DurbrowCV2008

ERIC H. DURBROW

ACADEMIC POSITIONS

2009, Adjunct Instructor, Child Development, California State University Sacramento.

2008 Dec-Current. Adjunct Assistant Professor, Early Childhood Education. Folsom Lake College, Folsom, CA, USA.
Teaching onsite child development courses.

2003 Sept 29-Current: Core Adjunct Instructor in Psychology.
Psychology, National University, Sacramento, CA, USA.
Teaching psychology courses at graduate and undergraduate levels, online, offline.

1997 July 1-2002 June 30: Assistant Professor.
Human Development and Family Studies, The Pennsylvania State University, PA, USA.
Taught child development courses and seminars, published papers, received grants.

1994 July 1-1996 June 30: NIMH Postdoctoral Fellow in Developmental Psychology.
Institute of Child Development, University of Minnesota, Minneapolis, MN, USA.
Taught child development courses and seminars, wrote papers, received grants.

RELATED POSITIONS

2008-Current: SAT Essay Reader, Pearson.

2002-Current: ETS Scoring Leader for TOEIC, Reader for CSU-EAP, GRE, GMAT, TOEFL-iBT, CAHSEE.

1986-1994: Academic Computing Support at U Michigan, U Washington, U Missouri.

EDUCATION

1993 May 16: Ph.D. Anthropology.
University of Missouri-Columbia.
Thesis: School performance & behavior problems of Caribbean children: Associations with pediatric risk, growth, home conditions, & temperament. Dissertation Abstracts International Section A: Humanities & Social Sciences 54(9-A): 3489.

1991 May 11: M.A. Anthropology.
University of Missouri-Columbia.
Thesis: Effects of caretakers on child growth and failure-to-thrive.

1986 May 26: B.A. Anthropology-Sociology.
Oberlin College, Ohio.
Thesis: Testing theories of gender roles.

AWARDS AND RECOGNITION

2001: Minority Summer Research Opportunity Program (Recognition), Penn State.

1994: Johann Jacobs Young Investigator Award, Johann Jacobs Foundation.

1990: Fulbright Fellowship Award.

1989: Graduate Student of the Year (Recognition), University of Missouri.

1988-90: Quadrangle Fellow Award, University of Missouri.

COURSES TAUGHT

• Child & Adolescent Development, Sacramento State University, January 2009
• Introduction to Psychology, National University, December 2008
• Child and Adolescent Development, Folsom Lake College, Jan-May, 2008
• Biopsychology, undergraduate course, National University, Aug 2007.
• Introduction to Psychology, undergraduate course, National University, Oct 2006, April 2007, June 2007, Oct 2007.
• Child & Adolescent Development, undergraduate course, National University, June 2004, 2006, July 2007, Sept 2007.
• Developmental Psychology (Theories), undergraduate course, National University, Nov 2003, Feb 2007.
• Child and Adolescent Development (Trauma), graduate, National University, March 2004.
• Adult development & Aging, graduate course, National University, October 2003.
• Introduction to Child Development, undergraduate, Penn State, 1999, 2000, 2001, 2002.
• Advanced Topics in Child development, undergraduate and graduate, Penn State, 1999, 2001.
• Biocultural Studies in Families and Children, undergraduate, Penn State, 1998, 1999.
• Communities, Families & Children, undergraduate, Penn State, 1998.
• Undergraduate Research Opportunities, Penn State, 1997, 1998, 1999, 2000, 2001, 2002.
• Graduate Research Opportunities, Penn State, 1997, 1998, 1999, 2000, 2001, 2002.
• Cross-cultural Child Development, undergraduate, U Minnesota, 1995, 1996.
• Undergraduate Research Opportunities,  U Minnesota, 1994, 1995, 1996.
• Graduate Research Opportunities, U Minnesota, 1995, 1996.

COURSES DEVELOPED

• Revision of Psy301 Child and Adolescent Development, National University, December 2008
• Risk & Resilience in Human Development, graduate seminar, Penn State, 1998, 2000.

COURSES ASSISTED

• General Anthropology, undergraduate, Missouri, 1988-89
• Primatology, undergraduate, Missouri, 1989
• Comparative Ethnology (writing-intensive), undergraduate, Missouri, 1989

WORKSHOPS ON TEACHING

2008, Jan-Feb: Faculty Development in Teaching and Mentoring, Capella University [online].
2008, Jan 25: Teaching Introductory Psychology in the 21st Century, Society for the Teaching of Psychology Inaugural Online e-Workshop.
2006: iLinc Orientation, National University.
2005: Best practices [in teaching], National University.
2004: Best practices [in teaching], National University.
2002: Cyber Plagiarism: Temptations for students, tactics for teachers, Penn State.
2001: ANGEL: A new system for online teaching, Penn State.
2001: New methods in teaching [active and team learning], Penn State.
2001: Technology and teaching conference [online assessments], Penn State.
2000: Helping students in distress [counseling], Penn State.
1999: Teaching by readiness assessment teams [active learning], Penn State.
1998: The Penn State course in college teaching [semester-long], Penn State.
1998: Penn State conference on teaching [graduate education], Penn State.
1997: Professional development workshop [academia], American Psychological Assoc.

GRANTS

Penn State Research Grants (competitive), 1997-2003.
Spencer Foundation, Small Grants Program, 1994, 1997.

ARTICLES SUBMITTED

Jimerson, S, Durbrow, E., Wagstaff, D. (Under Review) Academic and behavior associates of peer status for children in a Caribbean community: Findings from the St. Vincent Child Study. Under review for School Psychology International.

