WESTERN NEVADA COLLEGE
Psy 102--Personal and Social Adjustment
Fall 2014 (July 23, 2014)
This syllabus is a general guide for the course, and may be changed during the semester.
The date of the revision is located under the course title to make it easier to determine if you
have the latest version of the syllabus. I will also send out an e-mail to the class
announcing any revisions.
Course Description
Focuses on understanding and applying psychological principles
and theories to personal development and human relationships.
Instructor
Cheryl Pawluk, Ph.D.
Contact
Office: Carson Campus, Bristlecone Bldg 350N
Phone: 775.445.4291
Fax: 775.445.3141
e-mail: cheryl.pawluk@wnc.edu
Web page: https://sites.google.com/a/wnc.edu/cjp/
On-Campus Office hours: Mon & Tues = 1 – 2:30 p.m.,
Wed = 1: - 3:00 p.m.
Psy 102 has no course prerequisites. Students should have college-level writing skills. The
course transfers as PSY 102 to all Nevada colleges.
Welcome to PSY 102: Psychology of Personal and Social Adjustment. I am very pleased to
be able to offer this course to WNC students. The purpose of this course is to learn about
principles of psychology by applying them to your life. We will be covering a wide range of
topics that affect our lives: identifying and coping with stress, health, personal
relationships, communication skills, career and work choices, and so on.
This course is designed to blend three important elements to maximize your learning.
First, you will get to learn some new information about topics important to coping with
modern life. Second, you will learn how psychologists measure important concepts by
completing self-assessments and learning how to increase your skills at evaluating
objective feedback. Third, there are many opportunities to apply psychological principles
by trying out a strategy or technique for self-improvement.
Textbook: (required): Weiten, W., Dunn, D. S., & Hammer, E. Y. Psychology Applied to
Modern Life, 11th ed. Belmont CA: Wadsworth Cengage Learning. ISBN: 1-285-45995-0. There
are many sources for this text, including the college’s bookstore and the publisher’s site:
www.cengage.com, where you can get an e-text version. You can also sign up to have access
to free resources from the publisher’s web site for this course. However, the web site tends to
urge you to purchase some premium features. Please be aware that I am not going to be using
their premium materials and you do not need to purchase any materials beyond the textbook.
I.
Course Objectives
Course objectives are what each student is expected to learn about psychology. Psy
102 objectives reflect the recommended outcomes from the American Psychological
Association for undergraduate education. Upon completion of the course, students are
expected to demonstrate they can:
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Identify the theoretical foundations for understanding personal and social
adjustment including major theories, principles, and concepts.
Use and evaluate self-improvement strategies and activities.
Illustrate insights into their own behavior and mental processes.
II. Linkage of course to educational program mission and program
outcomes.
Educational Program Mission Linkage
Learning outcomes refer to the skills and abilities that are expected of college
graduates. Psy 102 can be used for all degrees and certificates of achievement
offered at WNC. It is strongly recommended for the human relations and/or social
sciences requirements for the AAS and AGS degrees and certificates of
achievement as an alternative to PSY 101.
General education student learning outcomes are what students are expected to
master by the time they complete a two-year degree. Since this course is one of the
first courses students are expected to take in college, students are expected to be at
the beginning levels for the general education student learning outcomes.
Students in this course are expected to demonstrate that they are working on the
following four general education student learning outcomes:
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Improve communication skills.
Improve problem solving and critical thinking skills.
Develop effective and efficient learning skills.
Understand and apply social science principles.
General education student learning outcomes are what students are expected
to master by the time they complete a two-year degree. As an entry level
course, the expectation is that students in Psy 102 are at the start of developing
the skills necessary to meet the general education student learning outcomes.
