1 Course number: PSYC 2301 (MISSING SYLLABUS) Course title: Introduction to General Psychology Semester hours: 3 Foundational Component Area 1. The course “focuses on the application of empirical and scientific methods that contribute to the understanding of what makes us human.” The course describes that psychology is the scientific study of human behavior, with emphasis on the basic process of learning, perception, motivation, emotion, personality, and behavior. The course describes how psychologists use the scientific method when studying human thoughts, emotions, and behaviors. The course identifies early theorists in psychology and compares/contrasts their associated theoretical and historical contributions. The course explains psychological research methods, including observation, experimentation, clinical assessments, and survey research. The course explains the following concepts: theory, cause vs. correlation, independent variable, dependent variable, reliability, validity, objectivity, subjectivity, placebo effect, controls, and sampling. The course expects students to demonstrate, through tests, an essay, or research project, an understanding of scientific inquiry and information gathering in order to try and predict or explain human thoughts and behavior The course discusses seminal scientific experiments and studies which have led to knowledge regarding human behavior at the individual, group, and societal level. This includes an examination of research ethics involved when using human or animal subjects. 2. The course “involves the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on the individual, society, and culture.” The course discusses biological, psychological, and sociological factors/dimensions which impact human behavior at individual, group, and societal levels. The courses discusses micro and macro-level analysis (individual psychology and social psychology) as related to human thought, behavior, and psychopathology. Core Objectives A. Critical Thinking – Aspect 2: “Students will demonstrate effective inquiry strategies.” Creative inquiry is encouraged as students are challenged to understand abstract concepts such as perception, motivation, personality, self-esteem, memory, consciousness, and intelligence. The complexity and diversity of the human organism and of human behavior also requires a level of creative thinking and in-depth inquiry. 2 When addressing human personal issues or psychopathologies, the course teaches a variety of techniques which students will select from in order to determine which techniques will be effective in diverse, dynamic situations. Students will develop effective inquiry strategies by learning to select an appropriate, i.e., one with psychological content, movie to review and identifying the type of psychological content incorporated into the movie (see Appendix A). Additionally, students will develop inquiry strategies by creating a psychological experiment (see Appendix B), creating a research presentation (see Appendix D), or by participating in a reinforcement schedule exercise accompanied by experiment creation (see Appendix E). B. Critical Thinking – Aspect 3: “Students will analyze information effectively.” In addition to the above (Critical Thinking Aspect #2), students are encouraged to analyze and gain an understanding of historical, biological, psychological, and sociocultural dimensions of psychology, dimensions which can simultaneously influence human thought, emotion, and behavior. The course teaches various therapeutic therapies to be considered when addressing individual issues and/or psychopathologies. Students will successfully develop information analysis skills by analyzing the content and conclusions of a recent peer-reviewed article related to the field of psychology (see Appendix C). Students will also develop these skills through the analysis of the psychological content of a movie (See Appendix A), creation of an experiment relying on analysis of the topic involved (see Appendix B), completion of a research presentation requiring the analysis of a major topic in the field of psychology (see Appendix D), analysis of different reinforcement schedules and creation of a related experiment (see Appendix E), or through analysis of constructs related to statistics (see Appendix F). C. Critical Thinking – Aspect 4: “Students will evaluate information effectively.” In addition to the above (Critical Thinking Aspects #2 & #3), students are encouraged to evaluate the quality and conclusions of the research to which they are exposed, which can simultaneously influence human thought, emotion, and behavior. Students also learn the strengths, weaknesses, and importance of evaluating the effectiveness of therapies from diverse theoretical perspectives. Students evaluative development is assessed through the creation of an experiment requiring the development of appropriate conclusions (see Appendix B). Students will also develop evaluative thinking skills through drawing conclusions related to a movie with psychological content (see Appendix A), conclusions drawn from an analysis of an article from a psychological journal (see Appendix C), evaluation of a major psychological topic researched for a presentation (see Appendix D), evaluation of different reinforcement schedules and creation of a related experiment (see Appendix E), or through evaluation of conclusions related to statistical procedures (see Appendix F). D. Communication – Aspect 1: “Students will demonstrate effective development, interpretation, and expression of ideas through written communication.” The course includes tests, application exercises, discussions, and written components in the form of essay questions, a research paper, an article review, or meditative writing exercises over course topics. Students will develop effective written communication skills through a variety of written assignments designed to help students improve their abilities for expressing ideas in written form (see Appendices A, B, & C). Students will also improve their written communication skills through the writing of a presentation (see Appendix D), or written assignments related to class activities about reinforcement schedules (see Appendix E) or statistical procedures (see Appendix F). 