M I D D LE S E X
COM M U N ITY COLLE G E
BEDFORD
•
MASSACHUSETTS • LOWELL
Strategies for Success
COURSE GUIDE
Born Identity:
Discover Yourself
Through Psychology
and Writing
Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.
Title III Strengthening Institutions Project Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement The Strategies for Success Title III initiative is a major, five‐year project (2009‐2013) funded by a two million dollar grant from the U.S. Department of Education. This initiative is intended to transform Middlesex Community College by improving the academic achievement, persistence, retention, and engagement of its students. The project focuses on reformed curricula and comprehensive advising. Reformed Curriculum involves the design of developmental and college Gateway courses and learning communities embedded with Core Student Success Skills related to critical thinking, communication, collaboration, organization, and self‐assessment. Overall, 45 courses will be impacted over the five years of the project. Comprehensive Advising involves the design of integrated advising services to include identification of academic and career goals, creation of realistic educational plans, and continuous tracking and intervention with an emphasis on the Core Student Success Skills. Comprehensive Advising Services will be specifically tailored to each program of study. Cross‐division curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives. The Title III grant provides resources to support faculty professional development related to designing and piloting new curriculum and advising students. The grant also supports the purchase of advising software programs and the hiring of a Pedagogical Instructional Designer, Learning Engagement Specialist, Advising Coordinator, and two academic advisors. The resources provided by the grant offer an exciting opportunity for the college community to work together to develop the strong programs and services that will increase student success. 1 Table of Contents INTRODUCTION ............................................................................................................ 2 LESSON PLAN: KEEPING A JOURNAL ............................................................................. 3 LESSON PLAN: STAGE MODEL OF MEMORY APPLICATION TO ENHANCE ORGANIZATIONAL SKILLS .............................................................................................. 4 LESSON PLAN: WHAT HAVE YOU LEARNED ABOUT YOURSELF? .................................... 5 LESSON PLAN: PSYCHOLOGY IN THE NEWS ................................................................... 7 LESSON PLAN: AUDIENCE ANALYSIS ............................................................................. 8 LESSON PLAN: RHETORICAL SIMULATIONS ................................................................ 12 LESSON PLAN: SUMMARIZING ................................................................................... 14 LESSON PLAN: ANALYZING EXPLANATORY STYLES AND STRESS MANAGEMENT ......... 15 LESSON PLAN: STEREOTYPES, PREJUDICE AND DISCRIMINATION ................................ 17 LESSON PLAN: SEARCH FOR IDENTITY ......................................................................... 19 LESSON PLAN: IDENTITY IN A VIRTUAL WORLD ........................................................... 21 LESSON PLAN: THE MEDIA & MENTAL ILLNESS ............................................................ 22 APPENDIX I: LEARNING COMMUNITY SYLLABUS ......................................................... 23 APPENDIX II: LEARNING COMMUNITY CONTRACT ...................................................... 33 2 Introduction As a result of a Title III grant, Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement, this course has been designed to incorporate the following Core Student Success Skills (CSSS): Critical Thinking, Communication, Collaboration, Organization, and Self‐Assessment. The concept is to lead students to apply these skills as a method for learning course content. The expectation is that by practicing these skills in this course, they will develop into more successful college students overall, and as a result, persist in their college studies. The learning community “Born Identity” connects two courses: Introduction to Psychology and Composition 1. The intent of this course is twofold: to enable students to see the rich possibilities inherent in interdisciplinary studies; and to promote the core student success skills which Middlesex Community College has identified as being critical to student success. To that end, this course has been design to promote the following skills: critical thinking, collaboration, communication, organization, and self‐assessment. This resource guide is designed to help faculty find models of activities designed to develop the CSSS, which they could adapt for their own classes. It was the intent of the contributors that the lesson plans would serve as inspiration, but these materials are also available online to be downloaded and adapted. In addition, this guide is designed to acquaint faculty with some of the resources at their disposal for supporting students in the development of these college success skills. As a tool to promote student success, this guide is a continuing work in progress, subject to updating and revision as instructors experiment with and try out new lesson plans and pedagogical resources. We encourage any faculty or staff to share ideas which can help us develop this course. Team Members Peter Shea (Composition 1) sheap@middlesex.mass.edu Jennifer Pisarik (Introduction to Psychology) pisarikj@middlesex.mass.edu 3 Lesson Plan: Keeping a Journal
Learning Objectives: After successfully completing this activity, students will be able to: •
Demonstrate an ability to reflect on the psychological concepts introduced in class and how these concepts relate to their own experiences. •
Demonstrate an ability to connect the psychological concepts introduced in class and show how relate to one another. Core Student Success Skills Addressed: Critical thinking, Communication, Self‐
