WAYCROSS COLLEGE
COURSE SYLLABUS

PSYC 1101 - INTRO TO PSYCHOLOGY

INSTRUCTOR:   Anthony Hendrix, Ed. D.
Email:                      hendrix@waycross.edu
Phone:                    (912) 449-7568
OFFICE:                Room 172A, Faculty Suite
TEXT:                    Understanding Psychology, 9th edition, Morris & Maisto, Prentice Hall, 2010, ISBN: 13: 978-0-205-76906-3
HOMEPAGE         http://www.waycross.edu/faculty/hendrix/index.htm

I.    Catalog Description - Psyc 1101 (3-0-3) - Prerequisite - None
A study of Psychology as the scientific study of behavior. A broad survey of the major topics in psychology including, but not limited to, research methodology, biological and social factors influencing behavior, development, learning, memory, motivation, intelligence, personality, and abnormal behavior/therapy.

II.  Student Learning Outcomes

A student who successfully completes the Introduction to Psychology (PSYC 1101) will be able to ……..
I.  …demonstrate knowledge of  6 major perspectives in Psychology
(Behavioral, Biological, Cognitive, Positive/Humanistic, Social, & Psychodynamic) by….

A. … identifying key figures

B. ….identifying key concepts

C.  …identifying major theories

D. …identifying applications of major perspectives to everyday living

II.  ….demonstrate knowledge of the scientific process in Psychology by….

      A. …identifying the basic steps of the scientific method

      B. ….identifying the following research methods

                  1. experiment

                  2. correlation

                  3. data collection methods

III. …identify applications of the 6 major perspectives to…

      A. …development

      B. …personality

      C. …mental health

      D. …learning

III.  Class Attendance

The student is expected to attend all regularly scheduled classes. The College's attendance policy indicates that a student who misses 20% of scheduled classes may be dropped from the course with a grade of WF . Roll will be taken each class period.  In order to receive credit for attendance, you must arrive at class on time and remain until class ends.

IV. Grades and Grading

A.  Letter grades will be assigned on the basis of the following numerical values:                                                                                                                                                                                             A = 90 - 100          D = 60 - 69
B = 80 - 89            F = less than 60
C = 70 - 79

     Borderline grades will be determined by class participation and classroom etiquette.

B.  Four hourly exams and a comprehensive final will be given. Exams will consist of  multiple choice, true-false, and short answer essays.
SEE ATTACHED READING AND EXAM SCHEDULE.

C.  Library assignments consist of a critique of an article related to a subject or topic covered  by one of the areas listed below. A total of four critiques is required. Each critique should identify publication data, a statement of the purpose or intent of the author,  a summary of the content, and your critique (pro and/or con) of the article. Each critique should be appropriately subdivided and be at least two, full typewritten pages. (See critique format below and also the handout on "How to Critique an Article"). One critique will be due on the date of each hourly exam test date.

LIBRARY ASSIGNMENTS
First critique - Area One - Chapters 1-4
Second critique - Area Two - Chapters 5-8
Third critique - Area Three - Chapters 9
Fourth critique - Area Four - Chapters 10-15

D.  Four Internet assignments will be completed.  One critique will be due on the date of each hourly exam test date. The assignments and internet links are given below.

INTERNET ASSIGNMENTS

First assignment - Take Career Key Test at http://www.livecareer.com/
Second assignment - Take an IQ test at http://www.iqtestclub.com/  (Take the Model IQ Test)
Third assignment - Take a Personality test at http://www.humanmetrics.com/cgi-win/JTypes1.htm
Fourth assignment - Take a Personality Disorder test at
http://www.4degreez.com/misc/personality_disorder_test.mv

DO NOT PAY FOR ANYTHING ON THESE WEBSITES!  If a website asks you to pay, please let me know.  These web sites should be FREE.   

Make a copy of your results from the internet test.  Each internet assignment must be critiqued.  The critique must be at least a ½ page and must be stapled to the copy of the results of the test that you took.

E. The instructor has the option of giving periodic short exams which may or may not be announced ahead of time. These will be averaged in with the hourly exams.

F. Learning about behavior and its consequences is an important concept in this course.  Looking at classroom participation will give you an opportunity to assess your behavior in this area and learn about the consequences of your behavior. Class participation includes participation and behavior in the classroom.  Please also see classroom etiquette.   This portion of the grade will also be determined by attendence, excessive absences (see class attendance policy), and arriving late for classes.  Participation in the classroom, including classroom etiquette and attendance, will count 10% of your final grade. See attached rubric.