3 E. Empirical and Quantitative Skills – Aspect 1: “Students will demonstrate effective manipulation of numerical data or observable facts.” The course explains the process of creating experiments and gathering data in order to reach informed scientific conclusions. Differences between descriptive statistics and inferential statistics are discussed. Students will develop the ability to manipulate numerical data or observable facts through the creation of an experiment requiring students to develop their own research question and variables (see Appendix B). These skills may additionally be taught through the manipulation of variables related to reinforcement schedules (see Appendix E), or through the manipulation of variables on an assignment and paper about basic statistical concepts (see Appendix F). F. Empirical and Quantitative Skills – Aspect 2: “Students will demonstrate effective analysis of numerical data or observable facts.” In conjunction with Empirical and Quantitative Skills Aspect #1 above, misleading impressions and statistics is also discussed, as well as the process of analyzing observed or numerical data using basic statistical procedures. Students are expected to learn to analyze numerical data and observable facts, and will do so by reading and reviewing a variety of recently published, peer-reviewed, psychological articles requiring that students encounter statistical concepts and scientific observations recently undertaken in the field psychology (see Appendix C). Students will also develop these analytical skills through the creation of an experiment requiring the analysis of their variables and results (see Appendix B), through the analysis of data related to reinforcement schedules (see Appendix E), or through the use and analysis of basic statistical or observational data (see Appendix F). G. Empirical and Quantitative Skills – Aspect 3: “Students will demonstrate effective use of numerical data or observable facts to reach informed conclusions.” In conjunction with Empirical and Quantitative Skills Aspects #1 & #2 above, students are also encouraged to question and critique the reliability and validity of numerical data from various sources. Challenges are discussed related to the overall complexity and diversity of human thought, emotions, and behavior, and the ethics of collecting and manipulating data is a key focus in this class. Throughout the semester, students will be exposed to a variety of psychological studies with a variety of results, each making many different claims from their results. The students ability to use and draw conclusions from data will develop throughout the semester, and will be evaluated by students’ construction of an experiment, requiring a discussion of their results (see Appendix B), review of several peer-reviewed articles from the field of psychology, requiring evaluation of conclusions drawn from the statistical and/or observational findings reported in the articles (see Appendix C), development of a research presentation requiring the evaluation of the quality of research conclusions within a major area of study in the field of psychology (see Appendix D), through conclusions reached by the analysis of data related to reinforcement schedules (see Appendix E), or through conclusions drawn from the use and analysis of basic statistical or observational data (see Appendix F). H. Social Responsibility – Aspect 1: “Students will demonstrate intercultural competence.” The course teaches, and students must demonstrate, an understanding of ethical issues involved in human and animal research. Students must demonstrate an understanding of deception by researchers, informed consent, and patient/client rights. The course discusses variations in human responses in which sex/gender, race/ethnicity, culture, and generational age may be contributing factors and the importance of taking these and other demographic variables into account when conducting and interpreting psychological research. 4 Students will study a multiplicity of psychological research and theories which will aid in the further development of intercultural competence. Students will be conducting research for a presentation which would include specific emphasis on systemic theories related to cultural development (Bronfenbrenner) or processes related to aging and death (Levenson, Kübler-Ross), or that necessitate the inclusion of information related to sex/gender, race/ethnicity, culture, or generational age (see Appendix D). Students will also analyze movies with psychological context, which necessitates an analysis of cultural components within the movie (see Appendix A), create an experiment requiring the identification of characteristics, including cultural/demographic characteristics, which may have influenced their results (see Appendix B), or students will conduct article reviews requiring that they account for the effect of cultural/demographic variables on the research outcomes (see Appendix C). I. Social Responsibility – Aspect 3: “Students will demonstrate the ability to engage effectively in regional, national and global communities.” In addition to Social Responsibility Aspect #1 above, students will be exposed to and analyze psychological research from around the world, as well as be introduced to and investigate a wide variety of variables from different societies and cultures. Students will demonstrate over the course of the semester the ability to engage effectively in regional, national, or global communities. Students will accomplish this by encountering several topics throughout the history of psychology which necessitates that they reconsider their perspectives on sex/gender, race/ethnicity, culture, generational age, etc., e.g., Tuskegee syphilis study, eugenics movement in early history of psychology. The ability to engage with various communities may be demonstrated by students’ ability to analyze a movie with sensitivity toward cultural issues (see Appendix A), creation of an experiment taking into consideration necessary ethical considerations and consequences (see Appendix B), demonstration of cultural sensitivity throughout the process of reviewing psychological articles and the influence of regional, national, and global communities on peer-reviewed articles in the field of psychology (see Appendix C), or through the development of a research project requiring that the students interact with the regional community (e.g., library, peers), as well as interact with the intellectual history of a variety of national and global communities (see Appendix D). 