assessment Instructions: 1. Students will be asked to keep a weekly journal in which they reflect on the course content. The journal provides them a space to consider how the material covered (ex: mood disorders, humanistic therapy) relates to a) their own experiences, b) experiences they have heard about from other people or c) other content they have encountered in books, films, the internet, or other courses. 2. Prepare students by explaining the role journals have played in emotional and intellectual development through the ages. Cite examples such as St. Augustine, Leonardo DaVinci, Thoreau and Anne Frank. Assessment: Journals are a place where students should be able to write without fear of grammatical or spelling errors. Explain to them that it is a rehearsal space, which will help prepare them for longer, more structured forms of writing such as essays, reports, and evaluations. As such, evaluate their journals based on length and number of entries. If the journals are handwritten, insist that they are legible. 4 Lesson Plan: Stage Model of Memory Application to Enhance Organizational Skills Learning Objectives: After successfully completing this activity, students will be able to: •
Demonstrate an understanding of the process of shifting memories from short‐
term memory to long‐term memory. •
Develop improved strategies for organizing content and coursework based on a conceptual understanding of how memory systems work. Core Student Success Skills Addressed: Organization and Self‐Assessment Instructions: 1. Students will prepare for lesson by developing a concept map for the Stage Model of Memory. Each stage should be broken down by function, duration and capacity. Students should also indicate how memory is encoded into each of the stages. 2. Students are asked to consider the following in either class discussion or as a written homework assignment: What are some ways concepts and ideas can be organized so they will be easier to remember? Apply this information to your life. Use information from one of your courses to provide a concrete example of how you would use elaborative rehearsal and organization to remember the information more effectively. Keep track of how the strategy worked. Did it make it easier to retrieve and lead to a higher grade on a test? Assessment: Student’s self‐reports of application as well as their writing assignment could serve as a form of assessment. 5 Lesson Plan: What Have You Learned About Yourself? Learning Objective: At the end of this activity students should be able to: •
Apply specific psychological context to their own life, demonstrating understanding of content and of themselves. Core Student Success Skills Addressed: Communication, Self‐Assessment Instructions: This activity can be used in smaller segments at the end of a specific unit, or as a midterm or final exam as a cumulative measure of content understanding. Each topic should be addressed in no less than two paragraphs. Be sure to address specific information that has been reviewed in class, including the use of scientific and anatomical terms, perspectives in psychology, and individual theories. Questions for students are as follows: Biology of the Brain 1. What changes in your physical brain have occurred over the last four years? 2. What impact have these specific changes had on your behavior during the last four years? 3. How much do you feel biology has a role in determining your actions? Your thoughts and motivations? Consciousness 1. How much sleep do you get versus how much sleep do you need? How do you know if you get enough sleep? 2. How does the amount of sleep you get impact your behavior and performance? Cite examples of research to support your answer. 3. What did you learn about the content of your dreams? Which dream theory is most applicable in your view? 6 Personality 1. Which personality theorist do you believe best explains your personality? Support your answer with specific examples from the perspective you choose. 2. Explain the impact of situational differences on your own behavior, setting an example of how you may have been shaped by the situation. 3. In your view, does nature or nurture have greater influence over the development of personality? Try to cite some clear examples in defense of your position. Parenting 1. What type of parenting style did your parents display? Give examples to support your answer. 2. What type of parenting style do you display or think you will display toward your children? If it is different from your parents’ style, please explain why your style would be better. Assessment: The midterm or final will serve as the assessment artifact. 7 Lesson Plan: Psychology in the News
Learning Objectives: At the end of this lesson students will be able to: •
•
Recognize the relevance of the study of psychology in everyday life. Apply theory to life example to enhance understanding and to think more critically about information being presented. Core Student Success Skills Addressed: Critical Thinking, Communication Instructions: In preparation for this assignment students will choose an example of psychology in the news. Students are encouraged to use MCC’s data base which allows access to the Lowell Sun, Boston Globe, New York Times, etc. The article chose should be from a news source, not a psychological journal and should be copied and included with the written assignment. The instructions to students are as follows: 1. First discuss your reasons for choosing the article, what you found of interest and what it made you think about in Psychology. In your discussion, briefly summarize the article highlighting what you found most interesting. 2. Apply psychological principles to better understand the content of the article. Show examples of course concepts. 3. If possible, compare and contrast information in the article to psychological concepts discussed in class and in your text. 4. Contrast “common sense” ways of understanding the article to conceptual ways derived from the context of psychological theory. In other words, demonstrate ways that this course has helped develop your understanding of human behavior. This paper should be at least one and a half to two pages in length. We are looking for clarity of understanding and the ability to demonstrate learning in psychology. Assessment: The writing assignment will serve as the assessment artifact. 8 Lesson Plan: Audience Analysis
Learning Objective: After successfully completing this activity, students will be able to: • Demonstrate an understanding of how communication is shaped by the communicator’s awareness of audience. • Demonstrate an understanding of how personal identity is a compilation of many roles which a person adopts. Core Student Success Skills Addressed: Critical Thinking, Collaboration, Communication Instructions: 1. Present students with the following scenario: Pretend you are Scott Anderson, a sun‐worshipping, volleyball playing high school athlete interested in attending the University of South Florida in Tampa, Florida for its civil engineering program. USF is public university with a diverse student population of 60,000 students and is located in one of the major cities of the Southeast. It also has an engineering program in which you want to enroll.