G. Make-up work for assignments will be conducted on an individual basis, however, there will generally be no make-up considered for unexcused absences.  If the student is sick on the day assignments are due, or cannot make it to class due to circumstances beyond their control, the student is required to call or contact the instructor by email for permission to turn in assignments late. Students who have permission to turn in assignments late must turn in the assignments the very next day they are in class.

There will be NO make-up tests.  Your lowest hourly test grade will be dropped.  If you miss a test, the missed test will be the grade that will be dropped.  You cannot miss more than two tests.  The second test missed will count as a zero. Even if you chose to miss a test and not come to class, your assignments are still due on the day of the test.  No assignment grades will be dropped.

H. Any time a student is absent, the student is still responsible for the material covered in class and any class assignment given that day.

I. Deadlines will be met and work will be of a standard reasonably expected from WC students. The last day of class will be the deadline for all work to be turned in or made up.

J. Incompletes - The grade of incomplete is given to students who for reason of illness or accident are unable to complete a segment of the course. At least 75% of the course requirements must be met with a passing grade Before an incomplete will be considered. In no case will the grade of Incomplete be given as a means to avoid a failing grade.

K. The contribution of the four exams, the final, and the library and internet assignments, and class participation are shown by the grade percentages below:

                 Hourly Exams ........................ …......60%
                Comprehensive Final Exam...............10%
                Library and Internet Assignments......20%
                Class Participation ............................10%

            Grades and current averages may be viewed on Vista

L.  DROPPING A COURSE WITHOUT PENALTY :

In order to officially drop a course without penalty, a student must obtain and fill out a Drop/Add form from the Registrar's Office, acquire appropriate signatures, and return the completed form to the Registrar's office before the designated date published in the Academic Calendar in the Waycross College Catalog.

V.   Classroom Etiquette:

An atmosphere of mutual respect will be maintained in the classroom.  Please do not hold conversations with classmates whenever the instructor or another student is speaking. Also refrain from writing and passing notes or participating in other distractive behavior. Your undivided attention in class is a must. The student is expected to come to class with his/her textbook and writing materials and be prepared to take notes.  The student should not be doing work from other courses while in psychology class.  The instructor reserves the right to request students who engage in disrespectful conduct and/or disruptive behavior to leave the class and if the behavior persists in future classes the instructor will drop the students from the class. Please turn off cell phones during class, especially during tests.  Do not leave the classroom in order to talk on cell phones outside of class. Flagrant use of a cell phone or text messaging during class could result in the instructor asking the student to leave the classroom and the student will be counted absent.  Classroom etiquette will also be figured into the class participation portion of the final grade.  You are an adult, college student - please act accordingly.

VI. Plagiarism

PLAGIARISM, WHETHER INTENTIONAL OR UNINTENTIONAL, IS PROHIBITED; IT WILL RESULT IN FAILURE OF THE ASSIGNMENT PLAGIARIZED AND COULD RESULT IN FAILURE OF THE COURSE. Webster’s Dictionary defines plagiarism as the stealing and passing off of the ideas or words of another as one's own.  PLAGIARISM IS ACADEMIC DISHONESTY. IF PLAGIARISM IS EVIDENT, THE STUDENT WILL RECEIVE A GRADE OF 0 ON THE ASSIGNMENT PLAGIARIZED AND COULD EARN A FAILING GRADE FOR THE COURSE. When an instructor discovers an incident of plagiarism, the instructor will discuss the situation with the student, complete a Plagiarism Form to record the incident, sign the form and obtain the student’s signature, provide the student a copy of the form, and file a copy of the form with the Dean’s office. If two incidents of plagiarism are reported, the student will be required to meet with the Dean to discuss academic integrity. REPEATED CHARGES OF PLAGIARISM COULD RESULT IN PERMANENT EXPULSION FROM THE COLLEGE.

VII. EASE STATEMENT

The Educational Assistance and Student Engagement (EASE) Center offers supplemental instruction and campus life resources to all students enrolled at the college. Educational assistance opportunities will allow students to develop strengths and to eliminate deficiencies. The EASE Center provides tutoring and supplementary materials in reading, writing, and mathematics; provides alternate learning strategies through audio-visual, individualized, computerized, self-paced, and one-on-one tutorial work; offers assistance in developing effective study skills; and helps students prepare for the Regents’ test.    Various testing services are offered by appointment in the EASE testing center. Student Engagement resources available to students in The EASE Center consist of guidance services, orientation services, disability services, career planning, minority advising program, and student activities.

