noticer author: andrews, andy edition: 2009 isbn 13: 978-0 web view · 2012-12-19missing...

eTROY***Master Course Syllabus***

PSY 4480 – SENIOR SEMINAR IN PSYCHOLOGY

***Term & Year***

*** NOTE:

All information shown between *** *** characters should be deleted and replaced by actual course information. Do not edit or delete any information located outside of the *** ***characters.

For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via e-mail or Blackboard announcement, when changes are made in the requirements and/or grading of the course.

Instructor Information

***Information should include your Title; Name; Location; Phone Number(s); and Troy E-mail. ***

***Insert a specific time each week when you will be available for student questions, or a plan for communicating with student. Be sure to let them know hours you can be contacted by phone. ***

Instructor Education

***Provide a list of your earned degrees here or refer students to your Blackboard Web site. ***

eTROY Courses at Troy University

All eTROY courses at Troy University utilize the Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates-at least every 48 hours. Remember: This is not a 'correspondence course' in which a student may work at his/her own pace. Each week there are assignments, online discussions, online activities and/or exams with due dates. Refer to the schedule at the end of the syllabus for more information.

CATALOG DESCRIPTION:

[*****<PSY 4480 HAS BEEN DESIGNATED AS THE COLLEGE OF EDUCATION COMMON READER COURSE. THE BOOK SELECTED FOR THE ACADEMIC YEARS 2012-2014 IS THE NOTICIER. THERE ARE TWO COMMON ASSIGNMENTS REQUIRED FOR PSY 4480 IN ADDITION TO THE MAJOR FIELD TEST IN PSYCHOLOGY (MFTP). FACULTY MAY ADD ASSIGNMENTS TO THIS COURSE, BUT MAY NOT DELETE THE COMMON ASSIGNMENTS.*****>]

PSY 4480***Instructor Name***

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A capstone course designed to integrate subject matter learned in previous courses, encourage critical analysis of contemporary issues, and contemplate future educational and employment opportunities in psychology.

STUDENT LEARNING OBJECTIVES (SLO’s, approved by UPCC 2012):

Upon completion a student will be competent in the following areas:

1) Integrate information learned in previous course work in preparation for the Major Field Test Psychology.

2) Survey original works in psychology and read empirical material. [APA 1.2; 1.3; 2.2; 2.3; 2.5; 2.6, 3.1]

3) Analyze and discuss contemporary issues in psychology. [APA 3.1, 3.2, 3.3]4) Demonstrate skills in locating and reviewing relevant literature. [APA 6.1; 6.2; 6.4]5) Discuss various career paths in psychology and the requirements for them. [APA 10].6) Demonstrate the ability to recognize bias, discrimination, and stereotyping (Common Reader

assignment IAT tests). [APA 1.3; 3.1; 3.2; 3.3; 3.4; 6.2; 6.3; 6.4; 7.2; 8.3; 8.5; 8.6].7) Analyze and point out insight into their own and other’s mental and psychological processes

learned from the Common Reader assignment IAT tests and Analysis Paper. [APA 1.3; 3.1; 3.2; 3.3; 3.4; 6.2; 6.3; 6.4; 7.2; 8.3; 8.5; 8.6; 9.1; 9.2; 9.3; 9.4; 9.5].

8) Compare psychological perspectives with contemporary books read, such as the Common Reader book. [APA 3.1; 3.2; 3.3; 6.1c (4); 7.1]

9) Explain scientific evidence related to psychological perspectives. [APA 3; 3.2; 3.3; 4.1]10) Demonstrate effective APA style, writing skills, and grammar. [APA 6.2; 6.3; 6.4; 7.1].

Course Prerequisites

Senior Standing

Required Textbooks

Publication Manual of the American Psychological Association (2nd Printing)Author: American Psychological AssociationEdition: 6TH 10 ISBN 13: 978-1-4338-0561-5 ISBN 10: 1-4338-0561-8 MBS Direct SKU #: 983638 Publisher: American Psychological Association

Noticer Author: Andrews, Andy Edition: 2009 ISBN 13: 978-0-7852-3232-2 ISBN 10: 0-7852-3232-X MBS Direct SKU #: 1150908 Publisher: Thomas Nelson, Publishers

Taking Sides : Psychology IssuesAuthor: Slife, BrentEdition: 17TH 12 ISBN 13: 978-0-07-805026-8 ISBN 10: 0-07-805026-X MBS Direct SKU #: 1066235 Publisher: Dushkin Publishing Group, Inc.

