PSY 211-300

Psychology 211-300: Current Issues in Psychology

Web-Based Course

Prepared by:

Albert Bramante

March, 20, 2011

The following web-based course syllabus is not a new course to UCC, but offered in a distance Education version of PSY 211 presently taught in-class.

Current Issues in Psychology is an approved general education course described within the 2008-2010 UCC catalog, page 187, copy attached.

The objective & rationale for this course proposes to incorporate all the elements of present course offering while expanding its availability to students seeking web-base courses to compliment their varied lifestyle, which further prepares them to be competitive learners in both traditional learning and online environments. Several students have indicated scheduling conflicts that prevented them from enrolling in the face to face class. Further the knowledge acquired by students supports UCC’s psychology programs, which leads to branching into other career pathways and UCC relationships such as the

Education and Nursing programs.

The scope of this course is to expand the student’s knowledge of psychology and its application to their career and personal interests. The majority of the course will be concerned with the discussions of current events and controversies within the field of psychology and also with the American

Psychological Association (APA).

The sets of learning activities the students will participate in consist of a) responding to two questions each week derived from the course readings, 2) responding to a minimum of two learners each week in an academic manner demonstrating comprehension of the topic while also reflecting critical thinking and synthesis, and 3) understanding of course content presented through an academic research paper written in accordance with APA guidelines, which will be explained by the Professor through discussion and exemplars.

Evaluation of the students is on an individual basis consisting of a) discussion board participation, b) Assigned papers, projects or other instructor selected assignments . Grading policy is given in the UCC Student Handbook.

Grade Grade Numerical Value

 A 4.0





B+ 3.5

B 3.0











C+ 2.5

C 2.0

D+ 1.5

D 1.0

F 0.0

The proposed enrollment is capped by UCC for online course enrollment, which is set at 21 students

.

COURSE SYLLABUS

COURSE NUMBER & NAME: PSY 211 Current Issues in Psychology

LECTURE/LAB HOURS: 3

PREREQUISITES : Psy 101;

CREDITS : 3

COURSE DESCRIPTION: Presentation and discussion of current psychological issues and research. Topics for discussion include mental illness, substance abuse, suicide, child abuse and other current events related to psychology. Prerequisite: PSY 101. 3lecture hours per week. 3 credit hours.

COURSE OBJECTIVES/STUDENT LEARNING OUTCOMES:



Students should demonstrate knowledge and understanding of major theoretical orientations in the domain areas of cognitive, biological and social-emotional development.

.



Students should be able to apply psychological concepts, theories, and research findings that relate to everyday life.



Students should demonstrate reasonable skepticism and curiosity by asking questions about causes of behavior.



Students should recognize human diversity and understand that psychological explanations may vary across populations and contexts.



Students should demonstrate information competence and the ability to use computers or other technology by choosing and evaluating relevant resources, and reading and accurately summarizing scientific literature.



Students should identify perspectives that define psychology in our daily life and the general theories that accompany these perspectives, and identify basic terminology associated with studying psychology



Students should apply the terms, principles and theoretical concepts to understand one self and others in everyday interactions



Students should be able to prepare and present information with the use of computers and electronic library databases,



Students should demonstrate effective writing in APA Style.

Rationale & Purpose for this course to be offered online:

This course is being offered online to students who might not be able to complete the course at the times that it is offered face to face. Due to the various work & family obligations that our currents students work with, online classes are a convenient fit for their schedule. Several students have indicated that they were not able to take the class at the times or dates that it has been offered.

REQUIRED TEXT:

There will be no main text for the class.

Students will be required to search for articles for each weekly topic using the

Library Databases (especially Academic Search Premiere, EBSCO, and

Proquest). Additionally, the instructor will require articles each week from the

American Psychological Association website and journals.

SAMPLE WEEKLY SCHEDULE

Week # Topic Readings Discussion Board

Topics

Week 1 Ethics Behnke , S. 2005). On being an ethical psychologist. APA

Monitor in Psychology,

36(7), 114. Retrieved from http://www.apa.org/ monitor/julaug05/ethi cs.aspx

Prince, M. (2010). Sins against science. APA

Monitor in Psychology,

41(7), 144. Retrieved from http://www.apa.org/ monitor/2010/07-

08/misconduct.aspx

*Individual Article*

Website

APA Ethic’s Office http://www.apa.org/e thics/index.aspx

1. Why do some scientists violate the ethical code?

2.Discuss three of the ethical guidelines listed in the readings. Why are they important?

3. Provide a summary and reaction to the article you researched

Week 2 Work Place Issues Clay, R. (2010). Healthier work places and better bottom lines. APA Monitor in Psychology, 41(5), 52.

Retrieved from http://www.apa.org/monit or/2010/05/slcworkplaces.aspx

DeAngelis, T. (2007).

