PSY 103, F2015: Toward Self Understanding Understanding TTh 9:30 – 9:30 – 10:45 10:45 AM. Instructor: Instructor : Lyn Stein, Ph.D. Office: CPRC Bldg., 49W Phone: 874-4261 E-mail:
[email protected] Office Hours: Tu 8-9 AM, by appt.
Teaching Assistant (TA): TBA Office: TBA. Phone: Main number 874-4224 E-mail:
[email protected] Office Hours: TBA
Text: Weiten, W., Dunn, D. & Hammer, E. (2012). Psychology Psychology applied to modern modern life: Adjustment in the 21 st century (10th Ed.). Belmont, CA: Wadsworth/Cengage Wadsworth/Cen gage Learning. Various official web-sites web-sites exist for this book with beneficial resources for students. Search the publisher’s website; this info is likely also found listed in your text. Description and Goals: The purpose of this course is to provide information about personality development, personal and and social behavior, and adjustment adjustment reactions. reactions. The major goals are to enhance enhance students’ students’ self -awareness self -awareness and understanding and to promote practical skills for effective personal and interpersonal functioning. The course will require students to critically evaluate the information that was presented within the classroom, consider the meaning across contexts and cultures, and assess the real world implications. This course covers Gen Ed, Social/Beh Sci. Students will…1) will… 1) Identify facts, vocabulary, definitions, terms, concepts and people; 2) Ask questions or frame hypotheses relevant to a task; 3) Collect information relevant to address a task; 4) Apply concepts to address a task; and 5) Evaluate support for claims and justify conclusions. This course also covers Writing Effectively. Students will…1) Demonstrate mastery of skills needed for writing tasks using page limits; 2) Adhere to rules of grammar, spelling spelli ng and logic in written work; 3) Demonstrate understanding understandi ng of purpose and audience in writing tasks; 4) Attend to feedback to improve writing; and 5) Demonstrate understanding, understandin g, in writing, of subject matter as explained by psychology. Management: Classes include lecture and discussion. The class is intended to be interactive to the degree possible; therefore, when appropriate substantial student participation in all class discussions is expected. The syllabus, class announcements, course assignments, study guides, due dates, helpful websites, and more will be presented during classes and may be found on the class website (TA will provide class website address). On the website, information on any changes to the schedule or other important course information may be posted by the instructor or TA. Announcements may also be made in class. Please make a habit of checking the website at least once per per week. Attendance is not taken; however, attending class will largely assist your grade in that you will experience lectures, participate in in-class activities, activities, participate participate in small-group small-group discussions, discussions, have have an opportunity opportunity to ask questions, questions, and so forth. It is anticipated anticipated that students students will conduct themselves in a responsible and considerate manner, and that disruptive behavior will rarely if ever occur; please see University policy on troubling student behavior (Division of Student Affairs, 2010). Students are expected to adhere to University standards for academic integrity (see below).
Exams: There will be 3 non-cumulative exams throughout throughou t the semester. Each exam will consist of 50-60 multiple-choice multiple-cho ice questions. Questions on the exam will be written to reflect the content presented in the text and class lectures. If a student misses an exam or exams for any reason, he/she will take the make-up exam or make-up exams during the final exam time. Your enrollment in this course indicates you have read the syllabus and grading policy, understand it, asked questions as needed, and agree to it. Final Exam: There is no final exam, but “make -ups” will be provided during the final exam period (see above). Showing up for the final exam period will be required only for those students who miss one or more of the previously scheduled non-cumulative exams (Exams 1-3). If a student attends all 3 of the previous exams, s/he will not show for the final exam exam period. If students are missing any exams after the final exam period, they will be provided a score of 0 for each missed exam.
Experiential Projects (EPs): Students are required to complete 3 experiential projects. Details of the EPs are provided in a separate document (to be provided on the course website or in class). EPs are out-of-class assignments designed to allow students to apply classroom concepts to the real world, to study the meaning and applications to their own lives and the lives of others, and to help students develop skills for effective personal and interpersonal functioning. Upon completion of an EP, a student will complete a 1 page journal entry. Journal entries must be typed in Times New Roman 12-point font, single-spaced, have 1 inch margins on all sides (student’s name and project name and number must be placed within the 1 inch header), be written in complete sentences, use proper spelling and grammar, and be responsive to the topic. No hand written journal entries will be accepted. Journal entries will be due 9/XX, 10/XX, and 11/XX. Journals may not be emailed to the instructor or to the TA – hard copies must be handed in on the assigned due dates (no later than noon). Be sure to clearly label all journal entries with the experiential project number and title. Grading: Exams will be worth 25% each (total of 75% of final grade). The 3 experiential journal entries will each be worth 8.33% (total 25% of final grade). It is anticipated that grades will be determined as follows: 90100=A; 80-89=B; 70-79=C; 60-69=D; lower than 60=F. Extra Credit: 2 formal opportunities will be presented to write extra credit papers (ECs). They are each worth 2 points towards the final grade. Thought questions (TQs) may be periodically offered; these will each be worth about 1 point towards the final grade. In addition, students can earn up to 5% towards their final grade during small group (SG) discussions. Additional details will be provided in class. Dates : 9/XX – 10/XX
Topics: Introduction & modern life Theories of personality Stress and its effects Coping processes Psychology and physical health The self EXAM 1
Chapters: 1-6
10/XX – 11/XX Social thinking and influence Interpersonal communication Friendship and love Marriage and intimate relationships Gender and behavior EXAM 2
7 - 11
11/XX – 12/XX Development and expression of sexuality Careers and work Psychological disorders Psychotherapy Positive Psychology EXAM 3
12 - 16
12/XX
Final Exam (alternate: 12/XX — see URI schedule). See details of final exam above.
