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.

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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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Course

PSYC-2315-001 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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Hours

(3 sem hrs; 3 lec)

Class Type

Online 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) (Required)

  

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

Supplies

No supplies available

Student Performance

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:

Upon successful completion of this course, students will:

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

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.  Then, I suggest you take practice exam questions.

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.”  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. 

 

Grading Criteria

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 satisfied 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 satisfied 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.  There will be no make up for 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 20 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. 

The computer will allow you to stop the exam at any given time during the time allowed.  You can then go back into the exam and resume taking the exam.  However, no matter how many times you stop and resume the exam, the timer NEVER STOPS.  For example, let's say that you have an exam set for 75 minutes. You start taking the exam at 3:00pm.  Again, no matter how many times you stop and resume the exam, the timer NEVER STOPS.  (If you stop an exam, the timer will continue to run.)  Therefore, your access to the exam will be over at 4:15 (75 minutes) no matter how many times you start and stop the 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 (copy and paste the link)

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.  

 

 

GENERAL QUESTIONS AND ANSWERS:

When you go to Lessons Tab and then to Discussion Forums, 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. If I fail to respond to your question that you post in the “General Questions and Answers,” please send me a direct email and remind me of your post.  Students infrequently post questions in the “General Questions and Answers” discussion board so I do not check it daily. 

 

DISCUSSIONS / PARTICIPATION:

How do we participate in this online class?

There are three important Unit Assignments that provide you with a way to participate in the course.  Your Course Schedule (found in the Lessons Tab) will give you the instructions for each Unit Assignment as you proceed through 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 assigned chapter before you post your response.

The reason for assigning the discussions (participation homework) is because it will help you become more actively involved in the reading.  This 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 Unit Assignments in the class?

Participation occurs in this class by clicking on Discussions (on the Home Page for the course), and then click on the specific Unit Assignment you are working on.  You will then post your paper into the appropriate Unit Assignment.   

 

It is the student’s responsibility to make sure the paper for a Unit Assignment is posted.  You should post directly into the Discussion for the specific assignment.  Do not post your paper as an attachment.  After the paper is posted, it is the student’s responsibility to check to make sure that their discussion in fact was posted. 

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?

Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, taking the exams, completing three Unit Assignments, and taking the Critical Thinking Quiz.  I recommend you outline (take notes) on the reading assignments, but you do not turn in the outlines to your instructor.

 

Are we required to respond to other students posts?

Yes, depending on the assignment.  You are required to respond to a peer for the Unit One Assignment and Unit Three Assignment. I do believe that the class will be more interesting if you do make some genuine responses to other people's responses. When you respond to another person's paper, please do not just say "I agree." or "I couldn't have said it better." These responses are not really contributing to the discussion. Instead, provide some details about the other person’s response. 

 

I want to see that you gave your peer’s paper some real thought.  You need to relate to your peer’s paper by connecting your personal experience and/or observations to their response.  You can also relate ideas from the text or some other source (movie, article, book, news) to their response (paper).  Your response to your peer must be a minimum of 100 words.  You can also engage your peer by adding a follow-up question about their response to stimulate a brief exchange of ideas.  A 20 point penalty will be assessed to your peer response if it does not meet the minimum requirement of 100 words.  Your word processor should give you a word count for your discussion papers.

 

Do we need to save a copy of our responses?

Yes. I recommend that you write your response in Word, and then paste your response into the Discussion.  You should save a copy of your paper 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. Do NOT post your paper as an attachment.  I cannot grade your paper inside the Blackboard system unless it is posted into the Discussion.

How much will the Unit Assignments count in terms of the overall grade in the course? Participation (Unit Assignments) will count as 15% of your final grade. The maximum score for each of the three Unit Assignments is 100 points.  There is a 30 point penalty for turning in a late Unit Assignment.  At the end of the semester, all of the Unit Assignment scores will be averaged. 

How will the Unit Assignments be graded?

Unit One Assignment consists of a 600 word response to the assigned question (70 points) and a 100 word peer response (30 points). 

Rubric used to grade Unit Two Assignment Discussion Response:

 

The "A/B" response (70 points) contains clear, thorough responses to each of the sub-questions 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 (50 points) does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought and it contains errors in sentence structure and paragraph development.  There is only minimal indication that the student applied concepts from the assigned reading.

 

The “F” response (20) minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.  Information is present, but very difficult to understand due to poor organization.  Very poor grammar and spelling used throughout the paper. 

Rubric used to grade Unit Two Assignment Peer Response:

The “Passing response” (30 points) demonstrates that the student gave their discussion some real thought.  The student related ideas from another source of media (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  After the student related ideas from some source of media to the peer response, he or she has the option of adding their personal experience (observations) to their peer’s response. 

The “Failing response” (0 points) does not meet the minimum 100 word requirement.  It could meet the 100 word requirement, but it does not relate ideas from another source of media (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  Instead, it just provides a few opinions about the peer’s response.  

Unit Two Discussion Assignment consists of a 600 word response to the assigned question (100 points). 

Unit Three Assignment is a 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

	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 does 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.

 

Unit Three Assignment consists of a 600 word response to the assigned question (70 points) and a 100 word peer response (30 points). 

Rubric used to grade Unit Two Assignment Discussion Response:

 

The "A/B" response (70 points) contains clear, thorough responses to each of the sub-questions 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 (50 points) does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought and it contains errors in sentence structure and paragraph development.  There is only minimal indication that the student applied concepts from the assigned reading.

 

The “F” response (20) minimally addresses the items in the assignment.  It does not provide evidence of the student’s reflective thought.  There is no indication that the student applied concepts from the assigned reading.  Information is present, but very difficult to understand due to poor organization.  Very poor grammar and spelling used throughout the paper. 

Rubric used to grade Unit Two Assignment Peer Response:

The “Passing response” (30 points) demonstrates that the student gave their discussion some real thought.  The student related ideas from another source of media (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  After the student related ideas from some source of media to the peer response, he or she has the option of adding their personal experience (observations) to their peer’s response. 

The “Failing response” (0 points) does not meet the minimum 100 word requirement.  It could meet the 100 word requirement, but it does not relate ideas from another source of media (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response.  Instead, it just provides a few opinions about the peer’s response.  

 

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

I will not accept a paper that does not meet the minimum word requirement.  If you turn in a paper below the minimum required word count, you may redo the paper and incur a 30 point penalty.  You should use a word processor to write your papers. Your word processor should give you a word count.   

 

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 discussion 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.

 

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:

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 exam.

Calendar