ARTICLES PEER-REVIEWED

Jimerson, S. R., Durbrow, E. H., & Wagstaff, D. A. (in press). Academic and behavior associates of peer status for children in a caribbean community: Findings from the St. Vincent Child Study. School Psychology International

Jimerson, S. R., Durbrow, E. H., Gunnar, M., Adams, E., and Bozoky, I. (2007). Unwillingly to school: The contribution of attention problems and adrenocortical reactivity to the academic problems of Caribbean village children. Canadian Journal of School Psychology.

Durbrow, E. H., Turk, N., Wagstaff, D., and Wang, Y (2003). â"Well-rounded" children? Peer, academic, and conduct competence in Caribbean children. <em>Psychology in Developing Societies.

Durbrow, E. H., Schaefer, B. A., and Jimerson, S. R. (2002). Diverging academic paths in rural Caribbean village children: Predicting secondary school entrance from the St Vincent Child Study. School Psychology International, 23 (2), 155-168.

Durbrow, E. H., Schaefer, B. A., and Jimerson, S. R. (2001). Learning-related behaviours versus cognitive ability in the academic performance in Vincentian children. British Journal of Educational Psychology, 71, 471-483.

Durbrow, E.H., Pena, L., Masten, A., Sesma, A., and Williamson, I. (2001). Mothers’ perceptions of child competence in three contexts of poverty: The Philippines, St. Vincent, and the United States. International Journal of Behavioral Development, 25 (5), 438-443.

Durbrow, E. H., Schaefer, B. A., and Jimerson, S. R. (2000). Learning behaviors, attention, and anxiety in Caribbean children: Beyond the Usual Suspects in explaining academic performance.School Psychology International. 21(3): 242-251.

CHAPTER

Durbrow, E. H. (1999). Child competence in developing communities: How rural Caribbean parents evaluate children. In A. Masten and C. Nelson (Ed.) Cultural processes in child development, Minnesota Symposia in child psychology, Vol. 29, (pp 97-121). New York: Erlbaum.

PRESENTATIONS & POSTERS PEER-REVIEWED

Durbrow, E. H. (2000, July). Risk and resilience in Caribbean village children. Paper presented at the Biennial Meetings of the International Society for the Study of Behavioral Development, Beijing, China.

Durbrow, E. H. and Bozoky, I. (1998, August). Ranging and caregiver proximity patterns of Caribbean children from high and low scoring HOME families. Poster presented at the Biennial Meetings of the International Society for the Study of Behavioral Development, Bern, Switzerland.

Bozoky, I. and Durbrow, E. H. (1998, August). Middle childhood HOME scores and health status in Caribbean village children. Poster presented at the Biennial Meetings of the International Society for the Study of Behavioral Development, Bern, Switzerland.

Durbrow, E. H. and Bozoky, I. (1998, August). What is an okay kid in the Caribbean? Parental evaluations of child competence. Poster presented at the Biennial Meetings of the International Society for the Study of Behavioral Development, Bern, Switzerland.

Durbrow, E. H., Masten, A., and Sesma, A. (1998, August). Parental evaluations of child competence during crisis: American homeless mothers. Poster presented at the Biennial Meetings of the International Society for the Study of Behavioral Development, Bern, Switzerland.

Durbrow, E. H., Bozoky, I., Jimerson, S. R., and Gunnar, M. (1998, February). Competence in Caribbean village adolescents: Managing despite the odds. Poster presented at the Biennial Meetings of the Society for Research in Adolescence, San Diego, CA.

Durbrow, E. H., Masten, A., Sesma, A., and Williamson, I. (1998, February). Parental perceptions of adolescent competence in two contexts: American homeless and Caribbean village mothers. Poster presented at the Biennial Meetings of the Society for Research in Adolescence, San Diego, CA.

Durbrow, E. H. and Bozoky, I. (1997, October). Fathers on the periphery: Psychological and biological correlates of Caribbean children in matrifocal families. Paper presented at the Biennial Meetings of the Society for Psychological Anthropology, San Diego, CA.

Durbrow, E. H., Gunnar, M., Bozoky, I., Adam, E., and Jimerson, S. (1996, July). Salivary cortisol variation in rural Caribbean children: Correlates with personality, behavior, home conditions, and early childhood adversity. Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development, Quebec City, Canada.

Durbrow, E. H., Masten, A., and Williamson, I. (1996, November). How Caribbean village and American homeless parents evaluate child competence: A preliminary study. Paper presented at the annual meeting of the American Anthropological Association, San Francisco, CA.

Durbrow, E. H. and Panter-Brick, C. (1996, July). Child stress in natural settings: Psychobiological studies of children in diverse cultures. Symposium convened at the biennial meeting of the International Society for the Study of Behavioral Development, Quebec City, Canada.

Durbrow, E. H., Bozoky, I., Jones, E., Adam, E., and Jimerson, S. R. (1996, July). The Middle Childhood HOME and village Caribbean children: How well does it predict their academic performance? Poster presented at the biennial meeting of the International Society for the Study of Behavioral Development, Quebec City, Canada.

Durbrow, E. H., and Bozoky, I. (1994, November). Paternal care and infant health in the Caribbean: Father residency and support and breastfeeding duration. Paper presented at the annual meeting of the American Anthropological Association, Atlanta, Georgia.

Durbrow, E. H. and Bozoky, I. (1995, April). Poor homes, poor growth, poor scholars: Caribbean children’s academic performance. Poster presented at the biennial meetings of the Society for Research in Child Development, Indianapolis, IN.

Durbrow, E. H. (1993, April). Effects of infancy malnutrition on school performance among rural Caribbean children. Paper presented at the Tenth Annual Research and Creative Activities Forum, University of Missouri-Columbia, MO.