The textbook provider for the eTROY of Troy University is MBS Direct. The Web site for textbook purchases is http://www.mbsdirect.net/Index.htm .

Students should have their textbook by the first week of class. Not having your textbook is not an acceptable excuse for late work. Students who add this course late should refer to the 'Late Registration' section for further guidance.

[<***** Note to faculty: consult the Master Textbook List for the approved textbook(s) for this eTroy course. The Master Textbook list may be obtained from Dana Bush ([email protected]) or at the Troy University Psychology Program Livetext. All psychology faculty -especially those who will be teaching one of the Psychology Designated Assessment courses - are expected to have a free LiveText account – contact Marci Shirley


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mailto:[email protected]

http://www.mbsdirect.net/Index.htm

to open your account at [email protected]. The Psychology LiveText site has resources for onground and online faculty. If you have further questions, please consult the Psychology Curriculum Committee Facilitator, Karena T. Valkyrie at [email protected] [email protected] >****]

REQUIRED ASSIGNMENTS. Please note that instructors may add more assignments as they desire, but for the pilot years of 2012-14, all instructors must include the following two Common Reader assignments in their syllabus and use LiveText for assessment:

A. Common Reader Assignment 1: (see assessment rubric)

Upon reading the College of Education selected Common Reader, The Noticier, students should go to the Implicit Association Test (AT) (located at the Harvard link below). This assignment addresses biases, perceptions, discrimination, and will include a discussion of stereotyping.

1. First, students will access https://implicit.harvard.edu/implicit/demo/takeatest.html

a. Select 3 IAT tests, take the tests, and print the results.

b. These results will be submitted as an appendix to your Reflective Essay (e.g., copy and paste into a MSWord Document, or do a screen print and copy into a word document.)

2. Then, students will write a two page (500 words minimum) Reflective Essay.

a. Discuss what you learned from the IAT completion.

b. Relate the biases, discrimination, and stereotyping concepts learned to the Common Reader book.

c. Explain how you can use what you have learned from this experience (taking the IAT and reading The Noticier).

3. USE BASIC APA 6TH ED STYLE MANUAL FOR YOUR PAPER:

a. 12-point Times New Roman font, double-space, and one-inch margins on each side. b. Include in-text citations for your sources based on APA 6th Ed Style Manualc. A separate APA style references page in APA 6th Ed Style Manuald. Make sure that each of your references (textbook, newspaper article) is cited in your

text.e. Conversely, each citation in your text must have a corresponding reference. f. You can find detailed information on APA style on our Blackboard course site. g. Your submitted paper will consist of the title page, 2-3 pages of text, and a references

page at minimum. h. A rubric is located in the syllabus. This rubric provides you with grading

expectations/assessment criteria. Assessment points and grading points may differ. i. Adhere to the College of Education’s plagiarism guidelines included in this syllabus.

4. Finally, students then upload the Common Reader Assignment 1 via LiveText and Blackboard in the Assignment tab (if the instructor requires this step). Assignments not submitted to LiveText will not be graded.

B. Common Reader Assignment 2: (see assignment rubric) Seniors students should have a good view of the different psychological perspectives and top psychologists in the fields: Psychodynamic, behaviorist, humanistic, cognitive, biopsychology-neuroscience, social & cultural, industrial/organizational, and evolutionary.


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https://implicit.harvard.edu/implicit/demo/takeatest.html




1. Students will select one perspective and relate it to the new common reader book.

2. Students will write a 3 to 4 page APA style review (plus title and reference pages; 750 word minimum)

Discuss one perspective with supportive scientific, theory-based evidence.

Explain how it is related to the common reader book.

Relate the psychological perspective to your own views.

3. Students then upload the Common Reader Assignment 1 via LiveText and Blackboard in the Assignment tab. Assignments not submitted to LiveText will not be graded.