Write a letter to each of the following people, explaining why you wish to attend USF: • Dr. Dubey, the dean of admissions at the University of South Florida Department of Civil Engineering • Eric Williams, a friend from high school who, like Scott, loves the sun but is going to attend the University of Wisconsin • Margaret Anderson, Scott’s grandmother, who lives in Ocala, Florida, not far from Tampa 2. Students brainstorm individually for ideas for each letter, and then move into small teams where they create a draft of each letter. 3. The students then share their draft with the rest of the class, while explaining how they thought about the content and design. 4. The instructor assigns a journal writing prompt, which asks the students to consider which roles they played when drafting each letter. 5. Have students read “Identity Formation: Erikson’s Theory of Psychosocial Development” on pps.399‐400 of Discovering Psychology. 9 Assessment: The letters, drafted and revised, will serve as the assessment artifact, as will the journal entry. 10 Lesson Plan: Conditioning and its Applications
Learning Objectives: After successfully completing this activity, students will be able to: •
•
Demonstrate an ability to understand the concepts of both Classical and Operant Conditioning. Demonstrate the ability to connect these psychological concepts to everyday experiences, and relate them to life. Core Student Success Skills Addressed: Critical Thinking, Communication, and Self‐
Assessment Instructions: 1. Students will prepare for the lesson by bringing in examples of advertisements to demonstrate the influence of Classical Conditioning on emotions and thought processes. 2. As students enter the class, there will be relevant music playing to engage them into the topic e.g.”Human” by the Killers. Other music, lyrics, literature may be substituted here. 3. Class will discuss the impact of advertising and music on emotions and thought processes. 4. The class lecture/discussion will more fully explore the topic of the principles of Pavlovian and Skinnerian Conditioning and how reinforcement is used to influence behavior. Skinner’s perspective of the world as a massive “Skinner box” is presented and explored. Students are then asked to apply this theory to life by using practical examples to demonstrate these principles. 5. Students should discuss and support their thoughts on this topic, addressing whether they would go so far as to say that ALL human behavior is already controlled by various authorities. Is human freedom and self‐determination just an illusion that we want to believe? Assessment: Students will have the capability to use discussion to further develop an understanding of Conditioning’s relevance to everyday experience. Also students may use this as a 11 writing assignment to further dissect the components of Conditioning, generating their own opinion with well‐supported consistent evidence. 12 Lesson Plan: Rhetorical Simulations
Learning Objective: After successfully completing this activity, students will be able to: • Demonstrate an understanding of rhetorical thinking. • Analyze their own decision‐making process when creating a text. Core Student Success Skills Addressed: Critical Thinking, Collaboration, Communication, Self‐Assessment Instructions: This assignment will require that the instructors make use of a computer lab. 1. Have students go to the following website: http://21stcenturyshea.com/rhetsim.htm 2. Assign one of the writing prompts on the page. Each student will then be guided to a series of pages where he/she will be asked to select among a series of paragraphs. Once a paragraph is selected, the student is guided to another page where a second paragraph is selected to accompany the first paragraph. The result is a short document created by the student’s choices. There are nine possible variations, each with its own numerical identifier. 3. Organize the students into groups, and ask them to compare their versions. Have each student in the group explain why they made the selections they did. 4. Identify the versions of text created by the students, and have the groups of students who created the same version articulate to the class why they though their version met the requirements of the writing prompt. 5. Introduce students to the concept of metacognition and explain how metacognitive skill plays a vital role in the development of a writer. 6. Have them read the Wikipedia entries on Metacognition and Self‐Regulated learning • http://en.wikipedia.org/wiki/Metacognition • http://en.wikipedia.org/wiki/Self‐regulated_learning 13 Assessment: Have students write a journal entry explaining how they have planned their writing assignments in the past. Have them review their assumptions about what writers do and whether those assumptions have changed since they began the course. 14 Lesson Plan: Summarizing