Durbrow, E. H. (1992, April). Consequences of peer status among Caribbean children. Paper presented at Ninth Annual Research and Creative Activities Forum, University of Missouri-Columbia, MO.

Durbrow, E. H. (1989, November). An expert system for multi-dimensional stress assessment. Paper presented at the annual meeting of the American Anthropology Association, Washington, DC.

Flinn, M., and Durbrow, E. H. (1990, April). Factors associated with childhood stress as measured by radioimmunoassay of cortisol levels in saliva. Paper presented at the annual meeting of the American Association of Physical Anthropology. American Journal of Physical Anthropology, 81:222 [abstract].

Schaefer, B. A., Durbrow, E. H., & Jimerson, S. (2003, August). A fatherless-disadvantage conundrum: Child outcomes and fathering in Saint Vincent. American Psychological Association, Toronto, Canada.

Schaefer, B. A., Durbrow, E. H., Jimerson, S. R., and McDermott, P. A., (1999, August). Caribbean village children achievement: Behavioral and cognitive explanations. Paper presented at the American Psychological Association, Boston.

Schaefer, B. A., Durbrow, E. H., and McDermott, P. A. (1999, April). The Learning Behaviors Scale in the Caribbean: Going beyond the usual suspects in explaining children’s academic performance. Poster presented at the Eastern Psychological Association, Providence, RI.

SERVICE TO THE UNIVERSITY

2008, Dec: Revised Psy301 Child and Adolescent Development, National University.
2007, Nov: Helped write Psychology Curriculum Program Report, National University.
2000-2001: Child Development Laboratory Advisory Board, Faculty Rep, Penn State.
1999-2001: HDFS Awards Committee, Member, Penn State.
1997-99: HDFS Graduate Admissions Committee, Member, Penn State.
1995-96: Institute of Child Development Computer Committee, Member, Minnesota. 

SERVICE TO THE PROFESSION

2004-Current: American Psychological Society, Member.
2003-Current: Society for the Teaching of Psychology, Member.
1994-2003: Society for Research in Child Development, Member.
1994-2003: International Society for Behavioral Development, Ad hoc reviewer.
1999-2002: Textbook reviewer for Worth Publishers and others.
1998-2001: International Journal of Behavioral Development, ad hoc reviewer.
1999-2000: Society for Research in Child Development Meetings, ad hoc reviewer.
1999: Sociobiology and Ethology, ad hoc reviewer.
1998: Journal of Abnormal Psychology, ad hoc reviewer.
1998-99: Society for Research in Adolescence, ad hoc reviewer.
1997-98: American Psychologist, ad hoc reviewer.
1996, 1998, 2000: ISSBD Biennial Meetings in Quebec, Berne, & Beijing.
1996: Spencer Foundation, ad hoc reviewer. 

SERVICE TO THE COMMUNITY & BEYOND

2006-Current: Sacramento Metro Community Emergency Response Team, CA.
2004-2006: Sacramento Search and Rescue, CA, Trained Volunteer.
2003-2004: Opening Doors, Sacramento, CA, Volunteer.
2001 Nov 16: TAKE NOTE  TV segment WPBX, PA, Interviewee on Child Rights.
2001 Oct 28: Centre Daily Times, PA, Editorial for Child Rights.
2001 April 12: U.N. Association Centre County, PA, Invited speaker.
2001-2002: U.N. Association Centre County, PA, Board of Directors.
1998-99: Fancy Village Corp St Vincent, W.I., consultant on Kellogg grant.
1996 July: Achilles Track Club Minneapolis, MN, Help people with disabilities.
1994-95: YWCA Minneapolis, MN, After-school volunteer.
1990-91: SPAT & Dev. Alternatives Dominica, West Indies, computer trainer. 

OTHER SKILLS

Competent in French. Proficient in Angel, Blackboard, eCollege, Windows, OS X, Office, SPSS, HTML.

CD035 Syllabus

CHDV 35: Child & Adolescent Development

Dates: Monday 26 January to 15 May 2009

Units: 3.0

Class meetings: Monday, Wednesday and Friday, 9:00 to 9:50 Eureka 112

Instructor: Dr Durbrow, durbrow@gmail.com

Online Time: Monday

Enrollment Limit: 45

Textbook: Berger, Kathleen (2009) The Developing Person Through Childhood and Adolescence, Eighth Edition, NY: Worth Publishers.

Catalog Description: Child and Adolescent Development. Examination of theory and research on cognitive, social and physical human development from conception through adolescence. Content will include data-collection techniques such as observation. Some course material will be applied to an analysis of elementary schooling.

Welcome!

Thank you for taking Child and Adolescent Development. I very much enjoy teaching this course as there are always some critical issue or news item about children and adolescents that make this course highly relevant. I hope you enjoy it to. Please read this syllabus carefully and do not hesitate to ask me to clarify any part of it.

Goals

1. 
   Learn and remember course knowledge (concepts, findings, and studies) in child and adolescent development.
   


2. 
   Evaluate arguments involving child and adolescent development by applying course knowledge and critical thinking.
   
   


3. 
   Propose solutions to problems involving child and adolescent development by applying course knowledge.
   
   

Tentative Schedule (Note: Subject to Change)

Week 1 Introductions

• 
  M 26 Jan How this course works & 4 Key Questions
  
  


• 
  W 28 Jan Science vs. Pseudoscience
  
  


• 
  F 30 Jan Evaluating studies Q1
  
  

Week 2 Theories

• 
  M 2 Feb ONLINE TIME: Visit Google Videos...
  