America: A toxic lifestyle?

APA Monitor in

Psychology, 38(4), 50.

Retrieved from http://www.apa.org/monit or/apr07/america.aspx

Price, M. (2010). Selling work to the unemployed.

APA Monitor in


Retrieved from http://www.apa.org/monit or/2010/03/unemployed.a

spx

Websites

Work, Stress, and Health

Office http://www.apa.org/pi/wo rk/index.aspx

The Psychologically

Healthy Workforce

Program (PHWP) http://www.apa.org/practi ce/programs/workplace/in dex.aspx

1. What are some of the factors that lead to a toxic

Lifestyle?

2. The readings and websites describe healthy work environments.

Based on the reading, design a company of your own and explain how that company will be a psychologically healthy place to work,

3. Summarize the article that you read this week

Week 3

Week 4

Immigration

Stress

Chiodo K. (2011).

Adjusting to a newer culture is easier for younger immigrants.

Medical News Today.

Retrieved from http://www.medicalnewst

oday.com/articles/215701.

php

Munsey, C. (2010).

Deciding who belongs:

Arizona immigration Law

Monitor in psychology , 41

(8), 18. Retrieved from http://www.apa.org/monit or/2010/09/immigration.a

spx

Vonachen, B. (2010). APA informs congress about risks to immigrant children. Monitor in

Psychology, 41(8), 21 http://www.apa.org/monit or/2010/09/immigrant.asp

x

Individual Article

American Psychological

Association (2011). Six

Myths about stress.

Retrieved from http://apa.org/helpcenter/ stress-myths.aspx

Clay, R. (2011). Is stress getting to you? Monitor in


Retrieved from: http://apa.org/monitor/20

11/01/stress.aspx

Eller, D. (2011).

Everything you knew about beating stress is wrong. MSNBC. Retrieved from: http://www.msnbc.msn.co

m/id/40200010/ns/healthaging/

Individual Article

1. Provide a summary of the Arizona Immigration law.

2. What are some of the difficulties that immigrant children face?

3. Provide a summary of the article you researched this week

Discuss some of the ways that stress can affect the mind & body.

Do any of the myths regarding stress surprise you? Explain

Provide a summery of the article that you chosen for the week.

Week 5 Sexuality American Psychological

Association (2011).

Sexualization of girls.

Retrieved from: http://apa.org/pi/women/ programs/girls/report.aspx

DeAngelis, T.(2009).

Changing the way we see each other: Psychologists are key players in a growing movement that promotes honest communication about diversity. Monitor on

Psychology Retrieved from http://www.apa.org/monit or/2009/03/diverse.aspx

Munsey, C (2009).

Insufficient evidence to support sexual orientation change efforts. Monitor on

Psychology, 40(9), 29

Retrieved from http://apa.org/monitor/20

09/10/orientation.aspx

Individual Article

1. Why are sexual orientation change efforts failing?

2. What are some of the meaningful points for you in the APA’s report on

“Sexualization of Girls”?

3. Provide a summary of the article you read for this week.

Week 6 Depression American Psychological

Association (2011).

Depression: How psychotherapy and other treatments can help people recover. Retrieved from http://apa.org/topics/depr ess/recover.aspx

Novotney, A. (2009). The price of affluence: New research shows that privileged teens may be more self-centered and depressed than ever before. Monitor on


Retrieved from http://www.apa.org/monit or/2009/01/teens.aspx

Parry (2011). Men may face more depression in future. MSNBC, Retrieved from http://www.msnbc.msn.co

m/id/41853319/ns/healthmens_health/

Individual Article

1. Describe the link between affluence and depression.

2. Describe some of the common treatements for depression

3. Provide a summary of the article regarding this week’s topic.

Week 7 Bipolar Disorder


Association (2006).

Psychological science and bipolar disorder in children and adolescents.

Retrieved from http://apa.org/science/ab out/psa/2006/07/youngstr om.aspx

Forgione, M. (2011). U.S. highest for bipolar rates- study finds. Chicago

Tribune Health. Retrieved from: http://www.chicagotribun

e.com/health/la-hebbipolar-disorderworldwide-

20110309,0,2668713.stor

y

Krehnbiel, K. (2000).

Diagnosis and treatment of bipolar disorder.

Monitor on Psychology,

31(9), Retrieved from: http://www.apa.org/monit or/oct00/bipolar.aspx

Individual Article

1. Describe some of the treatments for bipolar disorder

2. What are some of the causes for bipolar disorder?

3. Provide a summary of the article that you found for this week

Week 8

Week 9

Education

Emotional Health

Clay, R. (2010). Preparing today’s students. Monitor on Psychology, 41(8),


10/09/students.aspx

Naubert (2011).