Learning Objective: After successfully completing this activity, students will be able to: • Summarize an article by identifying the key ideas and concepts in the text. Core Student Success Skills Addressed: Communication, Collaboration, Organization Instructions: 1. Before class, have students to read “How to Summarize,” a short instructional article available online at http://tiny.cc/bby1w. 2. Offer the students a selection of articles based upon topics currently being addressed in the Psychology section of the learning community. 3. Have students select an article to summarize. 4. Once each student has completed a summary, have each student move into a group with other students who selected the same article and compare summaries. Have them discuss their strategies for identifying the main idea of the article and selecting which supporting details from the article to include in the summary. 5. Have them revise and type their summaries and submit them for a grade. Assessment: The revised summaries will serve as the learning artifact. 15 Lesson Plan: Analyzing Explanatory Styles and Stress Management Learning Objectives: After successfully completing this activity, students will be able to: •
Define and examine their own explanatory style of life. Core Student Success Skills Addressed: Self‐Assessment Instructions: 1. A person’s general outlook (optimistic or pessimistic) is sometimes referred to as “the explanatory style of life.” The relationship between a person’s outlook on life and that person’s reaction to stress is an important one to address. Share and discuss with students the data published in Mayo Clinic Proceedings (2002), which found in a 30 year longitudinal study that pessimists had a much higher death rate than optimists. 2. After explanation of the characteristics of each style, students are given the Explanatory Styles Scale. Students are then instructed to score their own sheets by giving themselves a single point for each A and zero points for each B. The class is then invited to talk about their scores and project possible connections between health and one’s explanatory style. 3. Ways that Optimism may increase one’s lifespan are discussed; e.g., Optimists are less likely to develop learned helplessness than pessimists, “optimists are more likely to take preventative health care measures, and optimists are less likely to become depressed.” 4. A brief reflective essay (small extra credit given for this homework assignment) can then follow for students who wish to explore ways to become a more optimistic thinker. Challenging faulty thought patterns, such as internalization of negativity, and replacing them with more positive statements is the goal. Essay guidelines 1. In thinking about the thoughts you have had in the last few hours, how many of them were negative? How can you change those thoughts to be more positive? 2. When thinking about people who make a lot of negative self‐statements or who minimize their efforts or put themselves down, how does their behavior make you feel? 16 How do you think their behavior makes them feel?
3. In what way has thinking about and writing this essay helped shift your thinking in a more positive direction? Assessment: This activity can be evaluated by both the instructor and the student. The student is encouraged to see the direct application of psychological principles in his/her own life through the handout and the essay assignment. The instructor is able to evaluate the ability of the students to apply the course concepts accurately to their own personal experiences through grading the essay. 17 Lesson Plan: Stereotypes, Prejudice and Discrimination* *Author: Michael Rodman Learning Objectives: After successfully completing this activity, students will be able to: •
•
Identify common prejudices and stereotypes. Recognize how these stereotypes play a part in their own lives. Core Student Success Skills Addressed: Critical Thinking and Self‐Assessment Instructions: 1. This activity involves a short written assignment of two or three typed double—
spaced pages to be done individually. In this activity, students will be asked to answer several focus questions. There are no "correct" answers; however, students should think, reflect, and search for examples that are relevant to them. 2. Provide a list of relevant terms and concepts with definitions for the assignment. 3. Provide a series of experiential focus questions that students may use to help them think about and apply the course concepts to their own lives. Social Psychology Activity Sheet
This is an activity about stereotypes, prejudice, and discrimination. Answer the questions below to tell how you‐‐or someone you've known‐‐has been affected by such attitudes or behavior. STEREOTYPES‐‐this refers to generalizations about a group of people. Typically, it doesn't account for individual differences, and often it’s not based on personal experiences. PREJUDICE‐‐typically, prejudices are negative attitudes towards a person that are based upon their perceived membership in a group. DISCRIMINATION‐‐usually involves unfair treatment of a person or group that limits their access to valued social opportunities or outcomes. 1. Write about two experiences in your own life‐‐or someone you know‐‐when someone interacted with you based on a stereotype. 18 • What was the stereotype? • Was it positive or negative? • How did it make you feel? Why? • How did you handle the situation? 2. Write about one instance of perceived prejudice or discrimination experienced toward you or someone you know. • What made you feel that you were the object of prejudice or discrimination (language, behavior, etc,)? Group Focus Sheet Record the following: for question one‐‐ • What were stereotypes mentioned by group members? • Were they positive or negative? What did they focus on? For question two— •