  


• 
  W 4 Feb 4 Theories
  
  


• 
  F  6 Feb Theories help & hurt: 3 Case Examples Q2
  
  

Week 3 Heredity & Environment

• 
  M 9 Feb ONLINE TIME: Visit
  
  


• 
  W 11 Feb How heredity work
  
  


• 
  F 13 Feb Applying genetics to solve problems Q3
  
  

Week 4 Prenatal Development & Birth

• 
  M ONLINE TIME: Visit NOVA Miracle of ...
  
  


• 
  W Four Prenatal & Birth Problems Q4
  
  


• 
  F Test 1 & Essay 1

Week 5 The First Two Years: Biosocial Development

• 
  M ONLINE TIME: Brain Development
  
  


• 
  W Three Brain Changes
  
  


• 
  F Malnutrition Q5
  
  

Week 6 The First Two Years: Cognitive Development

• 
  M ONLINE TIME: Visit youtube on Piaget tasks
  
  


• 
  W Piaget and others on cognitive changes
  
  


• 
  F Language Changes Q6
  
  

Week 7 The First Two Years: Psychosocial Development

• 
  M ONLINE TIME: Visit youtube Strange Situation
  
  


• 
  W Early Emotions & Attachment Q7
  
  


• 
  F Test 2 & Essay 2
  
  

Week 8 Early Childhood: Biosocial Development

• 
  M ONLINE TIME: Visit
  
  


• 
  W Brain Development
  
  


• 
  F Health Problems & Child Abuse Q8
  
  

Week 9 Early Childhood: Cognitive Development

• 
  M ONLINE ACTIVITY: Visit youtube.com: Conservation, etc.
  
  


• 
  W Piaget and others on cognitive changes
  
  


• 
  F Do Early Interventions Improve Cognitive Development? Q9
  
  

Week 10 Early Childhood: Psychosocial Development

• 
  M ONLINE ACTIVITY: Visit
  
  


• 
  W Autism Q10
  
  


• 
  F Test 3 & Essay 3
  

March 30-April 5, 2009 Spring Recess (tenth week of semester)

Week 11 Middle Childhood: Biosocial Development

• 
  M ONLINE ACTIVITY:
  
  


• 
  W Obesity
  
  


• 
  F ADHD q11
  
  

Week 12 Middle Childhood: Cognitive Development

• 
  M ONLINE ACTIVITY: Piaget's Conservation Task
  
  


• 
  W Cognitive Changes
  
  


• 
  F Better learning in the classroom Q12
  
  

Week 13 Middle Childhood: Psychosocial Development

• 
  M Psychosocial Development during Middle Childhood
  
  


• 
  W Peer Acceptance and Rejection Q13
  
  


• 
  F Test 4 & Essay 4
  
  

Week 14 Adolescence: Biosocial Development

• 
  M ONLINE ACTIVITY:
  
  


• 
  W
  
  


• 
  F Why abstinence-only programs fail Q14

Week 15 Adolescence: Cognitive Development

• 
  M ONLINE ACTIVITY: Visit
  
  


• 
  W Cognitive Development During Adolescence
  
  


• 
  F Academic Learning During Adolescence: What works Q15

Week 16 Adolescence: Psychosocial Development

• 
  M Psychosocial Development Q16
  
  


• 
  W Teen sexuality
  
  


• 
  F Test 5 & Essay 5 & Make-ups [During Final Examination Period 16 May - 22 May]

Assessments

Unit Tests 5 x 100 = 500 points.

The purpose of these tests is to to encourage retention and recall of course concepts, findings, and studies. You will answer 20 short questions within 20 minutes. You may make up any missed tests during final examination week.

Unit Essays 5 x 100 points = 500 points.

The purpose of these essays is to encourage critical thinking and problem solving. This means the ability to criticize arguments and propose solutions to problems by applying course concepts, findings, and studies. Essays are completed in class within 30 minutes. You may make up any missed essay during final examination week. Below is the rubric used for grading essays.

• 
  100 points, Strong: Addresses task sucessfully. Few writing problems.
  


• 
  90 points, Satisfactory: Addresses task adequately. Several writing problems.
  


• 
  80 points, Mediocre: Addresses task minimally. Writing problems distract from meaning.
  


• 
  70 points, Limited: Does not address task adequately.
  


• 
  60 points, Very Limited: Does not address task
  

Here are some examples of essay questions:

Apply course knowledge: Design a program to reduce aggression in a preschool. Include at least three concepts, findings, or studies from your textbook to incorporate into your program. Be sure you design a study to measure aggression before and after your program. Be specific.

Criticize this argument using logic and course knowledge rather than opinion or value judgment: Children today misbehave more than they did 20 years ago. This is because teachers and parents are reluctant to use physical punishment. Physical punishment is the best way to reduce misbehavior at home, in class, and in the community. Teachers should be trained to spank students and parents should not be prosecuted for judicious use of physical discipline. Re-instituting physical punishment will not only eliminate misbehavior but will instill prosocial behavior. Identify at least three weaknesses in this argument.

Bonus Quizzes 15 x 10 points = 150 points.

The purpose of these optional quizzes is to encourage keeping up with the readings and active listening and note taking in class. At the beginning of class you may use your reading notest to answer 5 questions from your readings. You may not refer to your textbook or confer with your peers. At the end of class you may use your lecture notes to answer the same questions. You may confer with your peers. Note that you must arrive promptly to class and stay to the end to receive credit. You may not make up missed quizzes.

Final Grades

Letter grades are assigned by adding all points you have earned. Please note that final grades are based on the percentage out of 1000 points (not 1150 points). Extra credit points are simply added to the sum of your points.