Classroom environment effects 1 st graders’ mental health. PsychCentral

Retrieved from http://psychcentral.com/n ews/2011/03/10/classroo m-environment-impacts-

1st-graders-mentalhealth/24297.html

Society for Research in

Child Development.

(2011). Social and emotional learning programs are found to boost students skills.

Retrieved from http://www.sciencedaily.c

om/releases/2011/02/110

204091243.htm


Association (2011).

Turning lemons into lemonade: Hardiness helps people turn stressful circumstances into opportunities. Retrieved from http://apa.org/research/ac tion/lemon.aspx


Association (2011).

Resilience guide for parents and teachers.

Retrieved from: http://apa.org/helpcenter/ resilience.aspx

Novotney, A. (2009).

Resilient kids learn better.


40,(9), 32. Retrieved from http://www.apa.org/monit or/2009/10/resilient.aspx

Individual Article

1. Describe how classroom environment can affect students

2. How can we better prepare students to adapt?

3. Provide a summary of the article that you researched for this week’s topic

1. Define resiliency and describe some of benefits

2. How can we foster happiness and resiliency?

3. Provide a summary of the article that you researched for the week’s topic.

Week 10

Week 11

Eating Disorders

Bullying


Association (2011). Eating disorders. Retreived from: http://apa.org/helpcenter/ eating.aspx

DeAngelis, T (2009).

Revamping our definition of eating disorders.

Monitor on psychology,

40(4), 44. Retrieved from: http://apa.org/monitor/20

09/04/eatingdisorder.aspx

Novotney, A. (2009). New solutions: Psychologists are developing more promising new treatments and conducting novel research to combat eating disorders. Monitor on



09/04/treatments.aspx

Individual Article


Association (2011). How parents, teachers, and kids can take action to prevent bullying.

Retrieved from: http://apa.org/helpcenter/ bullying.aspx


Association (2010).

Bullying: What parents and teachers can do about it. Retrieved from: http://apa.org/news/press

/releases/2010/04/bullying

.aspx

Vastaq, R. (2011).

Callous-unemotional children often grow up to lie, fight, and bully, study finds. Washington Post. http://www.washingtonpo

st.com/wpdyn/content/article/2011/

02/21/AR2011022104004.

html

Individual Article

1. What are some of the new and traditional treatments for eating disorders?

2. Describe the symptoms of at least two eating disorders.

3. Provide a summary of the article that you researched for this week’s topic.

1. What are the causes of some kids to become bullies?

2) What are some methods that can prevent bullying?

3. Provide a summary of the article that you researched for this week’s topic

Week 12

Week 13

Personality

Parenting

Joyce, N. (2009). In search of the Nazi personality, 40(3), 18

Retrieved from http://www.apa.org/monit or/2009/03/nazi.aspx

Novotney, A. (2009).

Understanding our personality requires a lesson in history. Monitor on Psychology, 39(11), 24

Retrieved from http://www.apa.org/monit or/2008/12/kagan.aspx

Winerman, L. (2006).

Helping others, helping ourselves: Psychologists are studying why people volunteer and how organizations can hold onto their volunteer’s for the long term. Monitor on


Retrieved from: http://www.apa.org/monit or/dec06/helping.aspx

Individual Article


Association (2011).

Parents and caregivers are essential to children’s healthy emotional development. Retrieved from: http://apa.org/pi/families/ resources/parentscaregivers.aspx


Association (2011).

Parenting: A collection of research studies to help parents. Retrieved from: http://apa.org/research/ac tion/parenting.aspx

Novotney, A. (2010). The power of dad: How parent-child relationships are the key to well-being.


41(9) , 50 Retrieved from http://apa.org/monitor/20

10/10/dad.aspx

Individual Article.

1. How does helping others affect our personality?

2) What are some ways in psychologists attempt to study personality?

3) Provide a summary of an article that you researched for this week’s topic

1. How can parents enhance healthy emotions in children?

2. Discuss the importance of fathers in the development of children.

3. Provide a summary of an article that you researched for this week’s topic

Week 14

Week 15

Week 16

Marriage & Family

Addictions

Wrapup


Association (2011). Marital education programs help keep couples together.

Retrieved from http://apa.org/research/ac tion/marital.aspx

Munsey, C. (2003). Does marriage make us happy?


41(9), 20. Retrieved from http://apa.org/monitor/20

10/10/marriage.aspx

Packard, E. (2007).

Chronic pain and marital relationships. Monitor on

Psychology 37(1), 75.

Retrieved from http://www.apa.org/monit or/jan06/chronic.aspx

Individual Article

Clark, J.C. (2009). Kicking the nation’s drug habit.