The major communication skills students will be addressing are writing and oral
communication. Students should be working on developing college-level
writing skills and oral communication skills in this course. Improving problem
solving and critical thinking skills in Psy 102 will focus on achieving one of the
American Psychological Association Undergraduate Education Goals: Develop
insight into your own and others' behavior and mental processes and learn how
to apply effective strategies for self-management and self-improvement. As
this is an online course, students will have many opportunities to develop
effective and efficient learning skills (e.g., time management, learning new
material, etc.). There are also some specific assignments on ways to improve
learning in this course. Throughout the course, students will be required to
demonstrate an understanding of how to apply social science principles by
passing tests on important principles and applying the principles to complete
assignments.
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III. How the Course is Organized
The class is organized into topics, with each topic lasting one week.
Dates
Topics & Assignments
Week 1
Aug 25 – Aug 30
Week 2
Aug 31 – Sept 6
Week 3
Sept 7 – Sept 13
Week 4
Sept 14 – Sept 20
Week 5
Sept 21 – Sept 27
Week 6
Sept 28 – Oct 4
Week 7
Oct 5 – Oct 11
Week 8
Oct 12 – Oct 18
Week 9
Oct 19 – Oct 25
Week 10
Oct 26 – Nov 1
Week 11
Nov 2 – Nov 8
Week 12
Nov 9 – Nov 15
Week 13
Nov 16 – Nov 22
Week 14
Nov 23 – Nov 29
Week 15
Nov 30 – Dec 6
Week 16
Dec 7 – Dec 13
Topic: Adjusting to Modern Life (Chapter 1)
Quiz 1 and Written Report 1
Topic: Theories of Personality (Chapter 2)
Quiz 2, Written Report 2, and Activity 1
Topic: The Self and Values (Chapter 6)
Quiz 3, Written Report 3
Topic: Stress and its effects (Chapter 3)
Quiz 4, Written Report 4, Activity 2, part 1
Topic: Coping Processes (Chapter 4)
Quiz 5, Written Report 5, Activity 2, part 2
Topic: Psychology and Physical Health (Chapter 5)
Quiz 6, Written Report 6
Topic: Social Thinking and Social Influence (Chapter 7)
Quiz 7, Written Report 7, Activity 3
Topic: Interpersonal Communication (Chapter 8)
Quiz 8, Written Report 8, Activity 4
Topic: Friendship and Love
Quiz 9, Written Report 9
Topic: Marriage and Intimate Relationships (Chapter 10)
Quiz 10, Written Report 10, Activity 5
Topic: Gender and Behavior (Chapter 11)
Quiz 11, Written Report 11, Activity 6
Topic: Development and Expression of Sexuality (Chapter 12)
Quiz 12, Written Report 12
Topic: Careers and Work (Chapter 13)
Quiz 13, Written Report 13, Activity 7
Topic: Psychological Disorders (Chapter 14)
Quiz 14, Written Report 14,
Topic: Psychotherapy and Positive Psychology (Chapter 15 & 16)
Quiz 15, Written Report 15
Topic: Final Reflections (no assigned chapter)
No quiz, Final Self-Understanding Report is required
IV. Technical Skills Required for this Course
If you are new to online learning, the first place to visit is the WNC online learning page
link http://www.wnc.edu/wnconline/ for help and information.
This course uses the online learning platform called Canvas. Canvas is very user
friendly and a Canvas Student Orientation is available on both the wnconline link
(shown above) and within the online class. The Canvas Student Orientation includes
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links to “how to do” information for things like taking quizzes, posting on discussion
boards, etc. Canvas also provides 24/7 online help for students.
Students need to know how to do their computer and browser settings to run Canvas.
You can find out how to prepare your computer to run Canvas, what browsers work with
it, and so on by clicking on this link
http://guides.instructure.com/s/2204/m/4214/l/82542-what-are-the-basic-computerspecifications-for-canvas
There are some basic computer skills needed for this course. Everyone will need to
download and use adobe reader and the PowerPoint reader (unless you already have
PowerPoint capability on your computer). Adobe reader is a free program and can be
found at http://get.adobe.com/reader/
Some browsers automatically open up a free PowerPoint reader. If not, students can
download a free PowerPoint reader for PCs at http://www.microsoft.com/enus/download/details.aspx?id=13 A free reader for Macs is available on the Internet.