•
•
What forms did prejudice/discrimination take? Where did they occur? How were they resolved (how did people feel/what did they do in response to the situation)? Assessment: This activity will be assessed and graded by the instructor, quantitatively on appropriate length and number of examples and qualitatively on the ability of students to apply the course concepts accurately to their own personal experiences. 19 Lesson Plan: Search for Identity Learning Objectives: After successfully completing this activity, students will be able to: •
Demonstrate an understanding of Carl Roger’s ideas on the process of Identity formation. • Demonstrate an understanding of Erikson’s psycho‐social crisis of “Identity vs. Role Confusion.” • Apply these psychological theories to examples from film, literature or song. Core Student Success Skills Addressed: Critical Thinking, Communication, Self‐
Assessment Instructions: The search for identity and belonging is a theme that has resonated in film, literature and song throughout the ages. To set the theme for the class, a clip from Mulan’s “Reflection” may be played. 1. Students will be introduced to Erikson’s stages of psycho‐social development. For each stage, students should use an example from their own lives to try to identify specific characteristics or incidents that demonstrate that particular stage. Class discussion should ensure that students are on target in their understanding of the tasks underway in this developmental view. 2. The task of adolescence “Identity vs. Role Confusion” is the cornerstone for the remainder of this activity. a. Students should first take out a sheet of paper and write “I Am” at the top. For the next couple of minutes students should list at least 20 things that would comfortably fit below. While they should be told that logic or importance shouldn’t matter in creating the list, it is worth noting afterward that often‐ times the identity that is most salient is the one that is first in our minds. b. Students should then flip the sheet over and write “I Am Not, but sometimes people think I Am, or expect me to be” and make a list of 20 things again. 3. The point of the activity is to help students see that one’s Identity is made up of a variety of roles, and that sometimes we are not always the person that others see. Carl Rogers’ Humanistic Perspective which emphasizes greater self‐
20 awareness and self‐acceptance as critical to psychological well‐being can be integrated into the lesson. 4. Films (or clips of films) that incorporate issues in Identity formation such as Mulan, The Breakfast Club, The Lion King, etc. may be viewed and discussed. Most of us can think of a time in our lives when we felt we had to change something about ourselves on order to fit in. 5. As a writing assignment, students can either analyze a character or use themselves as a guide considering the following: Think about a time when you had to change something about yourself in order to fit in better. (This could be anything from clothing styles, to mannerisms to behaviors.) Did this change work for you – did it serve your purpose? How did it make you feel about yourself? Would you do it again? Assessment: The writing assignment will serve as the assessment artifact. 21 Lesson Plan: Identity in a Virtual World
Learning Objectives: After successfully completing this activity, students will be able to: • Describe the potential impact of having an online identity that differs from their ordinary selves. Core Student Success Skills Addressed: Critical Thinking, Communication Materials: • Article: Confessions of a 30‐Year‐Old Gamer By Ta‐Nehesi Paul Coates (available on the Time.com website). • Article: My Virtual Life by Robert Hof (available at http://www.businessweek.com/magazine/content/06_18/b3982001.htm). • Education in Second Life: Explore the Possibilities (You Tube Video). • Assigned reading on the social learning theories of Albert Bandura. Instructions: 1. Students are introduced to Second Life and the concept of virtual worlds via readings and the You Tube video. 2. Students are then brought to a computer lab where they create Second Life accounts and avatars and then “teleport” to Middlesex’s pavilion in Second Life. 3. Residents are given a tour by Middlesex’s resident Second Life expert, James Grenier. 4. Afterwards, students are required to write in their journals about the experience of having an avatar and how working in a virtual world is different from their more common experiences online. They are also asked to reflect on the possible psychological impact of spending time in a virtual world. Finally, students should write about how then went about deciding upon an avatar and whether that avatar reflects their real world identity. 5. Students are organized into small groups and asked to discuss what they wrote. 6. Students read selection on Bandura’s theory of personality development and speculate on how the use of a virtual world avatar can impact personality. Assessment: Journal entries will serve as assessment artifacts. 22 Lesson Plan: The Media & Mental Illness