VIII. ADA STATEMENT

"The College is committed to providing accessibility to all students in accordance    to ADA/504 guidelines. Students should contact the Director of Student Life regarding accessibility."

  IX. Instruction Goals and Learning Outcomes By Chapter

In conjunction with the "Think About It" questions given in the text at the beginning of each chapter, students should be prepared for the additional chapter objectives.

AREA ONE

GOAL A: To trace the emergence of psychology as a behavioral science with historical
                 perspectives in philosophy and physiology.

LEARNING OUTCOMES: Chapter 1: The Science of Psychology

1. Students will be able to identify the schools that characterized the growth of psychology from the latter part of the 19th century to the present.
2. Students will demonstrate knowledge of the various specialties of psychology and the
respective behavioral emphasis for each specialty.
3. Students will show understanding of the methods used to collect research data for theoretical and applied purposes within the discipline of psychology.

GOAL B: To develop an understanding of how behavior is a function of neural and chemical activities within the human body.

LEARNING OUTCOMES: Chapter 2: The Biological Basis of Behavior

1. Students will identify the components of the endocrine and nervous systems and state the bodily area(s) in which each component is located.
2. Students will show knowledge of the subdivision of the nervous system, the components of each subdivision, and the nervous system's inter-action with the endocrine system to provide the organism with a variety of response potential are used in personality assessment.
3. Students will become aware of the role that heredity plays in determining how characteristics will influence behavior.

GOAL C: To demonstrate that the functions of sensory processes are to produce sensation, trigger bodily responses to stimuli, and effectively guide behavior.

LEARNING OUTCOMES: Chapter 3: Sensation and Perception

1. Students will be able to trace the flow of the sensory process from the energy source to the resultant behavioral experience.
2. Students will identify the components of the five sense organs and know how each component contributes to the sensory experience.
3. The student will be able to describe how the brain operates upon the raw data from the sensory experience to provide meaningful patterns called perception.

GOAL D: To convey that all behavior is mediated by states of consciousness which produce and set limits for a variety of responses within the behavior repertoire.

LEARNING OUTCOMES: Chapter 4: States of Consciousness

1. Students will demonstrate an understanding of neural and physiological changes within the body during unconscious and conscious states.
2. The student will become aware of the sources for and the control of complex and novel
behavior under states of altered consciousness.
3. The student will acquire knowledge of symptoms, associated behaviors, and a variety of effects that are produced by drug-altered consciousness.

GOAL E: To develop an understanding of how learning can shape, maintain and modify
responses emitted by the organism. To indicate that divergent behavior is a product of
learning.

AREA TWO

LEARNING OUTCOMES: Chapter 5: Learning

1. The student will show how classical conditioning forms bases for ongoing behavior. This will be demonstrated by the correct listing of the stage process in the conditioning paradigm.
2. Students will describe the principles and generalizations that specify how operant (or
instrumental) conditioning exerts influence and control over behavior.
3. Students will be able to explain how cognitive learning theory, so cial learning theory, and contingency theory assist in our understanding, prediction, and control of behavior.

GOAL F: To demonstrate how memory or information processing defines stimuli from the external world and predisposes the organism to respond in typical ways.

LEARNING OUTCOMES: Chapter 6: Memory

1. The student will identify the structural components of memory, their capacities, and their function.
2. The student will discuss the concepts of rehearsal, retention, recall, recognition and retrieval.
3. The student will become knowledgeable of how memory interacts with perception and ongoing behavior.

GOAL G: To explain how internal language and thought develop from relatively primitive stage to very complex operations that produce skills such as problem solving, decision making and creativity and to show that intelligence is a measure of the quality of behavior in terms of the organism's adaptiveness across situations..

LEARNING OUTCOMES: Chapter 7: Cognition & and Mental Abilities

1. The student will trace the progress of language from sensory images to expressive language according to major theories on language development.
2. Students will gain practical knowledge of problem solving techniques and describe the
mechanics of each technique.
3. The student will describe how mental operations or cognition determine our view of and response to the external world.                                                                                                                              4. Students will distinguish among the formal theories of intelligence and the operations that characterize each theory.
5. Students will describe the content and administration of the major intelligence tests.
6. Students will understand the role of heredity and environment as determinants of intelligence.

GOAL H: To stress that all behavior is energized and directed by motives and/or emotion.