5 Appendix A. RESEARCH PROJECT PSYCHOLOGY 2301 Due Date: This project is intended to motivate the psychology student to seek out a topic in psychology and analyze how it is developed in current media. It is common for psychological topics to be the focus of popular movies, television programs and/or literary venues. To complete this project: 1. The student should select and research a psychological topic, watch and/or read one of the types of media mentioned and then write a one page essay explaining how the topic was handled through the medium selected. 2. The student should include a separate page, which summarizes the story line, and the textbook should be used to research a base of information about the topic. The text pages should be cited below the media summary. Additional scholarly sources may be used, but must be cited. Below are some suggestions to consider. If in doubt about a topic, don't hesitate to email a note to the instructor at: "Mystic River" Child Abuse "No Reservations" Grief "Love Happens" Depression/Grief "Dan in Real Life" Grief Recovery "The Mirror Has Two Faces" Self-Esteem "Step Up" Motivation/ Self-Actualization There are many more possibilities, so don't hesitate to find something that is interesting and intriguing. The final paper should be typed in size 12 font with a cover page including the name, date and a title for the essay. 6 Appendix B. RESEARCH PROJECT INTRODUCTION TO PSYCHOLOGY 1. Select a topic related to one of the following, or another topic related to psychology. sleep studying stress learning testing motivation 2. Formulate a hypothesis. Design a *simple research method to prove and/or gather data proving your hypothesis. A survey or case study would be best. 3. If doing a survey, decide on an appropriate sample. It should include at least 15 people. If doing a case study make sure the person understands what you want to do ahead of time and trusts you implicitly with confidentiality. 4. Summarize results in a one to two page essay. You are encouraged to use a chart or graph. 5. Put all data collected, notes, etc. on the right side of a pocket folder. Put the essay on the left side. Turn the folder in, with the completed assignment, on [date] at the beginning of class. Answer the following questions in the essay: Did your study prove or disprove your hypothesis? What questions did you ask? Why did you design the study as you did? Was there any bias involved in the study? Did environment influence your results? Was your sample a random sample? Was it large? Small? How old were the participants? Did age have an effect? Were there any ethical dilemmas involved in the study? What other characteristics influenced your study? Were your results valid? Were they reliable? *The instructor recommends polling subjects with questions designed to provide support, contrast or opinions about your hypothesis. Observing subjects in their natural environment would be another simple research method. 7 SAMPLE ONE: Hypothesis: The older a person is, the less likely they are to remember his/her dreams. Questions: 1. How old are you? 2. Do you remember any dreams in the last week? The last 2 weeks? The last month? Ask three people from each age group: 4 years to 10 years 11 years to 17 years 18 years to 30 years 30 years to 50 years 50 years and above SAMPLE TWO: Hypothesis: Caffeine improves academic performance. Questions: Did you drink caffeine this morning? Yes or No On a scale of 1 to 10 rate each of the following, with 10 being high. How alert do you feel? Do you feel you are performing well at your job today? How do you perform when you do not drink caffeine? Ask 15 different working students/adults around 10:00 a.m. 8 Appendix C. Article Review Assignment Article Reviews: Several articles will be posted under the Lessons tab in Angel. Over the course of the semester, you will choose 5 articles to write a 2-3 page, typed, and double-spaced review for each article, not including cover page and reference page. Reviews are to be written in APA format. Be sure to cite any references used, including the article itself. Please be aware that your reviews need to cover the entire article, and keep the same basic structure, i.e., Introduction, History/Literature Review, Methodology, Results, Discussion, and Limitations/Conclusion. An abstract is not needed for this review. Also, be sure to include what you think may be the biases of the author and the effects of these biases on the study, as well as any demographic/cultural effects. You may agree or disagree with the author, explain or expand upon what you read, or indicate that you do not believe you understood what you read. In this last case, please attempt to explain what you thought were the results and biases of the article. Your reviews must be turned in at the beginning of class on the due dates listed on the calendar. Your grade will be based on a total of 5 article reviews for a total of 20%. This means that four percent of your overall grade in the class will be deducted for every article review which is not completed, including reviews less than a two full pages. No extra credit will be given for writing more than 5 reviews or more than 2 pages, and no late reviews will be accepted. Article reviews will be returned in a timely manner such that students can correct mistakes and progress in their ability to read and review scholarly material in APA format from one assignment to the next. 