Tips on using the PowerPoint slide shows effectively are provided in the course by
clicking on the Tips on Using Resources in Psy 101 document on the Essential
Documents page.
Some assignments require using word processors and other fairly common procedures.
I have put together some short explanations of how to do things like convert pdf files to
word processing files, etc., for those who are not familiar with these computer skills in
the “FAQ resources” document in the course.
Electronic Submission of Work. All work should be submitted in WNC Online
(Canvas). While many assignments are submitted by typing directly into a submission
area in the course, some assignments may require attaching a document. If an
attachment is used, the only formats that will be accepted are Word (.doc), a pdf file, or
any rich text file (.rtf).
V. Methods and Materials for Psy 102
This is an overview of the general materials and their linkage to the major methods used
for this course. Details on the specific methods and materials are available for each
week by looking for the section of the course called “Modules,” opening the module for
the week, and then clicking on the first document in the module, “Introduction &
Resources.” In addition to the assignments for the week, students will find links to
various activities and materials in the weekly “Introduction & Resources” page.
Textbook. This is the primary source for the material for the course. The textbook for
this course does an admirable job of providing a range of perspectives and information
on the topics of personal and social adjustment while making the information pertinent
to daily life and clear to entry-level students. The class usually covers one chapter each
week. In addition to core information, the text also provides informal self-assessments
and some of the formal self-assessments used for one type of assignment in the class
(Self-Understanding Reports). It is critical that students have a copy of the text. Details
on the textbook are available on the first page of the syllabus.
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PowerPoint Slide Shows. The textbook publisher provides a PowerPoint slide show
for each chapter in the text, which I modified slightly. These slide shows provide a good
summary of the material covered in the chapter.
Weekly Podcasts. Each week includes a podcast from the instructor to introduce the
topic being covered for the week. My purpose in providing the podcast is to share my
professional thinking about some of the topics covered each week. Podcasts frequently
introduce additional materials to offer other perspectives on important topics.
Written Assignments (Reports). The major purpose of these assignments is to
provide the type of “hands-on” experience that helps students learn how to apply
psychological principles and concepts to their lives. These assignments also allow me
to include material from sources outside of the textbook to offer different perspectives
on some of the topics.
Class Activities. Seven activities are scheduled throughout the course. These
activities are similar to what occurs in my face-to-face class and are designed to provide
interesting ways to interact with the course material and other people in the class. I
often include some additional materials to what is covered in the text as part of the
activity for the discussion. All class activities involve participating in a discussion with
others in the class.
Extra Credit Materials. There are extra credit opportunities that are tied to specific
content in the course. The activities are typically easy to complete and add an
opportunity to learn more about a specific topic. Some of the extra credit activities
provide links to various online resources and other materials,
Recommended Activities. Recommended Activities are included in this course to give
students the opportunity to do things without being graded. Some recommended
activities are short practice quizzes or reviews of key terms. Other activities include
material and concepts that extend the perspective of the textbook. Still other
recommended activities provide experiences that may not be appropriate for grading.
For example, one hot topic in psychology is “mindfulness.” While we cover this in the
final chapter, I want to give people an opportunity to experience one way of practicing
mindfulness. Therefore, I created some extra materials on what mindfulness is and
developed a couple of recommended activities to let students start a mindfulness
practice.
Psyched Café Discussion Board. The purpose of this open discussion board is to
allow members of the class to bring up topics, raise questions, or make comments
throughout the semester.
VI. Grading Procedures
Grades are determined by three types of activities designed to help student meet the
course objectives and learning outcomes: quizzes, class activities, and writing
assignments.