40(11), 36 Retrieved from http://apa.org/monitor/20

09/12/drug-habit.aspx

Mumford, J. (2009). Snuff out Tobacco. Monitor on



09/06/tobacco.aspx

Roan S. (2011). Drug addiction hijacks several areas of the brain and almost all of one’s life. Los

Angeles Times. Retrieved from http://www.latimes.com/h ealth/boostershots/la-hebaddiction-

20110223,0,5769542.stor

y

Individual Article

No readings

1. Discuss the link between marriage and happiness.

2. What are some challenges that couples face?


1. How does addiction affect the brain and individual?

2. What are some of the methods that psychologists are using to intervene with addictions?


Final Papers Due

Course Requirements

Discussion Board Participation- 225 Points (150 points for instructor questions and 75 points for article summaries)

Students will actively participate in discussion board on a weekly basis.

Questions will be developed both by the instructor and peers. Additionally students are also required to respond to the responses to their peers offering support or a critique of their initial response.

Grading

Students will receive up to 10 points each week for the participation in the instructor generated discussions and five points each week for the article summary (See Rubric in Appendix E for more information).

Current Topics in Psychology (Podcasts)- (60 Points- 10 points each)

Students will listen to ten different podcasts that will feature discussions and interviews with prominent psychologists in the field. Students are to submit 150-

200 word response for each podcast in which they will reflect on and critique the discussion. Each pod cast will be worth up to 10 points(See Appendix F for grading rubric). Students are to submit these responses into the drop box.

Websites for podcasting are:

The Psych Files: www.thepsychfiles.com

Shrink Rap Radio www.shrinkrapradio.com

APA Research Paper - (115 Points)

Students will select a topic and write a 6-8 page research paper in APA format.

At least one source must be a primary source. The paper should have 6 sources all within the past 10 years. Papers are to be submitted in the Angel Drop Box.

Grading Breakdown (See Appendix G for Rubric)

Approved topic submitted by Week Five (15 points)

Outline submitted by week 10 (20 Points)

Paper (80 Points)

Grading Scale

There is a total of 400 points for the course

A 360-400 Points (90%-100%, 4.0) B+ 345-359 Points (87-89% 3.5)

B 320-344 Points (80-86%, 3,0) C+ 305-319 Points (77-79% 2.5)

C 280-305 Points (70-76% 2.0) D+ 265-279 Points (67-69% 1.5)

D 240-264 Points (60-66% 1.0) F <240 Points (<60% 0.0)

Below are websites that may be helpful for student or instructor resources:

Personality Pedagogy http://personalitypedagogy.arcadia.edu

American Academy of Child and Adolescent Psychiatry: http://www.aacap.org

American Psychological Association: http://www.apa.org/

American Psychological Society: http://www.psychologicalscience.org/ http://www.psychologicalscience.org/teaching

Shrink Rap Radio http://www.shrinkrapradio.com

http://www.thepsychfiles.com

CONGRUENCY OF OBJECTIVES AND OUTCOMES

UCC Gen Ed.

Learning Goals

Psychology

Program

Learning

Objectives

PSY 211 Specific

Learning Outcome

Assessment

Outcomes

Students will communicate effectively in both speech and writing

Goal 1. Theory and Content of

Psychology

Goal 2.

Research

Methods in

Psychology

Goal 6.

Information and

Technological

Literacy

1) Students should be able to apply psychological concepts, theories, and research findings that relate to everyday life.

2) Students should demonstrate information competence and the ability to use computers or other technology by choosing and evaluating relevant resources, and reading and accurately summarizing scientific literature.

3)Students should be able to prepare and present information with the use of computers and electronic library databases,

Weekly

Discussion

Board Topics

Course

Project/Discussio n Leader

Podcast

Responses

Students will use appropriate mathematical and statistical concepts and operations to interpret data and to solve problems.

Goal 2.

Research

Methods in

Psychology

Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.

Goal 1. Theory and Content of

Psychology

Goal 2.

Research

Methods in

Psychology

Goal 3. Critical

Thinking Skills in

Psychology

1)Students should demonstrate information competence and the ability to use computers or other technology by choosing and evaluating relevant resources, and reading and accurately summarizing scientific literature

1)Students should be able to prepare and present information with the use of computers and electronic library databases

2) Students should demonstrate effective writing in APA Style.

3) Students should demonstrate reasonable skepticism and curiosity by asking questions about causes of behavior

Same as Above

Same as Above

Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals.

Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens.

Goal 8:

Information

Technology

Literacy

Goal 4:

Application of

Psychology

Goal 5: Values in

Psychology

Goal 7: Sociocultural and

International

Awareness

1) Students should be able to prepare and present information with the use of computers and library databases,

1) Students should be able to apply psychological concepts, theories, and research findings that relate to everyday life.

2) Students should recognize human diversity and understand that psychological explanations may vary across populations and contexts.