Learning Objectives: After successfully completing this activity, students will be able to: • Compare and contrast the images of mental illness presented in popular culture with descriptions of these illnesses in psychological literature. Core Student Success Skills Addressed: Critical Thinking, Communication Materials: • DVDs of films selected by instructors (possible selections include Silence of the Lambs, A Beautiful Mind, The Madness of King George, and Adam). Instructions: 1. The students write a journal entry where they identify every film, book, or television program which presented a portrait of mental illness. In the entry, they attempt to name the illness presented and describe its features. 2. The students break into groups and share & compare their observations. 3. The instructors assign readings from the text (or from articles) describing specific mental illnesses—their symptoms and treatments. 4. The instructors present a selection of scenes from various films which address the illnesses described in the assigned readings. Students take notes while watching clips. 5. Students write an additional entry where they attempt to recognize where the films’ portrayals were accurate and where they were inaccurate. 6. The instructors end with a class discussion on the impact of media portrayals of mental illness. Assessment: Journal entries will serve as assessment artifacts. 23 Appendix I: Learning Community Syllabus LIC 111 50: Born Identity: Discover Yourself through Psychology and Writing Instructors Jennifer Pisarik
Peter Shea Contact 781‐280‐3709 or pisarikj@middlesex.mass.edu 781‐280‐3561 or sheap@middlesex.mass.edu (E‐mail is the preferred method of communication) (E‐mail is the preferred method of communication) Office hours M/W/F By appointment 9:30‐12:30 SPS Department Bedford T/Th 10:30‐12:00 SPS Department Lowell Required Texts •
•
Discovering Psychology, 5th edition. Don Hockenbury, Sandra Hockenbury. Worth Publishers, 2010. Writing Tools: 50 Essential Strategies for Every Writer. Roy Peter Clark. Little, Brown, and Company, 2006. 24 Prerequisites (For Psychology) Placement above or successful completion of ENG 060 and eligible for ENG 101. Recommendation: Concurrent enrollment in ENG 075 or ENG 085 if CPT reading placement is between 68 and 75. (For Composition) Placement by exam, or C‐ or above in ENG 070 or ENG 071. Reading prerequisite: Reading level of 68 or above on the CPT Reading Placement test, or successful completion of ENG 060. Course Description Born Identity is a linked learning community course intended to achieve two major aims: 1. Enable students to master the knowledge and skills traditionally promoted by Composition1 and Introduction to Psychology. 2. Enable students to understand the many connections that exist between psychology and writing. Psychology topics covered include: physiology of the brain, memory, learning, language, perception, lifespan changes, normality and abnormality, social interactions, group influence on individuals, and therapies. Composition topics covered include: prewriting, revising, audience analysis, purpose, context, tone. Instructional Objectives and Assessment The objectives of these linked courses will be measured according to performance on tests, written assignments, a final exam, journals, quizzes, class attendance and participation. By the end of this course, you should be able to: 1. Understand the scientific methods used in psychology and be able to critically evaluate psychological research in the media. 2. Explain the contributions of Erikson, Freud, Piaget, Kohlberg, Skinner, and Maslow to the field of psychology. 3. Begin to understand the biological basis of behavior and mental processes. 4. Understand major psychological disorders and types of therapies. 5. Apply relevant psychological concepts to better understand yourself and others. 25 6. Respond appropriately to different kinds of rhetorical situations. 7. Use conventions of format and structure appropriate to the rhetorical situation. 8. Use writing and reading for inquiry, learning, thinking, and communicating. 9. Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. 10. Integrate their own ideas with those of others. Class Format Students are strongly encouraged to participate and engage in discussion of topics presented. Students who are active in the learning process tend to be more successful. Since any true discussion of ideas involves personal exposure and thus taking risks, it is essential to establish a classroom atmosphere of tolerance and respect. As long as your points are honest and supportable, they need to be respected by all of us in the classroom. Code of Behavior 1. Students are expected to conduct themselves in a civil respectful manner at all times. 2. While questions and laughter are often a part of this course, scoffing and disruptive behavior are grounds for dismissal. 