Common Reader Assignment 1 – Implicit Association Tests Rubric

Task Category Exceptional

(90 – 100%) 4

Above Average

(80-89%) 3

Average

(70 – 79%) 2

Below Average (69% or less) 1

APA Style: appropriate application (i.e., margins, font – 12pt. Times Roman, etc.), appropriate citation of sources (student paraphrases and knows how to use direct quotes); appropriate mechanical structure (grammar, spelling, etc.)

APA

6.26.36.47.1

SLO

10

Student demonstrated a mastery of APA style; journal review was well organized and substantiated; paper was well written

Student demonstrated an above average understanding of APA style; some citation or structure errors were present; some grammatical problems

Student demonstrated a basic understanding of APA style (e.g., margins may be appropriate, but citations, where required, were not accurate); grammatical problems are more visible.

Student did not demonstrate an understanding of APA style, errors of font, citations, and structural problems hinder reading of paper

Completion of tests and attachment of results

Completion and attachment of results from three tests or

Completion and attachment results from two tests.

Completion and attachment of results from one test.

No attachment of results from tests.


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APA

6.26.36.4

SLO6

more.

Discussion of what was learned by completion of the tests.

APA

3.37.2

SLO6

Exceptional discussion of test results and personal meaning explored.

Above average discussion of the test results and personal meaning explored.

Basic discussion of the test results and some personal meaning explored.

No discussion of the test results and no personal meaning explored.

Discussion of test results as they relate to the concepts in Common Reader.

APA

3.37.2

SLOs

67

Exceptional discussion of test results as they relate to the concepts of Common Reader.

Above average discussion of the test results as they relate to the concepts in Common Reader.

Basic discussion of the test results as they relate to the concepts in Common Reader.

No discussion of the test results as they relate to the concepts in Common Reader.


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Explanation of how student can use what was learned.

APA

1.33.13.23.33.48.38.58.69.19.29.39.49.5

SLO

78

Exceptional explanation of many insights learned and how to apply what is learned from the tests.

Above average explanation of some insights learned from the tests and how it can be used.

Basic explanation of what was learned from the test and how it can be used.

No explanation of what was learned from the tests and how the information can be used.

Common Reader Assignment 2 – Psychological Perspective Paper Rubric

Task Category Exceptional

(90 – 100%) 4

Above Average

(80-89%) 3

Average

(70 – 79%) 2

Below Average (69% or less) 1

APA Style: appropriate application (i.e., margins, font – 12pt. Times Roman, etc.), appropriate citation of sources (student paraphrases and knows how to use direct quotes); appropriate mechanical structure (grammar, spelling, etc.)

Student demonstrated a mastery of APA style; journal review was well organized and substantiated; paper was well written

Student demonstrated an above average understanding of APA style; some citation or structure errors were present; some grammatical problems

Student demonstrated a basic understanding of APA style (e.g., margins may be appropriate, but citations, where required, were not accurate); grammatical problems are more visible.

Student did not demonstrate an understanding of APA style, errors of font, citations, and structural problems hinder reading of paper


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APA

6.26.36.47.1

SLO

8

Organization of paper review and summary

APA

7.1

SLO

10

Information is very well organized, summary includes meaningful sub-headings

Information is organized with well- constructed paragraphs

Information is organized in some form but is very basic

Information is poorly organized

Quality of Content and review of one perspectives

APA

1.11.43.14.1

SLOs

2349

Paper includes relevant evidence about one perspective or more areas that are required in the assignment

Paper includes relevant evidence about all one perspective required in the assignment

Paper includes marginally relevant evidence about most of the areas required in the assignment

Paper does not include relevant evidence about most of the areas required in the assignment.


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Relates psychological perspective to the common reader

APA

3.23.36.1.c (3)7.1

SLOs

89

Paper includes a very insightful comparison of the perspectives to the common reader

Paper mentions adequately the comparison of perspectives to the common reader

Paper mentions some comparisons of the perspective to the common reader, but it is either brief or a bit unclear

Paper does not mention perspective comparisons to the common reader or misrepresents the relationship.

Explanation of how student can use what was learned.