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Quizzes. Quizzes provide the major tool to meet the first course objective—Learn New
Information. A short (20 points) quiz is given on the assigned reading each week. Each
quiz is comprised of 20 multiple-choice questions. Students who are used to very easy
multiple-choice questions should make sure to read the “Essential Document” in the
course called: “Understanding Quizzes in Psy 102” before taking the first quiz. The
document describes the types of multiple-choice test questions in this course. These
questions vary from identifying facts and definitions through identifying the best
examples of applications of concepts, theories, and principles.
All quizzes are available online. Students may take the weekly quiz at any time during
the week it is available. There are no time limits for the quiz and each quiz may be
taken twice, with the highest score being the score that is entered for the quiz. Students
are encouraged to use the text and other materials to complete quizzes.
Fifteen (15) quizzes will be given this semester. However, the lowest two (2) quizzes
will be dropped automatically. Quizzes will consist of multiple-choice items. The total
possible for the 13 quizzes is 260.
Class Activities. Class activities provide a way to learn by completing activities and
participating in on-line discussions. Class activities are similar to the types of activities
that occur during on-campus classes and tend to use active-learning techniques.
Grading of class activities is based on participation in the discussion of the activity.
Seven activities are planned for the semester and each activity is worth up to 10 points
for a total of 70 points.
Writing Assignments. One written assignment or short report is required each week.
The nature of the written assignment depends on the specific course objective the
assignment is designed to address.
Apply Psychology. The second course objective for Psy 102 is to use and evaluate selfimprovement strategies and activities. This is usually referred to by its short title—Apply
Psychology. Developing skills at using and evaluating self-improvement strategies and
activities takes practice. Each Apply Psychology assignment will require students to
use a strategy, technique, or activity that psychology considers to be an important tool
for self-improvement. Part of the assignment will require evaluating the effectiveness of
the activity or strategy. The short written report includes a description of what was done
when using the strategy or activity and the evaluation of its effectiveness.
There will be an Apply Psychology assignment for each of the 15 topics covered in the
class, but students need to complete just eight (8) of these assignments. Each Apply
Psychology Report is worth up to 20 points, for a total of 160 points for this portion of
the course. Detailed instructions on what to do and how to complete each report are
provided in the assignments.
Self-Understanding. The third objective is to illustrate insights into your own behavior
and mental processes. Developing self-insight involves being able to use feedback from
self-assessments in a productive way. Each of the self-understanding assignments will
require students to take, score, interpret, and draw conclusions for several selfassessments. Students illustrate they have gained insights into their own behavior and
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mental processes by using a specific reporting format for the Self-Understanding
Report. This reporting format is explained in one of the “Essential Documents” for this
course, “Self-Understanding Report Guidelines.” As the reporting guidelines explain,
learning to use self-assessments requires a blend of objective reporting, careful
interpretation, and critical thinking about the results and the quality/purpose of the
assessment in order to draw good conclusions.
Students need to complete eight (8) Self-Understanding Reports. There will be 15 SelfUnderstanding opportunities, and students need to complete just seven (7) of these
assignments. The last Self-Understanding assignment occurs during finals week and
everyone is required to complete it to reach the total of eight (8) self-assessment
assignments. Each Self-Understanding Report is worth up to 20 points. The total
possible for Self-Understanding Reports is 160 points.
The Power and Responsibility of Having a Choice of Written Assignments
This course provides students with an opportunity to have some control over their
learning activities by allowing them to decide, on a weekly basis, which of two types of
written reports they want to do: Apply Psychology or Self-Understanding. For the first
15 weeks of the semester, each person needs to decide which of the two written
assignments to do each week. The great thing about this is that you can look at the two
possible writing assignments available for the week and select the one that you feel
best fits your interests. For example, if you decide you do not want to do a gratitude
journal (the Apply Psychology Report for Week 1), you can take the self-assessments
and complete the Self-Understanding Report for the week.
Along with the freedom to make some choices comes a responsibility. There is a course
requirement that each student needs to complete eight (8) Apply Psychology and eight
(8) Self-Understanding Reports. Seven (7) of the Self-Understanding Reports have to
come from the first 15 weeks of the course. The final Self-Understanding Report comes
in the 16th week of the semester and is mandatory for everyone. This means that
students have to keep track of the number of each type of reports they have done.