3. While we understand that students need refreshment during long course periods, food and drink should be kept to a minimum. Do not bring anything that will cause disruption (potato chips, slurpy drinks). 26 4. Any use of cell phones for private communication during class is unacceptable. 5. Inappropriate language or use of vulgarity is prohibited. 6. Students will show respect by listening quietly when the instructor or another student is speaking to the class. Violating these requirements will result in one warning, then dismissal. Strategies for Success This course was redesigned as part of the Title III grant, Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement. The course materials will focus on key skills of Organization, Self‐Assessment, Collaboration, Communication, and Critical Thinking. As students in the pilot version of this course, you will have an opportunity to think more explicitly about these skills, to apply them to course concepts, and then to demonstrate how you have improved in these skills by the end of the semester. Operational definitions for each term are listed below: ORGANIZATION Organization involves a variety of related abilities. These include the ability to systematically relate areas of content to each other, the ability to take an overarching piece of information and to present concepts in a logical manner, and the ability to come up with an outline to show how concepts relate to one another. It may also include the ability to read and follow the syllabus, time management, and the use of effective study skills. SELF‐ASSESSMENT Self‐Assessment encompasses several student abilities. First, it is the ability to apply psychological course concepts experientially to better understand themselves and others. Second, it is the ability to examine how relevant theories apply to real life. Finally, it involves the ability to assess oneself to gain insight into how one learns plans, makes decisions, and studies. 27 COLLABORATION Collaboration rests on the skills necessary for students to work together in group activities and projects. This includes direct skills such as dividing tasks into parts, collecting and sharing information, and making group decisions. It also includes skills related to the processes for learning in community with others such as learning to appreciate differences, negotiating, compromising, and reaching consensus. COMMUNICATION Communication entails the ability of students to explain ideas related to what they are learning in clear oral or written forms. Such information may be presented individually or in groups. Skills may include the ability to break content down into smaller pieces, organizing and summarizing information, and demonstrating informational, technological, and quantitative literacy. CRITICAL THINKING Critical Thinking involves a variety of means for integrating knowledge, using reasoning and solving problems. At its “Developing” Level (Application) it requires that students identify and use relevant information to reach conclusions consistent with evidence presented. At more “Proficient” and “Advanced” Levels it requires that students compare and contrast differing views, analyze and evaluate information logically, and make inferences based on testable hypotheses. Grading Grading Scale A (93‐100%) A‐ (90‐92%) B+ (87‐89%) B (83‐86%) B‐ (80‐82%) C+ (77‐79%) C (73‐76%) 28 C‐ (70‐72%) D+ (67‐69%) D (63‐67%) D‐ (60‐62%) F (Below 60%) There are two categories of assignments: linked assignments (LA) which are counted as a grade in both classes and stand‐alone assignments (SAA) which count as a grade in only one of the two courses. Assignment Category Title Points
SAA Discovering Psychology Chapter tests
40 points each (5 tests)
SAA Comp Essays 100 points each (3 required) SAA Writing Tool Reading quizzes
20 points each LA Psychology Research Essay
100 points LA Group Discussion/Participation
20 points each SAA In‐Class Journal
10 points per entry LA Psychology Final Essay Exam
50 points Discovering Psychology Chapter Tests The tests will consist mainly of multiple choice, fill‐in‐the‐blanks, and short‐answer questions. If you require modifications due to a documented disability, let Ms. Pisarik know least one week prior to the test date. Under most conditions, make‐ups will not be permitted and it is a student’s responsibility to inform me by the test date of any circumstances which may affect this policy. The test dates are September 28th for test 1, October 14th for test 2, November 2 for test 3, November 23 for test 4, and December 14th for test 5. 29 The Final Essay Exam for the course is Dec 14th. Essay Assignments Four formal essays are required. One of them must be a position paper of at least five pages in length which uses formal research and documentation. Missing essay assignments count as 0 points, and will assuredly drop your grade. Late papers are not accepted. Reading Quizzes These will be based on assigned readings. Quizzes cannot be made‐up. In‐Class Journal Journals have proven to be invaluable instruments for the developing of both writing skill and critical thinking skill. The journal will serve as a space where students can reflect on ideas and practice their writing. Some entries will be assigned as out‐of‐class writing assignments. Group Discussion and Participation Class attendance and participation are required to succeed in this class. Each student will be expected to participate in class discussions and be present for the entire class time (arriving late or leaving early disrupt the class and should be avoided whenever possible.) Group discussions of the concepts can only reinforce learning. Psychology Final Essay Exam This exam will be a cumulative review of the entire semester. Students must demonstrate a comprehensive understanding of the concepts discussed in class and through their readings. Missing this exam automatically drops you at least two letter grades. 30 Schedule DP= Discovering Psychology WT=Writing Tools Date Topics Covered