3) Students should apply the terms, principles and theoretical concepts to understand one self and others in everyday interactions

Same as Above

Same as Above

Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens.

Students will understand the importance of a global perspective and culturally diverse peoples.

Goal 4:

Application of

Psychology

Goal 5: Values in

Psychology


International

Awareness


International

Awareness

1) Students should recognize human diversity and understand that psychological explanations may vary across populations and contexts.

2)Students should apply the terms, principles and theoretical concepts to understand one self and others in everyday interactions

1)Students should recognize human diversity and understand that psychological explanations may vary across populations and contexts.

Same as Above

Same as Above

Students will understand ethical issues and situations

Goal 5: Values in

Psychology

1)Students should apply the terms, principles and theoretical concepts to understand one self and others in everyday interactions

2)Students should identify perspectives that define psychology in our daily life and the general theories that accompany these perspectives, and identify basic terminology associated with studying psychology

Same as Above

TECHNICAL ISSUES:

This course will utilize Angel as the learning platform. Students who register for this course already have (or, will have) the opportunity to learn Angel as the online learning platform used by UCC 1 .

If a technical issue arises students are directed to immediately inform the instructor by email BRAMANTE@ucc.edu and to simultaneously email UCC’s

Distance Learning Department UCCONLINE@UCC.EDU

Students may also call

UCC technical support at 908-497-4364; however, only one email and phone call is needed. Multiple requests about the same issue fill up voice mail or email inboxes causing response delays.

1 See Distance Education – FAQS in the catalogue or go to http://www.ucc.edu/DistanceEducation/default.htm

Appendix A: COMPLIANCE WITH ATC

Guidelines for Developing a Distance Learning Course

(downloaded from the ATC Committee webpage June 16, 2010)

The Contract (Article XXIX) makes specific provisions for courses that will be offered via Distance Learning (DL) formats. Faculty should review this section of the Contract before proceeding with plans to develop a Distance

Learning course. Included in this article are the requirements for the approval process for a DL course and a description of compensation for DL training.

I. Web-Based Courses

Before offering a Web-Based Course on line, we strongly recommend that faculty:

A. Discuss with your Department the preliminary proposal for offering the web-based course, and get Departmental approval . (completed - Spring

2010)

B. Discuss with VPAA the preliminary proposal for offering the webbased course. Get approval of release time for development/implementation of the course from VPAA if so desired. (completed - Spring 2010)

C. Become knowledgeable/proficient in web-based teaching methodologies, instructional design, and software tools. This can be done by attending a formalized web-based training program offered by the college, or participate in appropriate conferences, workshops, or other training.

Completed both WebCT and Angel Trainings

D. Take a web-based course as a student to experience first-hand what students will encounter as a cyberstudent. I am currently a PhD student at

Walden University, which is an online University

E. Test significant units of a proposed on-line course, on a trial run basis.

This can be done in a variety of ways:

�

Have interested students, faculty, and members of the professional staff serve as "students" to test course materials.

Testing with a larger group of students at one time is important since bugs sometimes only appear when a program is pushed to the limit.

�

Use "web-enhanced" components of the course in one or more courses before going on-line. For instance, experiment with students utilizing your course Web site with current students enrolled in regular courses. Within the scope of current college access and capabilities, experiment with the PowerPoint lectures, the graphics, video clips, simulations, discussion and chat capabilities that you have incorporated in your WebCT course, or that are available from the publisher of the system.

Take into consideration that with current technology, including password protected sites, that the security of tests papers, etc. sent electronically maybe an issue. I have used the web enhanced feature for the semesters that I taught this class live

F. Consult with the Distance Learning Coordinator. Did this briefly at

ATC meeting, will consult further when course is approved

G. Consult with IT about your projected network, hardware, and software needs. NA

H. Consider the following administrative issues:

�

Are there extra costs above regular registration tuition and fees?

(not applicable)

�

How will students register, and how will initial contact with students be made? Instructor will send an email out to new students and provide contact information at the college for students in case of questions or concerns

�

If tests are going to be proctored, what arrangements must be made for proctoring? If necessary faculty member will proctor the exam

Prepare the Course Proposal for the Academic Technology Committee

(ATC) and the Curriculum Committee. Instructions are posted on each committee’s webpage. The ATC will review the technical aspects of presenting the course online. The

Curriculum Committee will be concerned with how use of webbased technology will impact the academic issues relating to the course. Use the proposal to help you focus on the various issues that will need to be addressed in order to have a successful course.

II. Telecourse Guidelines NOT APPLICABLE

Appendix B: COMPLIANCE WITH ATC

Procedures for Submitting Distance Learning Course Proposals for ATC Review

(downloaded from the ATC Committee webpage June 16, 2010)

The purpose of this document is to describe the procedures that Faculty should use in developing a Distance Learning course proposal. Proposals must be created and reviewed for new courses and existing courses that will be offered in the distance learning (DL) format (Telecourse and Online) for the first time.