LEARNING OUTCOMES: Chapter 8: Motivation and Emotion

1. Students will show understanding of how behavior is triggered, i.e., in a stepwise fashion according to models on motivation.
2. Students will learn to identify typical behaviors which accompany needs and drives.
3. Students will show how varying levels of arousal and specific emotions affect performance and behavior.

GOAL I: To outline behaviors in the cognitive, physical, social and emotion development of the organism from the parental environment through late adulthood.

AREA THREE

LEARNING OUTCOMES: Chapter 9: Life Span Development

1. Students will demonstrate knowledge of developmental stages beginning at the parental phase. The focus will involve physical and motor maturation in addition to perceptual, memory, cognitive and social development.
2. Students will be able to list the cognitive tasks which accompany the major stage theories.
3. Students will provide accurate descriptions of the stresses incurred in the transition from adolescence to adulthood emphasizing physical, social, personal, and interpersonal
development.
4. The student will show familiarity with changes that accompany development from young adulthood through late adulthood noting responses to stress and crisis handling.
 

GOAL J: To demonstrate that the total of an organism's behavior can be described and even predicted in terms of several personality models.

AREA FOUR

LEARNING OUTCOMES: Chapter 10: Personality

1. The student will describe the concepts, principles and generalizations relative to major theories personality.
2. Students will show how personality tests and other techniques are used in personality
assessment.
3. Students will be able to identify the methods or strategies used for personality assessment by the major theoretical disciplines.

GOAL K: To communicate that much of what the organism responds to can be classified as stress and that the response itself is appropriately labeled as the organism's attempt to adjust to the stressful condition.

LEARNING OUTCOMES: Chapter 11: Stress and Health Psychology

1. Students will show mastery in defining and exemplifying the concepts of stress, frustration, pressure, defense mechanisms, coping, and adjustment.
2. Students will learn typical behaviors that are associated with varying stress levels according to models provided in the text.
3. Students will be able to discuss the key components of the models which describe the
organism's attempt to adjust.

GOAL L: To provide and understanding that abnormal behavior is relative to the norms for the subject, the situation, the environment, and the element of time.

LEARNING OUTCOMES: Chapter 12: Psychological Disorders

1. Students will demonstrate knowledge of how normal and abnormal behavior varies on a continuum across time, person, and situations.
2. Students will learn how abnormal behavior is classified according to the four major models in the text and the current Diagnostic and Statistical Manual (DSM-IV).
3. Students will have an understanding of and be able to identify the behavioral and cognitive disorders associated with abnormality.

GOAL M: To assist the student in becoming aware of how psychologists intervene to treat emotional or disordered states of mind.

LEARNING OUTCOMES: Chapter 13: Therapies

1. The students will learn the several modes of treatment and therapies available for specific disorders of cognition and behavior.
2. The student will become aware of the relative success rates for different treatment alternatives, including ECT psychotherapy, psychosurgery, and drug therapy.
3. Students will understand the role and implications for the institutionalization of the mentally disordered.

GOAL N: To intimate that as social beings, our behavior is in effect a product of our social milieu.

LEARNING OUTCOMES: Chapter 14: Social Psychology

1. The student will learn and be able to define the concepts in social psychology which infer how  individuals' perceptions and behaviors are influenced and even controlled by the social environ.
2. The student will be able to describe the social phenomena that characterizes attribution, conformity, altruism, etc.
3. The student will show understanding of how behavior is mediated by personal space, crowding, noise, and other environmental factors.
 

Psychology 1101 - Article Critique Format Requirements

Students are expected to follow the following format.
If the following format is not followed, points will be deducted for each criteria not met.

1). The length of the critique must be between 2 and 5 full, typewritten pages.

2). The critique must be double-spaced.  The margins must be one inch at the top, bottom, and both sides. 12 point font is required.  Each page must be numbered.

3).  No cover page is necessary.  The pages of the critique must be stabled together BEFORE you come to class. Staple in upper left-hand corner.

4). On the top line, right side, of the first page put your name.  Skip two spaces and then put the bibliography. Skip two more lines and put the heading of "SUMMARY."  Summarize the article in about one and one half to three pages.  The next heading should be "CRITIQUE."  In the critique portion, tell what you thought about the article.  This will include your thoughts, feelings, ideas, and opinions on the article and the subject of the article.   The critique must be at least one half page.  Be sure to label all headings.  (See examples below)

5). In the very first paragraph of the summary section, state what chapter the article related to according to the assigned chapters in the syllabus and how and/or why the article relates to this chapter.  Also in the first paragraph of the summary section, state the purpose or intent of the author.