9 Appendix D. Research Presentation Assignment Research Presentation: With your research partner(s), create a research presentation discussing your research topic and the key people involved in with the topic. You must have the following: a minimum of 15 PowerPoint slides (not including cover page and works cited page) focusing mainly on the primary aspects of the research, movement, and/or perspectives regarding your topic. You should also include some brief cultural, historical, and biographical information to contextualize your subjects’ work, if your presentation involves specific figures in psychology. You are required to present your research with your research partner(s) on the date specified. This presentation should be at least 45 minutes in length and should include appropriate videos. Your group may include interactive components for the class, and should be prepared to answer questions after the presentation. Your research presentation will be due during class on the date specified for your subject on the calendar above. Failing to meet the minimum requirements of 15 slides and 45 minutes will result in a grade reduction. Your presentation should not utilize more than 15 minutes of video. Each group is responsible for bringing one copy of the handout of their presentation slides for the instructor, with all group members names, as well as each member’s contribution clearly indicated on each page of the handout. Be sure to cite (throughout your presentation) all reference materials used!!! Make sure your slides are intelligible and your font is not too small!!! If you fail to show up for your presentation, then you will receive a grade of 0, despite the amount of work contributed. 10 Sample Presentation Topics – Introduction to Psychology (other topics used in other classes) Rousseau, Locke, & Modern Nature/Nurture Debate Drug Use & Abuse – Major Types, Effects, & Diagnoses Fields & Applied Areas of Psychology IQ testing – Main Figures & History Systemic Theories of Psychology – Urie Bronfenbrenner, Gilbert Gottlieb DSM Structure and Major Divisions of Psychological Disorders Media & Violence – Albert Bandura; Brad Bushman Elizabeth Kubler-Ross - Stages of Dying Daniel Levinson - Adult Development 11 Group Presentation Self-Evaluation Form Student Name: Date: Group Topic: Evaluation Key: 1 2 3 4 5 Not Acceptable Weak Satisfactory Good Excellent Using the scale above, please rate your group’s debate presentation on the following dimensions: 1. Presentation of Ideas – Comprehension & Clarity: Comments: 1 2 3 4 5 2. Explanation of Key Concepts – Comprehensiveness: Comments: 1 2 3 4 5 3. Professionalism – Delivery & Response to Questions: Comments: 1 2 3 4 5 4. Teamwork – Integration of Members’ Contributions: Comments: 1 2 3 4 5 5. PowerPoint – Achieved Requirements & Visual Clarity: 1 Comments: 2 3 4 5 Using the scale above, please rate each of your group member’s individual contribution to this project. 1-Little to no contribution – 3-Moderate contribution – 5-Excellent contribution 1. Self: _____________________________: 1 2 3 4 5 2. Name: _____________________________: 1 2 3 4 5 3. Name: _____________________________: 1 2 3 4 5 4. Name: _____________________________: 1 2 3 4 5 5. Name: _____________________________: 1 2 3 4 5 6. Name: _____________________________: 1 2 3 4 5 12 Appendix E. Schedules of Reinforcement 1. 2. 3. After introduction to the material via lecture or discussion, students will be able to define four schedules of reinforcement (fixed & variable ratios as well as fixed & variable intervals). Students will also be able to explain the four schedules of reinforcement in relationship to behavior change. Students will be able to apply one of the four schedules of reinforcement to a change in behavior. ASSIGNMENT: Test question (or questions) will address the schedules of reinforcement. (this can also be used as a pre-post question(s). Students will be expected to either complete an experiment using one or more of the schedules of reinforcement or to create a hypothetical experiment using one or more of these schedules. Students must be able to show an understanding of all four schedules of reinforcement as well as their use and application to behavior change. The following rubric is suggested: No credit-makes schedule errors; is unable to explain schedule (s); does not make schedule(s) application. Partial Credit-few schedule errors: errors in explanation of schedule(s); partial application to behavior change. Meets Expectations-no schedule errors; able to explain schedules; applies schedule(s) to behavior change. Exceeds Expectations-schedule(s) is/ are clearly, concisely presented; elaborates on schedule explanation; shows insight and thoughtfulness in the application of schedule(s) to behavior change. 13 Appendix F. Empirical & Quantitative Skills Assignment: 1. 2. 3. Students will be able to calculate the mean, median and mode. Students will be able to demonstrate explanations of the mean, median, and mode. Students will be able to use the mean, median, and mode in order to draw informed conclusions as to the meaning of these statistical terms. ASSIGNMENT: Test question (or questions) will address the calculation of the mean, median or mode. (this can also be used as a pre-post question(s). Students will be expected to complete a statistical paper concerning the understanding, use and application of the mean, median and mode. The application must relate to any area of psychology and show the students' ability to make conclusions based on the analysis of the data. The following rubric is suggested: No credit-calculation errors; makes incorrect conclusions or is unable to make conclusions Partial Credit-few calculation errors: errors in explanation of data; partially correct conclusions Meets Expectations-correct calculations; explains data; makes reasonable conclusions from data Exceeds Expectations-correct calculations are clearly, concisely presented; makes appropriate inferences from data; uses data to make thoughtful conclusions from data. 14 Appendix G. NORTH CENTRAL TEXAS COLLEGE COURSE