APA

1.33.13.23.33.48.38.58.69.19.29.39.49.5

SLO

78

Exceptional explanation of many insights learned and how to apply what is learned from the integration of theory and material presented in the COE Common Reader

Above average explanation of some insights learned from the integration of theory and material presented in the COE Common Reader

Basic explanation of what was learned from the integration of theory and material presented in the COE Common Reader

No explanation of what was learned from the integration of theory and material presented in the COE Common Reader

Specific Course Requirements

The requirements of the course are as follows:

1. Attend class meetings.2. Read assigned material.


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3. Participate in class discussions or discussions via internet (online course)4. Complete all exams.5. Complete any homework assignments

Note: Individual locations may add Requirements necessary to meet the unique needs of the local student population.

During the 2012-2014 Assessment Years, all Troy University teachers of PSY 4480 4480 are to integrate the TWO COMMON ASSIGNMENTS into the PSY 4480 Course (onground and online).

Research Component

***Insert any research requirements for this course. ***

Entrance Competencies

***Insert a description of any special skills students need to perform well in the class. ***

Supplementary Materials

None

Attendance Policy

In addition to interaction via Blackboard and e-mail contact, students are required to contact the instructor via e-mail or telephone by the first day of the term for an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.

Submitting Assignments

***Include any specific instructions you have for students to submit assignments, such as where or how they will be submitted (assignment feature, discussion board, REMIND STUDENTS THAT COMMON ASSIGNMENTS MUST BE UPLOADED VIA LIVETEXT AS WELL AS BLACKBOARD; ASSIGNMENTS NOT UPLOADED IN LIVETEXT WILL NOT BE GRADED, etc.)***

Make-Up Work Policy

Missing any part of this schedule may prevent completion of the course. If you foresee difficulty of any type (i.e., an illness, employment change, etc.) which may prevent completion of this course, notify the instructor as soon as possible. Failure to do so will result in failure for an assignment and/or failure of the course. (See "Attendance" Policy.) If I have not heard from you by the deadline dates for assignments, exams, or forums, no make-up work will be allowed (unless extraordinary circumstances exist, such as hospitalization). Requests for extensions must be made in advance and accompanied by appropriate written documentation. "Computer problems" is not an acceptable excuse.

Method of Evaluation

***Insert breakout of how grades will be determined, including weighting used. ***

Examination Schedule and Instructions


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***Insert your plan for giving examinations, including dates (or refer students to schedule at end of syllabus), type of tests administered (proctored or not proctored, open or closed book, multiple choice or essay, time limits and policies, etc. Example follows:

• The exams will be multiple-choice.

• They will be available for a specific time period. See the Course Schedule in the back of this syllabus for the dates during which time the exams will be available.

• The exams will be delivered online via Blackboard. They will be found in the Assignments section. The exams will be timed. Points will be deducted if the student overruns the time limit for the exam. See the exam instructions for the time limit and how the overrun deductions are calculated. ***

Late Registration

Students who register during the first week of the term, during late registration, will already be one week behind. Students who fall into this category are expected to catch up with all of Week #1 and Week #2's work by the end of Week #2. No exceptions, since two weeks constitutes a significant percentage of the term's lessons. Students who do not feel they can meet this deadline should not enroll in the class. If they have registered, they should see their registrar, academic adviser, GoArmyEd or Military Education officer to discuss their options. Also note that late registration may mean you do not receive your book in time to make up the work you missed in Week #1. Not having your book on the first day of class is not an excuse for late work after the deadlines in the Course Schedule.

Incomplete Grade Policy

Missing any part of the Course Schedule may prevent completion of the course. If circumstances will prevent the student from completing the course by the end of the term, the student should complete a request for an incomplete grade. Note: A grade of incomplete or 'INC' is not automatically assigned to students, but rather must be requested by the student by submitting a Petition for and Work to Remove an Incomplete Grade Form. Requests for an incomplete grade must be made on or before the date of the final assignment or test of the term. The form will not be available after the last day of the term. A grade of 'INC' does not replace an 'F' and will not be awarded for excessive absences. An 'INC' will only be awarded to student presenting a valid case for the inability to complete coursework by the conclusion of the term. It is ultimately the instructor's decision to grant or deny a request for an incomplete grade, subject to the policy rules below.