6). The articled critiqued must be current, no more than one year old.  (Be careful with internet articles concerning the copyright date)

7). The article to be critiqued must be at least one full, standard journal page in length.  A copy of the article  that was critiqued must be stapled to the back of your critique.

8). One critique will be due at the beginning of class on the date of each hourly exam test date.

9). Students should get permission to turn in late papers and points will be deduced for late papers that are approved.

10) Points will be deducted for not following the above format.   

Psychology 1101 - Article Critique Format Checklist

Students are expected to follow the following format.
If the following format is not followed, points will be deducted for each criteria not met.

_____ The length of the critique must be between 2 and 5 full, typewritten pages.

_____ The critique must be double-spaced.  The margins must be one inch at the top, bottom, and both sides. 12 point font is required.  Each page must be numbered.

_____  No cover page is necessary.  The pages of the critique must be stabled together BEFORE you come to class. Staple in upper left-hand corner.

_____ On the top line, right side of the first page, put your name. 

_____Skip one space and then put the bibliography of the article

Example Bibliography-

Smith, Jerry. “Women in the South.” In The Cambridge History of America.
                                 Ed. A. W. Ward and A. R. Waller. London:
                                 Cambridge Univ. Press, 1927, XIII, 231-244
                                  (Single Space)

_____Skip one more line and put the heading of "SUMMARY." 

_____Summarize the article in about one and one half to three pages. 

_____ In the very first paragraph of the summary section, state what chapter the article is related to according to the assigned chapters in the syllabus and how and/or why the article relates to this chapter. 

_____Also in the first paragraph of the summary section, state the purpose or intent of the author.

_____The next heading should be "CRITIQUE."  In the critique portion, tell what you thought about the article.  This will include your thoughts, feelings, ideas, and opinions on the article and the subject of the article.  

_____The critique must be at least one half page. 

_____Be sure to label all headings.  (See examples below)

_____ The articled critiqued must be current, the copy write no more than one year old.  (Be careful with internet articles concerning the copyright date)

_____ The article to be critiqued must be from a reputable magazine or journal.  DO NOT critique Blogs or sections from an encyclopedia such as Wikipedia.  DO NOT critique a synopsis or a summary of an article. 

_____ The article you are critiquing must be at least one full, standard journal page in length. 

_____A copy of the article that was critiqued must be stapled to the back of your critique.

_____One article critique (and also one internet assignment – see syyllabus) will be due AT THE BEGINNING OF CLASS each day a scheduled test is given.  I will take up the article critiques and internet assignments first thing before we take the test.

_____ Students should get permission to turn in late papers and points will be deduced for late papers that are approved.

_____ Your critique should look like the example below.

HOW TO CRITIQUE AN ARTICLE

I. READ CRITICALLY

A. Definition and description of critical reading
            1. Critical reading is the process of questioning and evaluating printed material.
            2. The reader must understand the writer’s message, question it, and react to it in
                 terms of his own knowledge and experience; he is probing, comparing, and
                 reflecting as he thinks with the writer about the ideas expressed.

B. Mental attitude toward article

            1. Understand the writer’s message. Approach the reading with an open mind     and a willingness to accept new ideas or another point of view. Avoid letting personal   biases or prejudices interfere with clear thinking and objectivity.
2. Be aware of the author’s prejudices and your own as you make judgments about the material.

C. How to evaluate the author’s purpose and credibility

            1. Begin by questioning the author’s purpose; is he trying to persuade or inform?
2. Does the author tell only one side?
3. Does he make statements that are based on facts?
4. Does he use highly emotional words and phrases? You may suspect the author is shading the facts when he uses such words as “overwhelmingly,” “savagely,”  “shocking,” “brutal,” “plunge,” or “destroy.”
5. Is the author biased because of sex, religion, political inclinations, or geographic background?
6. Is the author an authority on the subject? How do you know? How can you find out?

D. How to evaluate the factual content of the article

               1. Can you determine fact from opinion, or are they woven together? (Facts can be verified by checking the information in a reputable publication, getting confirmation from a respected individual, or observing for yourself.) Certain words and phrases can help you by indicating that the statement is likely to be an opinion, (e.g., I believe, he thinks, apparently, it seems as though, probably, may, should, it appears that, in the author’s judgment, chances are, obviously, possibly, it is likely.)
2. Does the author use slogans or clever combinations of words, which are chosen for their emotional appeal? They may say little or actually be misleading, but constant repetition makes an impression.
3. Are statements based on assumptions that are not necessarily true? (e.g., The following sentence contains an assumption followed by a statement based on that assumption. “Since we are a nation of sheep, a powerful leader can shape the minds of all the people within the country.”)

