = 275.  275/3 = 91.67

84.67 X .80 = 67.74 (Exams)

91.67 X .15 = 13.75 (Unit Assignments)

85 X .05 = 4.25 (Critical Thinking Quiz)

Now, add the numbers for each category:  67.74 + 13.75 + 4.25 = 85.74 = B (Course Grade)

13. What is the Grading Schema for the Final Grades?

89.5 to 100 = A

79.5 to 89.4 = B

69.5 to 79.4 = C

59.5 to 69.4 = D

0 to 59.4 = F

14. What are the weight of the assignments?

The Exams, Unit Assignments, and Critical Thinking Quiz are each worth 100 points.  The Exams are worth 80% of the course grade, the Unit Assignments are worth 15% of the course grade, and the Critical Thinking Quiz is worth 5% of the course grade.

15. Explain how Blackboard grades the exams.  Blackboard is the software that runs the exams in your course.

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).  Here, Blackboard is averaging the 82 and the 93 to get an Exams Average grade of 87.5.  

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. 

Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, Unit Assignments, and Critical Thinking Quiz have been completed for the class.  Therefore, you need to calculate your grade by hand to help determine your decision whether or not to take the final exam.

 

PRACTICE TEST QUESTIONS:

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 ; this site 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. 

GENERAL QUESTIONS AND ANSWERS:

When you go to Lessons Tab and then to Discussions, you will see General Questions and Answers.  Here, you can ask a question or provide comments that the entire class (including your instructor) can see. 

If you have general questions (and answers) that other students may benefit from, please direct them to the instructor (or class) 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:

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.  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 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 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. 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.

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 class?

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 50 points for posting the discussion assignment and you will receive 50 points for attendance and actively discussing your ideas in class.  There will 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/D" response (25 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.

What rubric is used to grade the Social Responsibility Essay?

Please answer the following question using complete thoughts, complete sentences and correct grammar. In 400-600 words explain why there is a stigma against people who live in poverty. What steps could we take as a community to lessen the stigma and support individuals who are living in poverty? Use the following link to provide support for you explanation: http://www.newstatesman.com/economics/2013/02/missing-dimension-poverty-stigma

 

Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.

 

	Levels of Achievement
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement	Does Not Meet Expectations
Knowledge	40 Points Reflects knowledge gained through research of website and reflects on own experiences and  personal knowledge of the subject making sure to answer every part of the question presented	32 Points Reflects using minimal information form website source and most from personal knowledge and experience making sure to answer all parts of the question presented.	24 Points Reflects only using personal knowledge and nothing from website source Answer most of the questions presented.	18 Points Reflects only on using knowledge and doesn’t not answer all the question presented.
Organization	40 Points Information is clearly organized.	32 Points Information is semi-organized.	24 Points Information is loosely organized.	18 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	20 Points Proper grammar and spelling used throughout written and oral work.	14 Points Proper grammar and spelling used throughout written and oral work with minimal errors.	10 Points Proper grammar and spelling used throughout written and oral work with major errors.	6 Points Very poor grammar and spelling used through written and oral work.

Your Course Schedule will provide you with the details of how to complete these Unit Assignments.  This document is found under Lessons on the Home page for the course.

The quality of your participation is based on what you bring to the course with regard to your papers and your responses to your peer’s papers. 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.

By reading how your peers connect to specific concepts from the assignments, you will likely improve your understanding of the reading because you will see another person’s specific connection to the material.  When you make meaningful connections to the material, you are more likely to remember and apply the concepts. 

Is there a penalty if my Unit Assignment does not meet the required length?

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.  Please do not bring laptops or ipads to class on film days because people are inclined to get lost in their email or surfing online. 

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 400 – 600 words single-space and in 12 point character size.  (The exception is Discussion #9; see the Course Schedule for details.)   

  

What are the ground rules for group 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 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.  This type of class requires the group to be engaged and tuned in to the conversation to be successful.  If you are texting during the class, it sends a message that you are not really interested in what your classmates are saying.  This type of distraction can take away from the group developing a cohesive connection that is necessary to help participants to feel free to express their ideas.  In addition, as the instructor, I feel disrespected when a participant is texting throughout the class; it

Attendance

\ DISABILITY STATEMENT:

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\ 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.

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\ ATTENDANCE POLICY:

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

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\ MAKEUP POLICY:

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\ 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.

Calendar

Additional Information

No additional information available