There are some important rules that we need to follow to make this process of providing
students with choice about what assignments they want to complete work:
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Each person is allowed to write only one report for each week—either a SelfUnderstanding or an Apply Psychology report. While everyone may decide to
complete the second report for his/her own personal use, this second report
cannot be turned in for a grade.
Each person may turn in only the maximum number of reports for each type of
report. In other words, grades are based on the first seven Self-Understanding
Reports (and the mandatory report in Week 16) and the first eight Apply
Psychology reports submitted.
Extra assignments for each type of written report cannot be used to “make-up”
missing assignments for the other type. For instance, if a student does 10 apply
psychology reports, only the first eight will be counted and the two “extra” apply
psychology reports cannot be used as extra credit or instead of two selfunderstanding reports.
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It is up to each person to keep track of how many of each type of written
assignment he/she has done. Canvas makes keeping track of this easy, but to
help students, I have put together a short “tracking table” (see the next page) so
that students can easily keep track of what is due and what they have to do. You
can use this table to check off what you have done and what you plan to do.
Week Quizzes
(lowest 2
scores
automatically
dropped)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
No quiz
Apply Psychology
Self-Understanding (7
(8 reports total from reports total from
weeks 1 – 15)
weeks 1-15 and 1
required report for last
week)
Class Activities
Activity 1
Activity 2, part 1
Activity 2, part 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
No assignment
8th report is required
No assignment
Extra Credit
Extra credit is based on completing short assignments set up across the semester. All
extra credit assignments must be completed during the time period that the assignment
is available. A total of 10 points for extra credit is possible.
Grading of Quizzes, Tests, and Assignments. In most cases, all submitted work is
graded within five days after the deadline for it. On rare occasions, it could take up to
seven days after a deadline to complete the grading and post the grades.
Grading of written reports. Grading of the two types of written assignments is based
primarily on three things: Did the written material address all of the questions or issues
as directed in the instructions? Did the person demonstrate good critical thinking and
reflection in covering the material? Was the material written at a level expected of
college students? I do not grade any material on whether the person "liked" or "agreed
with" the material. Additionally, the success (or failure) of an Apply Psychology activity
does not impact a grade because I think it is just as beneficial to find out what strategy
or technique does not work as it is to find one that does work.
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All writing assignments are graded with a rubric (grading guide) and comments. The
rubric is available as part of the instructions for each assignment as an aid to students.
Grading of Class Activities. All class activities are grading using a standardized rubric
to grade the discussion of the activity. A copy of the rubric is located under “Essential
Documents” and is also attached to each class discussion.
Final Grade. The table below depicts how each of the elements of the course
contribute to the final grade.
Distribution of Points for Psy 102
Source of Points
Total Points
Quizzes
260 (40% of total grade)
Class Activities
70 (10% of total grade)
Self-Understanding Reports
160 (25% of total grade)
Apply Psychology Reports
160 (25% of total grade)
Extra Credit
10 points (not included in total points)
Total Points for Semester Grade
650
The final grade is based on a point system. The points required for each grade are
shown in the table below.
As you might notice, I give "plus" but no "minus" grades. This is a deliberate choice that
reflects my view that "carrots" work better than "sticks." I want to acknowledge those
who work hard and achieve more than a basic grade (C, B, etc.). However, I think that
putting a minus sign after a letter grade because the person was at the lower end of the
percentile (e.g., 71% or 72% = C-, etc.) is not very productive.