Remember: Non-cumulative exams 1-3 will be held during class time in the classroom. The location of the final will be announced (check URI web-site info re finals). Note: The above calendar, policies, and assignments are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students. If any of the info on this syllabus is out of date or incorrect, please e-mail the instructor immediately about the specific problem — thanks!
Important Resources and Information: The Academic Enhancement Center (AEC at www.uri.edu/aec): This is a challenging course. Success requires that you keep pace with the work, understand course concepts, and study effectively. The AEC is a great place to do this. Here you can work alone or in groups, and tutors and professional learning specialists are available to help you to learn, manage your time and work, and study well. Contact them for current hours. Services are free, and no appointment is needed. Call for complete information at 874-2367, or just stop by the center on the fourth floor of Roosevelt Hall. Disability Services for Students (http://www.uri.edu/disability/dss/): Any student with a documented disability is welcome to contact me as early in the semester as possible so that we may arrange reasonable accommodations. As part of this process, please be in touch with Disability Services for Students office at 330 Memorial Union. 874-2098. Bias Response Team (http://www.uri.edu/brt/): Each member of the URI community has the responsibility to foster an environment of acceptance, mutual respect and understanding. If you are a target or a witness of a bias incident, you are encouraged to contact the URI Bias Response Team where you can find help. URI Policies on Plagiarism and Cheating University Manual (http://www.uri.edu/facsen/): Published by the Faculty senate, this is the official manual of the University. Chapter 8, “Academic Regulations,” includes “Regulations for Students.” The section on “Academic Requirements” (http://www.uri.edu/facsen/8.20-8.27.html ) covers academic honesty and disciplinary actions that may be taken as a result of violations. To view the manual in its entirety, follow the link for the University Manual on the left side of the main page.
UR I S tudent Handbook (http://www.uri.edu/judicial/htmlStart.html ): Published by the Office of Student Life, this handbook describes the rules and regulations pertaining to students. The first section covers academic honesty in written work and on exams, outlines the instructor's responsibilities, and describes “consequences.” Students are expected to be honest in all academic work. A student’ s name on any written work/quiz/exam is regarded as assurance that the work is the result of the student’s own independent thought and study . Work should be stated in the student’s own words, properly attributed to its source. Students have an obligation to know how to quote, paraphrase, summarize, cite and reference the work of others with integrity. Examples of academic dishonesty: Using material, directly or paraphrasing, from published sources (print or electronic) without appropriate citation; Claiming disproportionate credit for work not done independently; Unauthorized possession or access to exams, communication during exams, use of another’s work, or preparation of work for another student; Taking an exam for another student; Attempting to alter grades; Use of notes or electronic devices to gain unauthorized advantage during exams; Falsifying facts/data/references; A iding another’s academic dishonesty; Submitting the same paper for more than one course without prior instructor approval. General Information J. Gibaldi, MLA Handbook for Wri ters of R es earch P apers , 7th Ed., 2009. An entire chapter addresses fundamental issues of academic honesty for a generation that has come of age amid Napster lawsuits and professional journalistic scandals. Plagiarism is defined in detail, along with examples of instances when source documentation is not needed and examples of copyright infringement. There is a section on evaluation of Internet resources for quality information. Check the URI library regarding how to access it. R A Harris, The Plag iarism Handbook: S trateg ies for Pr eventing, D etecting , & Dealing with Plag iaris m. 2001. Harris, an English professor, explains how to deal with plagiarism in the classroom, and includes a section for creating institutional policies regarding plagiarism. Multiple appendices provide tools for educating students and lists search engines useful for locating source documents. Check the URI library for how to access it. Plagiarism: What it is and how to Recognize and Avoid it. This short site, created by Indiana University’s Writing Tutorial Services department, defines plagiarism and gives examples of “unacceptable” and “acceptable” paraphrasing. Find it at: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml There are also various tools to assist in avoiding, detecting, and dealing with plagiarism that can be located on the internet. As always, it is important to be mindful of the sources of such sites.