Policy/Rules for granting an Incomplete (INC):

• An incomplete cannot be issued without a request from the student. To qualify for an incomplete, the student must:

1.) Have completed over 50% of the course material and have a documented reason for requesting incomplete (50% means all assignments/exams up to and including the mid-term point, test, and/or assignments.)

2.) Be passing the course at the time of their request.

• If both of the above criteria are not met an incomplete cannot be granted.

• An INC is not a substitute for an 'F'. If a student has earned an 'F' by not submitting all the work or by receiving an overall 'F' average, then the 'F' stands.


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ACADEMIC MISCONDUCT:

Students should refer to the Standards of Conduct section of the Oracle, the student

handbook, for policies regarding misconduct. Students who engage in academic misconduct may receive a grade of "F" for the course. Your work may be submitted to an on-line plagiarism detection service. Cheating, plagiarism, or knowingly furnishing false information to the University constitutes academic misconduct, and disciplinary procedures specified in the Student Handbook will be followed.

The College of Educations defines plagiarism as:

Three consecutive words that are not common professional language used from another source without quotation

Rephrasing another author's words without appropriate citation

Using another author's ideas or data without appropriate citation

Submitting another author's or student's writing as one's own

Directly quoting a source without using appropriate APA or MLA style (whichever is required by the instructor) citation to show that it is a direct quote.

Intentionally taking information from a source and not giving appropriate credit

Students who commit plagiarism will be subject to disciplinary actions as outlined in The Oracle for Academic Misconduct and violation of the Honor Code. The Standards of Conduct and Disciplinary Procedures define university procedures in these matters. Students have the right to request consideration by the Student Services Conduct Board.

Consequences for plagiarism in (course number) are as follows: {*NOTE TO FACULTY*: This is where faculty will outline consequences for plagiarism in any assignment/assessment/activity in (course prefix and course number) as follows: Penalty/Failure can only be applied to the assignment. Only in situations where the assignment is critical to successful completion of the course may the faculty fail the student for the course.}

HONESTY AND PLAGIARISM - Plagiarism is academic dishonesty and is an unacceptable activity at Troy University. Based on United States law, words and ideas are intellectual property and are protected from theft.

Defining Plagiarism:

Plagiarism is representing someone else's ideas or work as your own original ideas or work. Plagiarism encompasses many things, and is by far the most common manifestation of academic fraud. For example, copying a passage straight from a book, a website, or any other source into a paper without using quotation marks and explicitly citing the source is plagiarism. Additionally, paraphrasing is plagiarism where you fail to cite your original source and, in some cases, where you fail to use quotation marks as well. It is very important that students properly acknowledge all ideas, work, and even distinctive words or phrases that are not their own. (1)

All of the following are considered plagiarism:

• Turning in someone else's work as your own

• Copying words or ideas from someone else without giving credit


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• Failing to put a quotation in quotation marks

• Giving incorrect information about the source of a quotation

• Changing words but copying the sentence structure of a source without giving credit

• Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not (2)

Additionally, if you download a paper from the Internet and submit it as your own work or if you submit a paper you wrote and submitted in a previous class, you have committed acts of plagiarism.

Penalties:

At Troy University, penalties for plagiarism include, but are not limited to, a reduction of grade on an assignment and/or a course as well as such sanctions as loss of student privileges, probation, suspension, and expulsion. These penalties for plagiarism are described in the Standards of Content section of The Oracle: The Troy University Student Handbook. (4)

Guidelines to Academic Honesty:

If you are unsure if an assignment is plagiarized, use the following checklist for guidance:

You need to cite the specific source(s) in your work, even if:

1. You put all direct quotes in quotation marks.

2. You changed words used by the author into synonyms.

3. You completely paraphrased the ideas to which you referred.

4. Your sentence is mostly made up of your own thoughts, but contains a reference to the author's ideas.

5. You mention the author's name in the sentence.

When in doubt, provide the proper citation to show that the ideas and materials are not your own. (3)

Academic honesty is a cornerstone of learning and should be practiced with all academic assignments.