Two committees will review the proposal. First, the Faculty member must have their proposal reviewed by the Academic Technology Committee

(ATC). The ATC review is concerned with the technical aspects of the proposal such as the availability of adequate computer network resources.

The intent of this review is to aid the Faculty member and ensure that the course’s technical needs are met. Second, the Faculty member must submit their proposal to the Curriculum Committee. By contract, this committee must approve the proposal before the course can be offered. All courses

(whether new or existing) that are being offered in the DL format for the first time must be approved by Curriculum.

Beyond the requirements listed above, Faculty are free to develop their DL course in any fashion that they wish.

The ATC has developed some general guidelines, for faculty who are planning to offer distance learning courses (Telecourse and Online) for the first time. This document is located on the ATC website.

DL Course Proposal Development and Submission to the ATC and

Curriculum Committee

1. The Curriculum Committee’s “Rules and Procedures” (available at that committee’s webpage) spells out the format for new course proposals and the procedures for their submission. The details for DL course proposals are described in Article V. In particular, Paragraph B.11 specifies the inclusion of a Technical Issues Appendix which will be reviewed by the ATC.

2. Preparing the Technical Issues Appendix. This appendix should address

the following technical issues that are related to conducting the course. a. Is the web content to be hosted on UCC's server or will it be hosted on a courseware publisher/content site's server? If it will be hosted outside the UCC server, what technical support is provided for the students and faculty and has this been discussed with IT? UCC's server b. What course management system will be utilized? Angel c. What hardware and software do students and faculty require in order to implement this course? Microsoft Word 2003, 2007 or 2010 d. What methods/tools will be available to the student to communicate with the instructor or other students on an asynchronous or synchronous basis? The instructor plans to utilize the discussion forums and email as a primary source of communication. The instructor may schedule live chats with students throughout the semester. Students are always to call or email the professor outside of Angel if they have any questions. e. Are there any additional tools, services, or support required of

Information Technology Dept. (IT) or by the Faculty/Staff Learning

Resource Center (FSCRC) in order to implement this course? NO f. What support will you require from IT and FSCRC to add material to the web-based course? Not Anticipated, however will call the distance education office if needed . Are there any Internet Service

Provider (ISP) limitations? NO g. Have there been any technical problems in field-testing/using the web-based course? NO h. Have you consulted with IT regarding the implementation of your

course? Yes, in the beginning as well as during the ATC

Committee meeting, when this proposal was passed. i. Have you received DL training at UCC? Yes in 2007 I received training in WebCT/Blackboard and in 2008 I participated in the

Angel Training. Furthermore, in 2009 I participated in advanced trainings such as how to use discussion forums, gradebook, and groups/teams in Angel j. What additional training do you need in order to prepare for and implement the course? NONE

3. Have your department Chairperson submit an electronic copy of your entire proposal, including the Technical Issues Appendix, to the ATC

Chairperson for review. Your department Chairperson will also submit the proposal to the Curriculum Committee. Ideally, the ATC will complete its review of the proposal prior to its review by the Curriculum Committee since their approval is contingent upon the ATC’s review. Concurrent review by the two committees is possible.

4. If you wish to attend the ATC when your proposal is being reviewed, consult with the ATC Chair about meeting times. YES

5. Recommendations of the ATC will be forwarded to the author(s) of the proposal and their department chairperson, the Curriculum Committee, IT, and copied to the VP for Academic Affairs and the VP Administrative

Services.

Appendix C: UCC specific objectives for General Education:

NJCC Gen. Ed.

Learning Goals

Critical thinking is embedded

Suggested Individual College-Wide Learning Objectives:

1. Students will communicate effectively in both speech and writing. a. Students will explain and evaluate what they read, hear, and see. b. Students will state and evaluate the views and findings of others. c. Students will logically and persuasively state and support orally and in writing their points of view or findings. d. Students will evaluate, revise, and edit their communication. a. Students will translate quantifiable problems into mathematical terms and solve these problems using mathematical or statistical operations. b. Students will construct graphs and charts, interpret them, and draw appropriate conclusions.

2. Students will use appropriate mathematical and statistical concepts and operations to interpret data and to solve problems.

3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.

4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals.

5. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. a. Applying the scientific method, students will analyze a problem and draw conclusions from data and evidence. b. Students will distinguish between scientific theory and scientific discovery, and between science and its scientific technological applications, and they will explain the impact of each on society. a. Students will use computer systems and/or other appropriate forms of technology to present information. b. Students will use appropriate forms of technology to identify, collect, and process info. c. Students will use appropriate library/learning resource tools such as cataloging systems to access information in reference publications, periodicals, bibliographies, and data bases. d. Students will recognize when information is needed and be able to locate, evaluate, and use information. a. Students will analyze and discuss behavioral or societal issues using theories and concepts from a social science perspective. b. Students will explain how social institutions and organizations influence individual behavior. c. Students will describe and demonstrate how social scientists gather and analyze data and draw conclusions. d. Students will apply civic knowledge both locally and globally and engage in activities that exercise personal, social, and civic responsibility.

6. Students will analyze works in the fields of art, music, or theater; literature; and philosophy a. Students will describe commonly used approaches and criteria for analyzing works*. b. Students will analyze works* and applying commonly used approaches and criteria. c. Students will demonstrate a value added competence in the and/or religious studies; and will gain competence in the use of a foreign language. production and comprehension of a foreign language. * in the fields of art, music, or theater; literature; philosophy and/or religious studies and possibly within the context of studying and using a language other than English.

NJCC Gen. Ed.

Learning Goals

Critical thinking is embedded

Suggested Individual College-Wide Learning Objectives:

7. Students will understand historical events and movements in

World, Western, non-Western or

American societies and assess their subsequent significance.

8. Students will understand the importance of a global perspective and culturally diverse peoples.

9. Students will understand ethical issues and situations. a. Students will state the causes of a major historical event and analyze the impact of that event on a nation or civilization. b. Students will discuss a major idea, movement, invention or discovery, and how it affected the world or American society. c.

Students will demonstrate how writers’ interpretations of historical events are influenced by their time, culture, and perspective. a. Students will link cultural practices and perspectives with geographic and/or historical conditions from which they arose. b. Students will explain why an understanding of differences in people’s backgrounds is particularly important to American society. c. Students will recognize and explain the possible consequences of prejudicial attitudes and discriminatory actions. d. Students will recognize and assess the contributions and impact of people from various nations and/or cultures. a. Students will analyze and evaluate the strengths and weaknesses of different perspectives on an ethical issue or a situation. b. Students will take a position on an ethical issue or a situation and defend it.

Appendix D: Psychology Program Objectives

Goal 1.

Theory and

Content of

Psychology

Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Goal 2.

Research

Methods in

Psychology

Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

Goal 3.

Critical Thinking

Skills in

Psychology

Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.

Goal 4.

Application of Psychology

Goal 5.

Values in

Psychology

Goal 6.

Information and

Technological

Literacy

Goal 7.

Sociocultural and

International

Awareness

Students will understand, develop insights, and apply psychological principles to personal, social, and organizational issues.

Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline.

Students will demonstrate information competence, ability to use computers and other technology, and an ability to communicate effectively in a variety of formats.

Students will recognize, understand, and respect the complexity of sociocultural and international diversity.

Appendix E

Discussion Postings- Grading Rubric

Each week students can earn up to 10 points on the discussion forum

Possible scores

10 points- Students submitted postings on time. Postings were thorough. There were minimal spelling and grammatical errors. Students also responded to two posts from their peers offering their insights.

8 points- Students were late in their posting, or did not provide sufficient response posts to their peers, or postings could have been more thorough

5 points- Students were excessively late in posting, or posts were brief.

0 points- No work was completed or postings are more than one week late.

Article Summaries- Grading Rubrics

Each student can earn up to 5 points each week for their article summary.

Possible Points

5- Student found a current article within the past 5 years. Summary was detailed and submitted on time

4- Submission was slightly late or was not within the last 5 years, or there were some spelling mistakes

3 Submission was late or was too brief, or contained too many errors

0- No work was submitted

APPENDIX F: PODCAST ASSIGNMENTS

Directions: I have listed some web-sites below that contain podcasts (audio lectures & discussions) in the field of psychology that have been recorded recently. Each podcast involves one or more mental health professionals or psychologists talking about a topic. For each assignment, you are to listen to a podcast and write a 1-2 page paper on the topic of the podcast. Your discussion should include a summary of the discussion as well as your own reactions & interpretation of the topic

Each pod cast response will be worth 10 points

Possible Points

10- Podcast was submitted on time. Student provided summary of what was discussed. Student provided own interpretation and critique.

8- Assignment was submitted late, or was missing information, or there were some errors in grammar & spelling

5- Assignment was was submitted late or was lacking a substnative response

Websites

Shrink Rap Radio- http://www.shrinkrapradio.com

The Psych Files- http://www.thepsychfiles.com

Also, podcasts are available for free on I-Tunes

APPENDIX G

Research paper

Students are to complete a 6-8 page paper on a topic within psychology.

The majority of sources should be from journals and scholarly sources.

