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:
Describe the critical developments that led to the present discipline of psychology.
Contrast and compare major "schools" of psychology with their present applications.
Identify fallacies and hidden assumptions in arguments about psychological subjects
Distinguish pseudoscience from science
Apply psychological theory in some area of your life or to solve problems
Discuss and consider the appropriate use of psychological theory and principles in contemporary society.
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:
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://ec.hku.hk/plagiarism/self_test.asp
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.
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