Sources:

1. http://www.virginia.edu/honor/documents/PlagiarismSupplementFINAL.pdf

2. http://www.plagiarism.org/plag_article_what_is_plagiarism.html

3. http://www.unc.edu/depts/wcweb/handouts/plagiarism

4. Oracle: Troy University Student Handbook, 2010-2011

eTROY STUDENT EXPECTATIONSAs an online learner with Troy University you are expected to:

Meet all appropriate deadlines – from the application process to the course assignment deadlines to preparing for graduation there are deadlines every step of the way that have been established to


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http://www.unc.edu/depts/wcweb/handouts/plagiarism

http://www.plagiarism.org/plag_article_what_is_plagiarism.html

http://www.virginia.edu/honor/documents/PlagiarismSupplementFINAL.pdf

make the process easier for students to achieve their goals. It is the student’s responsibility to meet all appropriate deadlines. Routinely review the eTROY Academic Calendar and adhere to the deadlines. Start with completing your official application documents within the first term to meeting graduation intent deadlines.

TROY E-MAILAll students were required to obtain and use the TROY e-mail address that is automatically assigned to them as TROY students. All official correspondence (including bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.

All students are responsible for ensuring that the correct e-mail address is listed in Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at least initially, communicate with you. It is your responsibility to make sure a valid e-mail address is provided. Failure on your part to do so can result in your missing important information that could affect your grade.

Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu. Students are responsible for the information that is sent to their TROY e-mail account. You can get to your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to forward your TROY e-mail to your GoArmyEd e-mail account. You must first access your TROY e-mail account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail address to which you will forward your e-mail.

Be sure to read your email and keep all correspondence with Troy staff and faculty for future reference.

Go through the orientation – the orientation for both undergraduate and graduate online learners has been designed to assist students to have a successful educational experience with their online programs. Information on how to access Blackboard and other learning tools are included in the orientation along with valuable resources on how to learn in the online environment.

Make sure that your computer meets the technical requirements and that you have adequate Internet connection. Students must have access to a working computer that they have administrator rights on and access to the Internet. Students can use University computer labs, a public library, etc. to access the Internet but some courses may require the ability to download course related software.

Make sure you are ready for online learning – eTROY works on nine week terms. Does your learning style match an accelerate course pace? Do you have the time to dedicate to an interactive course? eTROY courses are not self-paced courses, you must meet all the timelines established by the instructor and participate in all activities assigned.

Read your academic catalog – your academic catalog is your “bible” for your online degree program. Please familiarize yourself with your degree program. The undergraduate and graduate catalogs can be found online at http://www.troy.edu/catalogs/. Pay close attention to admission

eTROY COURSES AT TROY UNIVERSITY POLICIES AND PROCEDURES

All eTROY courses at Troy University utilize Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates—at least every 48 hours.

TROY E-MAIL


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All students were required to obtain and use the TROY e-mail address that is automatically assigned to them as TROY students. All official correspondence (including bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.

• All students are responsible for ensuring that the correct e-mail address is listed in Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at least initially, communicate with you. It is your responsibility to make sure a valid e-mail address is provided. Failure on your part to do so can result in your missing important information that could affect your grade.

Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu. Students are responsible for the information that is sent to their TROY e-mail account. You can get to your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to forward your TROY e-mail to your GoArmyEd e-mail account if applicable. You must first access your TROY e-mail account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail address to which you will forward your e-mail.

STUDENT/FACULTY INTERACTION Interaction will take place via e-mail, telephone, discussion board forums, comments on written assignments and office visits (if needed and possible). • The student will participate in this course by following the guidelines of this syllabus and any additional information provided by the instructor, the eTROY center at Troy University, or Troy University itself. • The student is expected to remain in regular contact with the instructor and class via e-mail or other communications means, by participating in the discussion forums, submitting assignments and taking exams, all in a timely fashion. • TROY requires instructors to respond to students’ e-mail within 24 hours Mon-Thur, and 48 hours Fri-Sun.