Week 1: Sept 9 Intro to the course/ overview of the semester Week 2: Sept 14 ‐16 (Psych) DP Ch. 1: What is Psychology/Research Methods
(Comp 1) WT Tool 1: Begin Sentences with Subjects and Verbs, WT Tool 2: Order Words for Emphasis, WT Tool 3: Activate your Verbs Week 3: Sept 21‐23 (Psych) DP Ch. 10 : Personality Theories
(Comp 1) WT Tool 4: Be Passive Aggressive, WT Tool 40: Draft a Mission Statement for your Work Week 4: Sept 28‐30 (Psych) DP Ch. 2: Biological Psychology
(Comp 1) WT Tool 6: Take it Easy on the “ings” WT Tool 41: Turn Procrastination into Rehearsal Week 5: Oct 5 ‐7 (Psych) DP Ch. 2: Biological Psychology
(Comp 1) WT Tool 8: Establish a Pattern, then Give it a Twist WT Tool 19: Vary the Length of Paragraphs Week 6: Oct 12‐14 (Psych) DP Ch. 9: Lifespan Development
(Comp 1) WT Tool 9: Let Punctuation Control Pace and Space, WT Tool 14: Get the Name of the Dog Week 7: Oct 19‐21 (Psych) Ch. 6 Memory
(Comp 1) WT Tool 10: Cut Big, then Small, WT Tool 18: Set the Pace with Sentence Length Week 8: Oct 26‐28 (Psych) DP Ch. 4 : Sleep and Consciousness & DP Ch. 8 Motivation/Emotion 31 (Comp 1) WT Tool 11: Prefer the Simple Over the Technical, WT Tool 19: Vary the Length of Paragraphs Week 9: Nov 2‐4 (Psych) DP Ch. 4 : Sleep and Consciousness (Comp 1) WT Tool 45: Break Long Projects into Parts, WT Tool 47: Recruit Your Own Support Group Week 10: Nov 9‐11 (Psych) DP Ch.5 Learning
(Comp 1) WT Tool 23: Tune Your Voice, WT Tool 42: Do Your Homework Well in Advance Week 11: Nov 16‐18 (Psych) DP Ch.11 Social Psychology
(Comp 1) WT Tool 31: Build Your Work Around a Key Question, WT Tool 34: Write from Different Cinematic Angles Week 12: Nov 23‐25 (Psych) DP Ch. 12 Stress, Health and Coping (Comp 1) WT Tool 38: Prefer Archetypes to Stereotypes, WT Tool 39: Write Toward an Ending Week 13: Nov 30‐Dec2 (Psych) DP Ch.12 Stress Health and Coping
(Comp 1) WT Tool 43: Read for Both Form and Content, WT Tool 44: Save String Week 14: Dec 7‐9 (DT) Ch 13 Psychological Disorders
(Comp 1) WT Tool 16: Seek Original Images, WT Tool 22: Climb Up and Down the Ladder of Abstraction Week 15: Dec 14‐16 FINAL EXAM
Attendance Policy This course is designed to build a community, so your presence is needed. Because it is very important to be in class, attendance will be taken. There are no unexcused or excused absences, and you will be marked absent if you leave before the entire class is over. 32 Plagiarism: Plagiarism is copying other’s words or ideas without giving credit to the actual author or speaker. Both deliberate and “accidental” plagiarism are equally serious. Any form of plagiarism, from copying another person’s ideas, an entire work or paragraph to using other people’s language and sentence patterns without proper documentation will result in a 0 on the assignment and may result in failure in the course. Learning Needs: Students with documented disabilities who believe that they may need accommodations are encouraged to contact the Disability Support Services in order to make arrangements in a timely manner. They are located at the Lowell Campus, City Building, third floor, (PH: 978‐656‐3258) and in the Bedford Campus, Enrollment Center Building, second floor, (PH: 781‐280‐3630). Their hours of operation are Monday‐Friday: 8am‐4:30pm, Saturday: 8am‐12pm (Extended hours available by appointment.) Early Alert Program Statement This class has also been selected to participate in the Strategies for Success Early Alert Program. The program is designed to promote student success through coordination and communication between students, instructors, advisors and support services. If I notice you are having difficulty in the course, I will send an e‐mail message through your Middlesex account or through the Early Alert program. A course requirement is that you check your Middlesex e‐mail frequently and respond quickly if you receive an e‐mail message through the Early Alert program. 33 Appendix II: Learning Community Contract By signing this, I acknowledge that I have read the syllabus and the code of conduct contained therein and that I agree to abide by the code of conduct as a member of this learning community. I further acknowledge that, as a member of this community, I will strive to assist my colleagues in any appropriate manner to enable them to achieve their learning goals in this course. Signed _____________________ ________________________ ______________ Signature Printed Name Date