LETTER GRADE	POINTS
A	900 or more	Good
B	800-899	Satisfactory
C	700-799	Limited
D	600-699	Poor
F	<600 or Cheating	Failure

Policies

Academic Integrity

Cheating and plaigiarism will result in immediate course failure and notification of the Dean. You are expected to review the policy on plagiarism at http://library.csus.edu/content2.asp?pageID=353.

Make-ups

You can make-up one test and one essay during the final examination week except Test 5 and Essay 5. You do not need to show me any excuse. However, you do need to email me one week before the examination period the test or essay you wish to make-up. You cannot make up extra credit quizzes.

Punctuality

Late students and students that leave early will not have the opportunity of taking extra credit quizzes. I will meet with chronically late students.

Conduct

Professional conduct is expected. Students that talk in class or read non-course materials will be asked to leave. If the incidents re-occurs, students will be dropped from the course.

Students with Disabilities

Please show me your documentation on your disabilities at the beginning of the course so that I can try to accommodate you.

PSY100Syllabus

Syllabus for Introduction to Psychology (Psy100, Dec 2008)

1. WHY IS THIS DOCUMENT IMPORTANT?

This syllabus is not a legal contract and rules and schedules may change. I will announce these changes on the course website. Please study this document carefully and ask questions or express concerns. Please note that this syllabus is not meant to worry you. It is meant to ensure that you know the expectations and policies of this course. It is not meant to damper your enthusiasm or mine for the study of child development. I want you not only to learn and avoid problems but to enjoy your course. Welcome and thank you for taking this course!

2. WHO IS THE INSTRUCTOR AND HOW DO I CONTACT HIM?

I am Dr Durbrow (no first name please). I have taught psychology and child development courses almost every year since 1995. My research concerns children in developing countries and my avocation is emergency disaster relief. I greatly enjoy teaching this course. Contact me at durbrow@gmail.com or eric.durbrow@comcast.net.) Although email seems more efficient, you can request an online chat session most evenings.

3. WHAT IS THIS COURSE ABOUT?

We will survey of the science of psychology in regard to humans. By the end of the course, you will be able to:

1. 
   Describe the critical developments that led to the present discipline of psychology.
   


2. 
   Contrast and compare major "schools" of psychology with their present applications.
   


3. 
   Identify fallacies and hidden assumptions in arguments about psychological subjects
   


4. 
   Distinguish pseudoscience from science
   


5. 
   Apply psychological theory in some area of your life or to solve problems
   


6. 
   Discuss and consider the appropriate use of psychological theory and principles in contemporary society.
   


7. 
   Recall major concepts and findings in biological and developmental processes, learning and remembering, thinking, motivation and emotion, personality, stress, psychopathology and social behavior.
   

4. WHAT ARE THE PREREQUISITES?

• 
  About 2 hours daily to study, write, and answer questions.
  


• 
  A reliable computer connection and computer backup connection.

5. WHAT IS THE REQUIRED TEXT?

Failure to have the textbook will likely result in course failure. MyPsycLab is recommended but not required. You MUST have this edition of the textbook by Day 1 of our course:

Zimbardo, P. G., Johnson, R. L., Weber, A. L. (2006) Psychology: Core Concepts. Fifth Edition. Boston, MA: Allyn & Bacon.

6. HOW DOES ONLINE LEARNING DIFFER FROM CLASSROOM LEARNING?

You should be able to learn independently in your online course. This means that you should be able to read the textbook and take notes in a timely matter. My role is not to lecture or solve technical problems but to (a) answer your content-related questions and (b) provide the materials you need to learn. Empirical research demonstrates that students that are unprepared, procrastinate, and do not ask questions are likely to fail online courses. This course also requires precise and clear writing. If you are new to online instruction, our course website has a tutorial that introduces our online course system.

All threaded discussion responses are to be written without grammar and spelling errors. Threaded discussion responses are to be thoughtful and complete. All work should be checked for spelling, grammar and content before “clicking” on the Submit key. All other communications (e.g., email with other students) should be concise, complete, and respectful of the person you are communicating with. Please back up every piece of work you produce on disk, and make a hard copy for yourself. 

7. IS THE WORKLOAD HEAVY?

You should allocate at least 2 hours a day to this course. You are responsible for studying 11-12 35-40 page chapters from an undergraduate textbook. A course conducted online requires that each class member be responsible for reading course materials, and keeping up with all due dates and requirements for course assignments, quizzes, and threaded discussions. It is your responsibility to pace yourself throughout the course so that you can meet the time lines for the various projects, quizzes and threaded class discussions. It is a good idea to print out the syllabus and the general announcements posted in class as a “ready reference” for this information.

8. HOW IS THE COURSE ORGANIZED?

There are four weekly units. WARNING: Dates may change!