TECHNOLOGY REQUIREMENTS Students must have: • A reliable working computer that runs Windows XP or Windows Vista. • A TROY e-mail account that you can access on a regular basis (see "TROY e-mail" above) • E-mail software capable of sending and receiving attached files. • Access to the Internet with a 56.6 kb modem or better. (High speed connection such as cable or DSL preferred) • A personal computer capable of running Netscape Navigator 7.0 or above, Internet Explorer 6.0 or above or current versions of Firefox or Mozilla. Students who use older browser versions will have compatibility problems with Blackboard. • Microsoft WORD software. (I cannot grade anything I cannot open! This means NO MS-Works, NO WordPad, NO WordPerfect) • Virus protection software, installed and active, to prevent the spread of viruses via the Internet and e-mail. It should be continually updated! Virus protection is provided to all Troy students free of charge. Click on the following link https://it.troy.edu/downloads/virussoftware.htm and then supply your e-mail username and password to download the virus software.

TECHINICAL SUPPORT CENTER If you experience technical problems, you should contact the Blackboard Online Support Center. If you can log onto the course simply look at the top of the page. You will see an icon entitled, “Need Help?” If you click on this icon, you will see the information below. For assistance with Blackboard, Wimba, Remote Proctor, and other online tools, please go to http://helpdesk.troy.edu and submit a ticket. The Educational Technology team is available 8:00 a.m. to 8:00 p.m. seven days a week to support your technical needs. For instructions on submitting a ticket, please click here.

NON-HARASSMENT, HOSTILE WORK/CLASS ENVIRONMENT Troy University expects students to treat fellow students, their instructors, other TROY faculty, and staff as adults and with respect. No form of “hostile environment” or “harassment” will be tolerated by any student or employee.


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ADAPTIVE NEEDS (ADA) Troy University recognizes the importance of equal access for all students. In accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, the University and its Adaptive Needs Program seeks to ensure that admission, academic programs, support services, student activities, and campus facilities are accessible to and usable by students who document a qualifying disability with the University.

Reasonable accommodations are available to students who: • are otherwise qualified for admission to the University • identify themselves to appropriate University personnel • provide acceptable and qualifying documentation to the University.

Each student must provide recent documentation of his or her disability in order to participate in the Adaptive Needs Program. Please visit the Adaptive Needs Website @ http://www.troy.edu/ecampus/studentservices/adaptiveneeds.htm to complete the necessary procedure and forms. This should be accomplished before the beginning of class.

HONESTY AND PLAGIARISM The awarding of a university degree attests that an individual has demonstrated mastery of a significant body of knowledge and skills of substantive value to society. Any type of dishonesty in securing those credentials therefore invites serious sanctions, up to and including suspension and expulsion (see Standard of Conduct in each TROY Catalog). Examples of dishonesty include actual or attempted cheating, plagiarism*, or knowingly furnishing false information to any university employee.

*Plagiarism is defined as submitting anything for credit in one course that has already been submitted for credit in another course, or copying any part of someone else’s intellectual work – their ideas and/or words – published or unpublished, including that of other students, and portraying it as one’s own. Proper quoting, using strict APA formatting, is required, as described by the instructor. All students are required to read the material presented at: http://troy.troy.edu/writingcenter/research.html

• Students must properly cite any quoted material. No term paper, business plan, term project, case analysis, or assignment may have no more than 20% of its content quoted from another source. Students who need assistance in learning to paraphrase should ask the instructor for guidance and consult the links at the Troy Writing Center.

• This university employs plagiarism-detection software, through which all written student assignments are processed for comparison with material published in traditional sources (books, journals, magazines), on the internet (to include essays for sale), and papers turned in by students in the same and other classes in this and all previous terms. The penalty for plagiarism may range from zero credit on the assignment, to zero in the course, to expulsion from the university with appropriate notation in the student’s permanent file.

LIBRARY SUPPORT The Libraries of Troy University provide access to materials and services that support the academic programs. The address of the TROY Global Campus Library Web site, which is for all Global Campus and eTROY students, is http://uclibrary.troy.edu. This site provides access to the Library's Catalog and Databases, as well as to links to all Campus libraries and to online or telephone assistance by Troy Library staff. Additionally, the Library can also be accessed by choosing the "Library" link from the University's home page, http://www.troy.edu.

FACULTY EVALUATION In the eighth week of each term, students will be notified of the requirement to fill out a course evaluation form. These evaluations are completely anonymous and are on-line. Further information will be posted in the Announcements section in Blackboard.