Semester Grade
Total Points
585 - 660
572 - 584
520 - 571
507 – 519
455 - 506
442 - 454
390 - 441
<389
Percentage
90 - 100%
88 - 89%
80 - 87%
78 - 79%
70 - 77%
68 - 69%
60 - 67%
<60%
Grade
A
B+
B
C+
C
D+
D
F
VII. Course Policies
Communication and Grading. Unless I am off-campus for specific meetings or
conferences, I am available Monday through Friday through my e-mail
(cheryl.pawluk@wnc.edu). I rarely check e-mail over weekends or on official college
holidays. During the work week, I usually respond to questions from students within 24
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hours of receiving e-mail. Please note that correspondence after 3 p.m. on a Friday is
usually not answered until the following regular business day (usually a Monday).
Due Dates and Make-up Policy. The official due dates are available in this syllabus
and in the course. Unless I identify a change through email to the class, and this rarely
occurs, students should plan to turn in all assignments by the due date.
Make-up Policy for Quizzes. As two quizzes are automatically dropped, there are no
make-ups allowed for missing quizzes.
Make-up Policy for the Self-Understanding Reports. Students may make-up one SelfUnderstanding Report. In order to use a make-up, students need to:
1. Contact the instructor either before or on the due date and request a make-up.
2. Complete the assignment and submit it within one week of the original due date.
3. The last Self-Understanding assignment may not be made-up; it must be submitted
on time to receive credit.
Make-up Policy for the Apply Psychology Reports. Students may make-up one SelfUnderstanding Report. In order to use a make-up, students need to:
1. Contact the instructor either before or on the due date and request a make-up.
2. Complete the assignment and submit it within one week of the original due date.
3. The last Apply Psychology Report may not be made-up; it must be submitted on time
to receive credit.
Make-up Policy for the Class Activities. Because the class activities involve on-line
discussions, students are not allowed to make up any class activities.
Late Submission for Written Assignments (Self-Understanding and Apply Psychology
Reports). Once a student has used all of his/her make-up options, it is possible to turn
in an assignment late. However, there is a penalty for submitting late assignments. I
take four points off the total score earned by the student for each day the assignment is
late.
Late Submission for Quizzes. Students may turn quizzes in after the due date, but
there is a penalty for late quizzes. Five (5) points are deducted for each day the quiz is
late. Each partial day counts as one day. For instance, since all quizzes are due at
Sunday, midnight, if a quiz is turned in on Tuesday, it is penalized as being late by two
days and 10 points are automatically deducted for the late penalty.
Late Submission for Class Activities. As class activities typically involve interacting with
members of the class, students are not allowed to submit class activities after the
deadlines given for each activity.
Extenuating Circumstances. When it comes to missing course deadlines for
assignments and quizzes, what about medical emergencies or other extenuating
circumstances? I handle this on a case-by-case basis. My general approach is to try to
work with students if there is a short term major medical crisis or a major crisis.
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Students who experience an emergency situation need to contact me in advance to see
if arrangements can be made. Of course, if the extenuating circumstance prohibits
meeting the prior contact requirement (as in the student being hospitalized for an
emergency), the prior contact requirement is waived. However, this does not guarantee
that the student may make-up the missed work.
Academic Honesty. I am a strong supporter of academic honesty and integrity as
explained in the policy approved by the College: http://www.wnc.edu/policymanual/3-45.htm Any assignment that contains work that violates academic integrity will be given
a zero and may result in receiving an F for the course. Here are some general
guidelines of acts of academic honesty.
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All written assignments should reflect each student’s thinking and work.
If the student takes material directly from the text or another resource, the
material must be in quotes. Copying a complete answer directly from the text or
other source, including a web site, without putting quotes around the material is
plagiarism.
Copying from others or giving material to other students to copy is a violation of
academic honesty.
Working and studying with others is fine; however, the completed assignment
and quiz should not be a joint effort. Each completed assignment or quiz should
be unique to the person who submits it.
Course Etiquette. Just as every classroom has rules for social conduct (e.g., be on
time), the online classroom has social rules. Students are expected to interact with
each other in a polite and appropriate manner. Some of the most important social rules
we will observe in this class are:
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Take the time to read what your classmates say in the discussion boards.
Everyone comes to this class with his or her own ideas, and each of us can learn
a lot from others.