Week 1 Introductory Matters

Read and take notes Syllabus, website: & Chapters 1, 2

Consider Optional Chapter Quizzes Tue, Sat

Complete Post & Reply 1 by Friday midnight

Complete Test 1 by Saturday midnight

Complete Essay 1 by Sunday midnight

Week 2 Cognition

Read and take notes Chapters 6, 7, 8

Consider Optional Chapter Quizzes Tue, Wed, Thu

Complete Post & Reply 2 by Friday midnight

Complete Test 2 by Saturday midnight

Complete Essay 2 by Sunday midnight

Week 3 Emotions and Relationships

Read and take notes Chapters 9, 11, 14

Consider Optional Chapter Quizzes Tue, Wed, Thu

Complete Post & Reply 3 by Friday midnight

Complete Test 2 by Saturday midnight

Complete Essay 2 by Sunday midnight

Week 4 Psychological Problems & Helping

Read and take notes Chapters 10, 12, 13 Tue, Wed, Thu

Consider Optional Chapter Quizzes

Complete Post & Reply 4 by Friday midnight

Complete Test 4 by Saturday midnight

Complete Essay 4 by Sunday midnight

9. IS THERE AN ONLINE CHAT SESSION?

So far I have not scheduled online chat sessions but I am happy to do so at your request! A few studies indicate that real-time chat sessions do not increase learning, however, perhaps they help assuage test anxiety and clarify complicated material. Although I cannot address technical problems you may experience during chat sessions, the Help Desk can help. Also, I cannot upload PowerPoint presentations to ClassLive. Email me if you would like a chat session (especially before weekly tests).

10. WHO DO I CONTACT TO SOLVE COMPUTER PROBLEMS?

You are responsible for solving your own technical problems. You should have a back-up computer plan (e.g. computer use at a library, coffee shop, or friend). Computer problems will NOT be an acceptable excuse for submitting work late! The help desk is also available for questions about the website. It is available ANYTIME.

Telephone: 1-877-252-7715

Email: helpdesk@myonlinelogin.com

Chat: Click Help in upper right corner, click Contact Help Desk, click Chat

11. ARE DEADLINES FLEXIBLE? IS LATE WORK ACCEPTABLE?

Online communication is subject to its own set of glitches. Please do not wait until the last minute to get things done. Allow time to complete tests and submit assignments. Always keep a copy of your work for yourself on disk. Reply and check for replies on every email sent and received. You are responsible for getting your work completed and submitted on time. If you send an email to your instructor, you will normally receive a reply within a 24 hour period. Exception: I will extend deadlines if the course web server is down or if there is a massive nationally-announced power failure or evacuation in your community (e.g., a Katrina-event).

12. DOES PARTICIPATION MATTER?

Yes! I monitor attendance and participation by log-ons and threaded class discussions (Post & Reply). There is one discussion in each weekly unit. Failure to “show up” for these threaded class discussions will be considered equivalent to missing a class session. If you miss more than 2 threaded class discussions, you will be dropped from the course.

13. DOES THIS COURSE EXPECT PROFESSIONAL WRITING?

Yes! According to the NU Policy: Writing Across the Curriculum: Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author’s work within the text and references at the end of the paper. Students are encouraged to use the services of the University’s Writing Center when preparing materials.

The following website provides information on APA writing and citation styles that may be required for essays and discussion postings.    

http://www.nu.edu/LIBRARY/ReferenceTools/citations.html

A particular good site for articles to read, discuss, and cite is: 

http://www.sciencedaily.com

The above website allows easy APA citation at the end of each article.

Although there is no research paper for this course, you will submit written responses that are clearly understandable, comprehensive, and error-free. You are expected to have mastery of written English at the post-secondary level. I strongly encourage you to visit:

http://owl.english.purdue.edu/   

14. CAN I WORK AHEAD?

You cannot take quizzes and tests early because of security. You can submit Posts, Replies, and Essays early. 

15. HOW WILL I BE GRADED?

Your final grade is derived from the number of points you have accumulated. There are three types of graded work and one optional.

WEEKLY TESTS

Four weekly tests assess your mastery of concepts, findings, and studies. Each of the 4 test is worth 100 points (for a total of 400 points). Each test has 20 to 25 objective questions worth 4 or 5 points each (i.e., multiple choice, fill-in, multiple-answer). Some tests may have short or long-answer questions. You have 30 to 60 minutes to complete each test. Tests will be available Saturday and Sunday. You may use your textbook during tests, however, because your time is limited time I strongly recommended that you WRITE notes.

WEEKLY ESSAY

You will submit 2-3 page weekly essays that APPLY the knowledge you have learned from your textbook and simple online web research. There are four essays each worth 100 points or 40% of your final grade. You will submit these essays in online Dropboxes. You must cite your two articles using APA format. The National University Writing Center can assist you in learning this citation format if need. Or you can learn by yourself by searching APA format at www.apa.org

    Rubric for Essay

• 
  100 Points: No writing errors, provides several clearly unique examples or reasons, clear concise writing with proper length and development. Cites multiple sources correctly. AVOIDS PARAPHRASING. [Recommended: http://faculty.goucher.edu/writingprogram/sgarrett/Default.html ]


• 
  85 Points: Few writing errors, provides several unique examples or reasons, most reasons or examples clear and concise, minimal expected length and development. Cites multiple sources correctly. AVOIDS PARAPHRASING. [Recommended: http://faculty.goucher.edu/writingprogram/sgarrett/Default.html ]


• 
  70 Points: Several writing errors, provides at least one unique example or reason, writing not clear or concise, insufficient length and development. Not proofread. Improper Paraphrasing Cites one source incorrectly.
  


• 
  55 Points: Attempts to answer question but largely incoherent. Not proofread. Sources cited correctly.
  


• 
  0 Points: No words or fails to even attempt to address question. 
  

WEEKLY POST & REPLY

Weekly discussions, called Post & Reply, allow you to learn from and report on online resources such as videos, audio reports, simulations, and web surveys. Each of the 4 Post and Reply is worth 50 points for 200 points or 20% of your final grade. Your grade will be based on the content of your responses as well as on the issues of timeliness, spelling, and grammar of your presented work. You have two tasks for each weekly Post & Reply. First, you will write and submit a 300 word posting that reports on a particular web resource such as an online video or simulation. Your Post MUST relate the web resource to the current textbook reading. Second, you will provide a thoughtful reply that indicates critical thinking to any post provided by a classmate. Do not attach files to your discussions or emails please. Simply copy and paste into the text field of the discussion.