HOW TO LEARN ONLINE


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http://www.troy.edu/

Troy University eTROY is designed to serve any student, anywhere in the world, who has access to the Internet. All eTROY courses are delivered through the Learning System. Blackboard helps to better simulate the traditional classroom experience with features such as Virtual Chat, Discussion Boards, and other presentation and organizational forums. In order to be successful, you should be organized and well motivated. You should make sure you log in to our course on Blackboard several times each week. Check all “announcements” that have been posted. Start early in the week to complete the weekly assignment. You should also go to the Discussion Board early in the week and view the topic and question/s for the group discussion exercise. Make your “initial” posting and participate in the discussion. Begin reviewing for the exams early in the term. Do not wait until the last minute and “cram” for these exams. You should review the material frequently, so you will be prepared to take the exams.

eTROY CONTACT Whether you’re experienced at taking online courses or new to distance learning, we’re here to help you succeed in your online education. If you have general questions about eTROY programs, courses, policies, services or other university-wide topics, please visit the eTROY web site @ http://www.troy.edu/etroy; call 1-800-414-5756, or ASK TROY.

AMERICANS WITH DISABILITIES ACT: Students with disabilities, or those who suspect they have a disability, must register with the Disability Services Coordinator in order to receive accommodations. Students currently registered with the Disability Services Office are required to present their Disability Services Accommodation Letter to each faculty member at the beginning of each term. If you have any questions, contact the Disability Services Coordinator.

ABSENCE POLICY:

In registering for classes at the university students accept responsibility for attending scheduled class meetings, completing assignments on time, and contributing to class discussion and exploration of ideas.

In severe cases of inclement weather or other emergency conditions, the Office of Executive Vice Chancellor and Provost will announce cancellation of classes through the local and regional media as well as through the University’s web site.

College of Education

Psychology Program

As a department of faculty and students dedicated to the Knowledge, Skills, Values, that are the Learning Goals for Undergraduate Psychology Majors, posited by American Psychology Association (APA)*, we strive to help students reach the following learning goals and develop the values associated with the science and application of psychology.

1. Students will demonstrate familiarity with the major concepts, theoretical perspectives, and empirical findings, and historical trends in psychology.

2. Student will understand and apply basic research methods in psychology.3. Students will respect and use critical and creative thinking, skeptical inquiry, and the scientific

approach to solve problems related to behavior and mental processes.4. Students will understand and apply psychological principles to personal, social, and

organizational issues.5. Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other

values that are the underpinnings of psychology as a discipline.


Any specific penalties for unexcused absences or “tardies” should be included here.

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6. Students will demonstrate information competence and the ability to use computers and other technology for many purposes.

7. Students will be able to communicate effectively in a variety of formats8. Students will recognize, understand, and respect the complexity of sociocultural and

international diversity.9. Students will develop insight into their own and other’s behavior and mental processes and

apply effective strategies for self-management and self-improvement.10. Students will emerge from the major with realistic ideas about how to implement their

psychological knowledge, skills, and values in occupational pursuits, in a variety of settings. Retrieved April 2011 from http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf;

PDF document available for download.

COURSE SCHEDULE

***Include a weekly listing here of reading and other assignments due, including examinations and paper or other homework assigned. REPLACE THE EXAMPLE BELOW WITH YOUR OWN SCHEDULE.

EXAMPLE SCHEDULE

Dates Assignments

Week 1 Review course requirements and APA Guidelines

Post Biography in Discussion board

Read introduction of how to do project and Chapters 1,2 & 3 from text

Come up with a topic to research and submit to instructor

Week 2 Chapters 4 & 5

Work on the theory of research project and send to instructor for approval

Take quiz #1


Take Quiz #2

Work on the sampling procedure of research project and send to instructor for approval


Take Quiz #3

Work on cover letter of research project and send to instructor for approval


Midterm Exam

Work on literature reviews of research project and send to instructor for approval

Week 6 Chapter 12


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http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf

Take Quiz #4

Work on data analysis of research project and send to instructor for approval

Week 7 Quiz #5 and optional quiz #6

Final Project due for review by instructor (optional)

Week 8 Research project due (five pts off per day late fee)

Week 9 Final Exam

***


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noticer author: andrews, andy edition: 2009 isbn 13: 978-0 web view · 2012-12-19missing...

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