Avoid sarcasm, ridicule, and humorous insults. This type of communication is
difficult to pull off in a face-to-face situation and almost impossible to pull off
electronically.
Give other people the benefit of a doubt when it comes to interpreting what the
person is saying. There are times when I have sent out what I thought was a
clear and polite email that the reader thought was either unclear or impolite. Ask
me to explain my meaning or let me know if you found something inappropriate.
We will be talking about some sensitive subjects in this class, and sooner or later
you will hear or read something that offends you or is at odds with your
values. Please keep in mind that I am not out to change your personal values. I
require that you learn the material; I do not require that you agree with it. I
frequently tell students that if they really dislike some idea, they need to work at
understanding it.
There is a difference between a spirited discussion and an out-and-out rant. Be
spirited. Try to avoid rants. Avoid shouting rants where you type in all caps.
Show your respect for your opinions and the opinions of others by "owning" your
personal feelings or beliefs instead of making them into "statements of fact." If
you think something is wrong, say: "I think it is wrong to . . ." instead of "It's
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

wrong to. . ." If you don't like an assignment, simply say "I don't like this. . ." or "I
didn't get much out of. . .because. . .” Remember: The things you think are true
are just as likely to strike someone else as wrong, and assignments that did not
work for you may be very significant to someone else.
I think of each class as unique. I think of the class as our class; not my class, not
your class, but our class. There are fewer things in life I enjoy more than
learning and helping others learn. I expect to learn a lot this semester and have
tried to create a structure to facilitate student learning. I want everyone in the
class to feel successful and will do all that I can to bring this about.
One of the things that can derail a class faster than just about anything is a
failure in communication. I need to hear from each and every one of you on a
regular basis and you should expect to hear from me. If anyone feels he or she
is getting behind or is a bit lost, do not hesitate to bring it to my attention by
email, a phone call, or in the Psyched Café. This is especially true if something
in the class is not working for you. You can gripe to your friends and family or
even put it in your blog, but since I am probably the only one who might be able
to fix it, it makes the most sense to share your concern with me.
Materials in Psy 102 have been designed by the textbook publisher or the
instructor and are available to students in this course to help them learn about
psychology. Students may not copy, post, or use materials presented in Psy 102
for other purposes unless the student is given written permission from the
instructor or publisher.
VIII. College Policies and Support for Students
W and F Grade Policy. WNC has policies regarding withdrawal and F grades.
1. Faculty are not allowed to issue a W grade.
2. Students who want to withdraw from the class must submit the request for a W to
the Admissions & Records office before the Friday that occurs at the end of the
8th week of instruction.
3. Students who do not formally withdraw from the class will receive the grade they
have earned based on the points accumulated for the course.
Student Conduct. All students enrolled in courses at WNC are expected to follow the
policies and procedures that govern student conduct. Details about these policies can
be found at http://www.wnc.edu/policymanual/3-4-4.php
Support for Students. WNC has a lot of support for students. Disability services are
for those who need special accommodations
(http://www.wnc.edu/studentservices/dss/index.php) (phone 775-445-3268 and ask for
Susan Trist) I encourage any student needing to request accommodations for a
specific disability to please contact our Disability Support Services office as soon as
possible to make the correct arrangements.
WNC also has a range of counseling services and support, financial aid, student health
insurance, a student center with a small gym on the Carson Campus, and an active
student government. Ask your instructor or visit the College's web site
http://www.wnc.edu/studentservices/ (Carson Campus phone: 775-445-3267) for more
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information about these or other support services. Finally, while the use of the online
WNC library services is not required for this course, please be aware that our college
has a great online library service. You can find out more about finding materials online
by visiting the library's web site at http://library.wnc.edu/
Academic tutoring, including writing help, is available on both the Carson Campus and
Fallon Campus through the Academic Skills Center. This center provides some writing
help for online students and can be reached at http://www.wnc.edu/studentservices/asc
The phone number for the skills center is 775-445-4260.