Rubric for Posting & Replies

• 
  30 Points: No writing errors, reports on unique web resource, relates web resource to multiple concepts, findings, or studies in weekly textbook reading, clear concise writing with proper length and development.
  


• 
  25 Points: Few writing errors, reports on unique web resource, relates web resource to at least one concept, finding, or study in weekly textbook reading, writing is clear and concise, minimal expected length and development.
  


• 
  20 Points: Several writing errors, reports on unique web resource but limited or unclear description, attempt to relate to weekly reading but limited or unclear. Not proofread. 
  


• 
  15 Points: Attempts to answer question but largely incoherent. Not proofread. Does not attempt to relate to weekly reading.
  


• 
  0 Points: No words or does not attempt to address question.
  

Examples of Postings

Good: "I visited a website that claims to help people improve their memories. The website address is:

http://www.simplypsychology.pwp.blueyonder.co.uk/memory-improvement.html

Three strategies were described. Mnemonics used acronyms to remember lists of objects such as planets in our solar system. One mnemonic that I use is EVERY GOOD BOY DOES FINE to help remember musical notes. A second strategy is to use rhyme. I rhyme that I learned when I lived in the Southeast is to help distinguish poisonous coral snakes from its non-poisonous mimic: "Red and yellow, kill a fellow; red and black, venom lack." A third memory strategy is called the Method of Loci and were used by the Ancient Greeks to memorize long stories. In this method, one mentally imagines one's house or room and then mentally stores parts of a list or story with rooms or objects in a familiar scene. I tried to this method to remember a sequence of steps used in emergency room nursing. But it did not seem to work well compared to using acronyms such as ABC (check airway, breathing, consciousness).

This website is related to our textbook chapter on memory in which various techniques were used to improve memory (Zimbardo and others, 2006, 234-235). Perhaps with the widespread use of cell phones, PDAs, and computers, these memory techniques are less commonly used they once were. However, they might be critical to help people with memory problems such as people with amnesia and people with early-stage dementia also described in our textbook (Zimbardo and others, 2006, 237). I would recommend this website as it is moderately helpful. It does not seem to be selling anything. [300 words]"

Sources: 

Zimbardo, P. G., Johnson, R. L., Weber, A. L. (2006) Psychology: Core Concepts. Fifth Edition. Boston, MA: Allyn & Bacon.

"Memory Improvement" website: http://www.simplypsychology.pwp.blueyonder.co.uk/memory-improvement.html

Poor: "I visited a website on personality. I answered a bunch of questions on my behavior. It said that I tended to be careless and lackadaisical. I guess this tied into our chapter on Personality. I would recommend this website for people to find out more about their personality. It could be used by people with problems. Source: www.stupidpersonalitytest.com"

Second, you will write 4 helpful constructive responses, called Replies, to your peers. These replies must be thoughtful and detailed. You will receive 0 points for “good job” and “I agree with your post." A thoughtful Reply asks questions and suggests implications. Each reply is worth 5 points. Here is the rubric:

• 
  5 points: Provides 2 unique points for further research or possible problems in the study. NOT JUST ANECDOTAL but relates to weekly reading.
  


• 
  4 points: Provides 1 unique points for further research or possible problems. LARGELY ANECDOTAL. 
  


• 
  0 points: Simple one sentence response. Neither substantive, constructive, nor helpful. Just praise or agreement.
  

Examples of Replies

Poor: "Thanks Diane for your post on Post Traumatic Stress Syndrome. It was very interesting."

Helpful: "Diane: Your post on PTSD made me wonder if people in all cultures experience trauma in similar ways or if people in some cultures can become "hardened" or "resistant" to trauma. I also wondered if children who are abused and women who are battered show similar brain changes as men who have symptoms of PTSD from combat."

OPTIONAL ONLY! BONUS QUIZZES

Frequent quizzing improves learning significantly. You can earn up to 100 points by taking scheduled chapter quizzes. Quizzes consist of 10 questions on each chapter. You cannot make-up quizzes and each quiz is only available for a 24-hour period. Remember that they are voluntary and not required!

16. HOW ARE LETTER GRADES ASSIGNED?

I will assign your final grade by adding points that you earned from assessments (maximum of 1000 points), adding any bonus points from Bonus Quizzes, and then convert this sum to a letter grade as follows:

A    900+ points     Outstanding    

B    800-899 pts    Good            

C    700-799 pts    Marginal Achievement

D    600-699 pts    Does Not Meet Expectations

F    500-599 pts    Failure or Academic Dishonesty

Remember that bonus quiz points are simply added to points you have accumulated from tests and discussions. Curving grades is unfair.

17. CAN I RECEIVE AN INCOMPLETE GRADE?

There can be no “Incomplete” grades in this course unless you have been passing the course and at the very end of the course you have an extreme emergency. Note: Even in these rather extreme situations, there must also be approval by me with concurrence from the Psychology department! Incomplete grades are rare.

18. HOW WILL ACADEMIC DISHONESTY BE HANDLED?

According to NU Policy: Students are expected to conduct themselves in a responsible manner that reflects ethics and honor. They are also expected to abide by the regulations of the University. It is the students’ responsibility to maintain academic honesty and integrity, and to manifest their commitment to the mission of the University through their conduct and behavior. Online students are bound to the same policies, rules, and regulations of the University.