In order for students to receive the full credit for the project they must

-Submit the topic by week 5- 15 points

-Submit the outline by Week 10

-References must be within 5 years

-Paper should address more than one perspective

-Paper is free of grammatical errors

-Paper should address more than one perspective

Appendix H: Checklist

UCC Curriculum Committee

New/Revised Course Guideline and Checklist

(including Distant Learning Course Proposals and

Courses Being Offered In Distant Learning Format for the First Time)

Revised April 19, 2009

To all faculty members seeking to introduce a new/revised course to the New

Course/New

Program Subcommittee, please make sure the following items have been met before submitting your new/revised course to the subcommittee.

**For all new/revised courses, please submit an electronic copy of your proposal to the

New

Course/New Program Subcommittee chairperson. All new/revised course proposals must follow these guidelines completely. If these guidelines are not followed completely, your new/revised course proposal may be delayed in the acceptance process. Please refer to the

Curriculum

Committee website for all deadlines.

Please Note: a) These guidelines for submitting new/revised courses to the New Course/New Program

Subcommittee were taken from the UCC Curriculum Committee By-laws found on the committee’s web page, and have been changed into checklist form for easy use. b) This checklist must be submitted to the New Course/New Program Subcommittee chairperson with your new/revised course proposal. c) All courses that will be offered in a Distance Learning format (Telecourse, Online, or

Blended) must be reviewed by the Academic Technology Committee and approved by the Curriculum Committee. This applies to new courses and existing courses that will be offered in the Distance Learning format for the first time. The proposal for all Distance

Learning Courses should be reviewed by the Academic Technology Committee (ATC) prior to being submitted to the Curriculum Committee (but reviews may be concurrent if necessary). The ATC will only review the proposal as it relates to the technology required to deliver the course. Contact the Chair of the ATC for the specifics of their procedure.

Checklist (Presenter, please initial in the space next to the guideline)

1. ____AB___ Letter from department chairperson in the form of an email memo or hardcopy must be sent to the New Course/New Program Subcommittee chairperson stating whether or not the proposed course was reviewed and approved by the department.

2. ____AB___ All new/revised course proposals must include a catalog description that includes prerequisites and co-requisites, credit hours, lecture hours, lab hours (if necessary), and a suggested course number.

04/2009

3. ____AB___ All new/revised course proposals must include course objectives. The course objectives must specify the particular skills and competencies students are expected to master.

4. ___AB____ All new/revised course proposals must include a grid that follows the

Middle States criteria for the correlation of General Education Goals and Objectives to

Student Learning and Assessment.

5. ___AB____ All new/revised courses must include a rationale that explains the perceived needfor the course. If the course is being offered in distant learning format, provide an explanation as to why a distance learning format is being proposed (i.e. student enrollment).

6. ____AB___ All new/revised courses must include a section that discusses transferability. This section must contain a survey of how the course will satisfy the degree requirements (as applicable) of specific four-year institutions.

7. __AB_____ All new/revised courses must include a section identifying resources and costs needed for the course. This section should contain: what is available with existing college resources (including library resources), the cost of resources to be obtained if necessary (including costs to the libraries), and what students will require outside of traditional textbooks (i.e. A/V equipment, home computer specifications and software, tape rental etc.). Also, please indicate whether special certification or training is required for faculty (full-time and part-time) who will be teaching this course and whether this course will be offered online or by any other teaching modality.

8. ___AB____ All new/revised course proposals must include a course outline that provides a topical or thematic weekly schedule of student activities, including recommended learning outcomes and objectives. If distance learning is used, highlight any changes that will result from using the distance learning modality.

9. ___AB____ All new/revised course proposals must include criteria for student evaluation. This section must contain how course grades will be determined (exams, papers, student presentations, etc). If distance learning is used, explain how/if the evaluation criteria will change with distance learning modality.

10. ___AB____ All new/revised course proposals must include a section that lists required texts for the course. If distance learning is used, specify the requirements for distancelearning modality (e.g. text with CDs for online access).

11. ___AB____ All new/revised course proposals should include a bibliography listing relevant sources for the course. Please follow the MLA or APA style.

12. ___AB____ For distance learning courses only (this section will be reviewed by the

ATC), provide a technical issues appendix addressing the technical issues related to administering the course via a distance learning modality. Consult with the

Academic Technology Committee for specifics.

04/2009

* Please check all references, proofread carefully, and conduct a spell check before submitting your course proposal to the New Course/New Program Subcommittee.

** If the guidelines on this checklist are not followed completely, your new/revised program proposal may be delayed in the acceptance process.

*** Please refer to the Curriculum Committee website for all deadlines.

Albert Bramante 05/02/2011_____________________________________________

Signature of Presenter and date

____________________________________________________________________

Signature of the New Course/New Program Subcommittee Chairperson and date

PSY 211-300

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