SYLLABUS The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general description of the subject matter of each lecture or discussion; and (4) any required or recommended readings. Contact information for the instructor is also provided. The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and mission. Information specific to a particular section of the course will be included in the Class Syllabus and distributed to enrolled students. Course Title: Introduction to General Psychology Course Prefix & Number: Psyc 2301 Section Number: Term Code: Semester Credit Hours: 3 Lecture Hours: 3 Lab Hours: Course Description: An introduction to the scientific study of human and animal behavior, with the emphasis on the basic process of learning, perception, motivation, emotion, personality, and adjustment Course Prerequisite(s): None Course Type: - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core) - Academic NCTC Core Curriculum Course - WECM Course Name of Instructor: Campus/Office Location: Telephone Number: E-mail Address: Name of Chair/Coordinator: Leslie Kelley Office Location: Corinth Campus, Room 336 Telephone Number: 940-498-6424 (Email preferred) E-mail Address: LKelley@nctc.edu 15 REQUIRED COURSE MATERIALS Introduction to Psychology: Gateways to Mind and Behavior with Concept Maps and Reviews, 13th Edition. Coon/Mitterer. Cengage. ISBN: 1133394833 COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA # of Graded Course Elements Graded Course Elements Percentage or Points Values INSTITUTIONAL LEARNING GOALS A quality general education curriculum in all associate degree programs. Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities. Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees. Quality programs and services in support of adult literacy and basic skills development as a mean of workforce enhancement and expanding access to higher education. PROGRAM PURPOSE STATEMENT NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies. 16 DEPARTMENTAL PURPOSE STATEMENT The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts that is essential for career success, leadership, global citizenship, and a lifetime of learning. The department provides students with a broad knowledge and understanding of the world; significant intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching their lives and making a difference in society. STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve academic, career and lifelong goals. The chief focus of the General Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives. FOUNDATIONAL COMPONENT AREA: SOCIAL & BEHAVIORAL SCIENCES Courses in this area focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human and involve the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on the individual, society, and culture. STUDENT LEARNING OUTCOMES Student Learning Outcome 1 Identify various research methods and their characteristics used in the scientific study of psychology. 2 Describe the historical influences and early schools of thought that shaped the field of psychology. 3 Describe some of the prominent perspectives and approaches used in the study of psychology. 4 Use terminology unique to the study of psychology. 5 Describe accepted approaches and standards in psychological assessment and evaluation. 6 Identify factors in physiological and psychological processes involved in human behavior. 17 CORE OBJECTIVES A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.” B. Critical Thinking, Aspect 3: “Students will analyze information effectively.” C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.” D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expressions of ideas through written communication.” E. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of numerical data or observable facts.” F. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical data or observable facts.” G. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of numerical data or observable facts to reach informed conclusions.” H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.” I. Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in regional, national, and global communities.” GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION Topic General Description of Subject Matter 18 Last day to Withdraw For the November 2013 semester, the last day to withdraw from a course with a “W” is November 16, 2013. Student Rights & Responsibilities NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog. All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct. Scholastic Integrity Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies. Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion. STUDENT SUPPORT SERVICES Disability Accommodations The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury. Accommodations may include extra time on tests, tests in a distraction reduced environment, volunteer note taker in class, etc. On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville Campus, go to room 110 in the Administration (100) Building or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209 to arrange for an intake appointment with OSD. North Central Texas College is on record as being committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112). 19 Student Success Center The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals. This program also links students to FREE tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring and helps new students acclimate to college by providing computer lab services for prospective students. All students are invited to visit the Student Success Center on the Corinth Campus go to rooms 170, 182, or 188; on the Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus go to room 111, on the Bowie Campus go to room 124. Financial Aid, Scholarships, and Veterans Services The Financial Aid Office is responsible for administering a variety of programs for students who need assistance in financing their education. The first step for financial aid is to complete a FAFSA. For more information, please visit your nearest Financial Aid Office.