Note to teachers: The California Commission on Teacher Credentialing is charged by law with evaluation of the moral character and fitness of all persons who wish to teach or perform certified services in the public schools. Every person who is an applicant for, or who now holds, any credential, certificate, permit, or license authorizing service in California public schools is answerable to the CCTC and the Committee of Credentials for his or her fitness related conduct. California Laws and Rules Pertaining to the Discipline of Professional Certificated Personnel is available on the CCTC website at www.ctc.ca.gov.

Please review the National University policy on academic dishonesty. These policies apply here. Academic dishonesty includes cheating, PLAGIARISM, and any attempt to obtain credit for academic work through fraudulent, deceptive, or dishonest means. Students must give credit for any information that is not either the result of original research or common knowledge. (Please review the student discipline section of the NU catalog, Policies and Procedures.)

19. WHAT IS PLAGIARISM? HOW DO I AVOID PLAGIARISM?

Plagiarism is the presentation of someone else’s ideas or work as one’s own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. 

Visit the websites below to identify and avoid plagiarism. By providing you with these websites, I expect students will understand what is and is not plagiarism. Ignorance will not be an excuse. If you still have questions, do not hesitate to email me.  Please visit:

http://writing.colostate.edu/guides/teaching/plagiarism/

http://school.discoveryeducation.com/quizzes30/svictor/plagairism.html

http://www.indiana.edu/~istd/

http://ec.hku.hk/plagiarism/self_test.asp

http://www.lib.sfu.ca/researchhelp/tutorials/interactive/plagiarism/tutorial/Plagiarism-Pretest-QUIZ.htm

Paraphrasing may also be considered a form of plagiarism. I strongly recommend you visit:

http://faculty.goucher.edu/writingprogram/sgarrett/Default.html

The consequences for the plagiarism are threefold: First, the plagiarist will automatically fail the course regardless of previous work. Second, the student will be reported to the Student Disciplinary Committee. Lastly, the student may be reported to the author of any copyrighted work for legal action. 

Don’t do it. It is not worth it.

Plagiarism is easily detected. The same technology that facilitates plagiarism makes it even easier to detect it. NU now subscribes to an accurate plagiarism detection site (visit www.turnitin.com ). 

20. HOW DO I CRITICIZE ARGUMENTS EFFECTIVELY?

You will often be assigned an argument to either criticize or to build an argument. You must read such material or problems CRITICALLY. This means putting aside (for the moment) your personal feelings and values and examining the material for logical flaws or weak evidence. And you must avoid making logical flaws yourself and using the strongest evidence. Regarding logical flaws or informal fallacies, here are examples of common ones:

• 
  Cause-and-effect: Crime increases when people consume more ice cream. Therefore, ice cream (especially the sugar) causes the increase in crime.
  


• 
  Over-generalization: American children show more violent play immediately after watching violent TV. Therefore, violent television should be restricted from children world-wide.
  


• 
  Anecdotes: Although no empirical studies show that children learn more by the Waldorf method, many famous people provide testimonials about its success with their children. And my Aunt Haddie’s children went to the Waldorf school and they know everything.
  


• 
  Appeal to Authority: The Bible/Koran/Torah/etc says that parents should not spare the rod. Therefore, punishment is an effective means to shape children’s behaviors.
  

Please visit these excellent links:

http://www.nizkor.org/features/fallacies/

http://skepdic.com/refuge/ctlessons/lesson5.html

http://stoneforest.org/critical.html

http://www.csicop.org/si/9012/critical-thinking.html

As always, email me if you have any questions.

21. HOW DO I TAKE EFFECTIVE NOTES TO IMPROVE TEST PERFORMANCE?

Good notetaking is CRUCIAL for timed quizzes and short essays. Here are some websites to help improve your note-taking. They provide instructions and template for using the Cornel method of notetaking. Learn about the Cornell note-taking system at:

http://www.answers.com/topic/cornell-notes

http://www.oncourseworkshop.com/Student%20Success%20Strategies.htm

http://chip.cuccio.us/organization/effective-notetaking/

http://ccc.byu.edu//learning/note-tak.php

http://www.lifehacker.com/software/note-taking/geek-to-live-take-great-notes-167307.php

You can print Cornell note templates by visiting:

http://www.eleven21.com/notetaker/

http://botsko.net/Demos/notepad_generator

http://simson.net/notepaper/index.cgi

http://www.incompetech.com/beta/linedGraphPaper/cornell.html

22. HOW CAN I PERFORM BETTER IN THIS COURSE?

• 
  Have you emailed me any questions on textbook sections you do not understand? If there is something you do not understand, send me an email with a specific question and provide the page number. I am happy to help you with specific problems but please email me early in the course.
  


• 
  Have you taken notes on the chapters you have read?
  


• 
  Have you used the Cornel Note Taking System?
  


• 
  Have you read and understood comments I have made on your writing?
  

23. WHY WAS MY POSTING OR REPLY REMOVED? WHY WAS MY EMAIL FORWARDED TO THE DEAN?

NU Policy on Civility: As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. NU Policy on conflicting opinions among members of a class are to be respected and responded to in a professional manner. There are to be no offensive comments, language, or images.

As a student, you will all be interacting with each other during the duration of this course. You will be asked to provide feedback and offer suggestions to your classmates. When doing so, please remember to follow the rules of common courtesy in all class postings, email messages and correspondences. Failure to interact with common courtesy and respect for others will be immediately reported to the Psychology Department and the Dean for Student Services. Further, this may result in severe action such as expulsion from this course.

24. I HAVE A DISABILITY. WHAT SHOULD I DO?

Contact me immediately if you have an official NU-documented disability. I will accommodate you if you contact me immediately. According to the NU Policy on Students with Disabilities: Students seeking accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.