II. OUTLINE THE ARTICLE (approximately 1 ½ page)

1. By skimming, locate the controlling idea through the title of the article, introductory  paragraphs, and the concluding paragraph.
2. List main ideas that support the controlling idea.
3. List significant details which advance the main ideas. (Significant details add more information to the main idea; they are important details that cannot be omitted.)
4. State the concluding idea (this is usually a re-statement of the controlling idea.)

III. REACTION TO THE ARTICLE

1. Before starting to write, analyze your initial reaction and the basis for it.  Is it based on emotion or fact?
2. Analyze the main ideas. Do they adequately support the controlling idea?
3. Did the author cause you to modify or question your beliefs or ideas or did he reinforce them? Why?

IV. WRITE THE CRITIQUE

1. Summarize the article. By using the outline you developed, synthesize the controlling and main ideas of the article into about one page.
1. Look for the author’s own compact summaries either at the beginning or end of a passage or at points of transition.
2. Summarize the author’s ideas in the order in which he has presented them, but avoid following his wording too closely. However, you may use the author’s key terms and phrases to bind the summary together.
3. Remember that writing a summary is very much like trimming a bush down to its trunk and main branches.
2. React (approximately ½ page)
1. Write your reaction to the controlling idea, the main ideas the author presented, and how they were presented.
2. Each of your reactions should refer to an idea the author presented.
3. Avoid generalizations and going off on tangents!
4. You may agree to disagree totally, or you may have both agreement and disagreement, but you must support your analysis with facts.
5. What kind of evidence did the author use to support his position? (Newspapers, journals, and other serials, manuscripts, diaries, government records, interviews, etc.)
6. Who was the author? This may give you some idea about his knowledge of the subject matter and writing skills.
7. How does the author’s thesis compare or contrast with the generally accepted view on the subject matter? You may need to consult your textbook or possibly a monograph on the subject to discern a traditional view.
8. Was the presentation well-organized, logical, and readable?

V. STYLE

1. At the top of the first page, list bibliographical information, single spaced, as per the following example:
2. Smith, Jerry. “Women in the South.” In The Cambridge History of America.
                                    Ed. A. W. Ward and A. R. Waller. London:
                                    Cambridge Univ. Press, 1927, XIII, 231-244
                                     (Single Space)
3. Double space the body of the critique.
4. The first paragraph should contain an introduction to the author’s thesis (theses).
5. Write in the past tense and avoid passive voice structures.
6. Critiques should be a minimum of two typed pages in length.

References:

Roe and Ross. Developing Power in Reading. Dubuque. Kendall/Hunt Publishing Company. 1974.

PSY 1101 – SUMMER 2012 TENTATIVE READING AND EXAM SCHEDULE                                    

Week         Week of            Chapter Assignment and Test Schedule

  1              June 4                 Classes begin - Chap 1 & 2                 

  2              June 11                Chap’s 2 & 4

                 June 11                Last day to register or change a class

  3              June 18               Test Chap’s 1, 2, 4 – Chap’s 5 & 6

  4              June 25                Chap’s 6 & 7

  5              July 2                  Test Chap’s 5-7 - Chap 9

                  July 2       Mid-Semester -  Last day to drop a class or withdraw without penalty

                  July 4                  Holiday – Independence Day

  6              July 9                  Chap 9

                  July 9-20            Early Registration for Fall 2010 Semester

  7              July 16                Test Chap 9 - Chap 10-12

  8              July 23                Chap 13-14 – Test Chap’s 10-14

  9              July 30             Last day of class and last day for any makeup work to be done       

 10              August 1-2         FINALS

CLASS PARTICIPATION

Name________________________________________________  Grade ____________

Class ____________________________________  Semester _____________________

The rubric presented here contains some common items, both positive and negative, that professors regard as contributing to (or distracting from) class participation.  I will use this sheet to determine how well I see your fulfillment of these expectations.  You will honestly fill out this sheet.  Add up the numbers you circled and multiply by 2 to calculate your grade.  Then you will turn this sheet into me.  If I agree with your assessment, then that will be your participation grade.  However, if there's a significant difference between your and my calculation of your participation grade, we will have a conversation on the items where we differ significantly in the grading. 

POSITIVE ATTRIBUTES

NEGATIVE ATTRIBUTES

Additional Comments: 

Back to Psychology 1101 Page