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psych 100

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by: Terisa Andrews

psych 100 Psy 100

Terisa Andrews
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last week notes
Intro to PSychology
Mrs Pierson
Class Notes




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"Can you just teach this course please? lol :)"
Lura Dickens Sr.

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This 10 page Class Notes was uploaded by Terisa Andrews on Tuesday January 19, 2016. The Class Notes belongs to Psy 100 at Northern Kentucky University taught by Mrs Pierson in Spring 2016. Since its upload, it has received 33 views. For similar materials see Intro to PSychology in Psychlogy at Northern Kentucky University.


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Can you just teach this course please? lol :)

-Lura Dickens Sr.


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Date Created: 01/19/16
1 Catalog Number, Title of Course GEN 120, Service Learning Course credit hours 3 credit hours Class number(s) 61145 Instruction Mode BP: In Person (Blackboard Web­Enhanced) Beginning and ending dates August 18­ December 14 Meeting day(s) and time Tuesdays, 6:30­9:15 Campus and Classroom Number TIE Building, UB411 Instructor Name Keith Lanser, M.A. E­Mail Address Office Hours Appointments will be scheduled on an individual  basis over e­mail.  Campus Safety Information                           (859) 444­8404    Urban Campus COURSE DESCRIPTION:  Engages students directly in structured, community­based activities to acquaint them with  community opportunities, services, and needs. Integrates concepts from the classroom with  community service allowing the student to practice concepts while developing an appreciation of service. COURSE OBJECTIVES/COMPETENCIES/LEARNING OUTCOMES:  In this course, students will:  1) Explain the value of community service.  2) Describe the relevance of class discussion as it applies to service learning experiences.  3) Create innovative strategies for addressing community needs.  4) Demonstrate effective written and verbal communication with others in the service  learning area.  Learning  Performance Indicators Project Objectives Explain the value  1. Civic knowledge and  1. Written reflections of community  engagement (local and  2. Blog entries service.  global) 3. Class presentations 2. Written and oral  4. Bicentennial Project  communication Proposal 5. Advocacy strategy  campaign Describe the  1. Civic knowledge and  1. Group guided book  relevance of  engagement (local and  reflections class discussion  global) 2. Guided reflection as it applies to  2. Written and oral  3. Class presentations service learning  communication experiences.  3. Quantitative literacy 2 4. Information literacy 5. Intercultural knowledge  and competency Create innovative 1. Teamwork and problem  1. Needs and assets  strategies for  solving assignment addressing  2. Inquiry and analysis 2. SWOT assignment community  3. Critical and creative  3. Bicentennial Project  needs.  thinking Proposal 4. Ethical reasoning and  4. Advocacy strategy  action  campaign 5. Civic knowledge and  engagement (local and  global) Demonstrate  1. Written and oral  1. Written reflections effective written  communication 2. Pre­post evaluation and verbal  2. Foundations and skills for 3. Community partner  communication  lifelong learning evaluation with others in the  service learning  area COURSE PREREQUISITES:  Admission in the honors program REQUIRED TEXT(S), TOOLS AND/OR SUPPLIES: L Fasto, Frank M.J.; Larson, Carl E. The Humanitarian Leader in Each of Us: Seven Choices  That Shape a Socially Responsible Life. 2011  ISBN­13: 978­1412999229 Duncan, D., & Kopperud, J. (2008). Service­learning companion. ISBN­13: 978­0618758982 GRADING/EVALUATION METHODS: Teaching and learning strategies used in this course include readings, discussions, classroom  activities, reflective writing, outside papers, service learning, and civic engagement experiences. Many of the readings, description/directions for student writing, and classroom activities are in  Blackboard for this class. Service Learning:  Service learning is a teaching and learning strategy that integrates meaningful community  service with instruction and reflection to enrich the learning experience, teach civic  responsibility, and strengthen communities. All students will complete a short­term experience  and a semester­long experience. Short­term Service Learning:  The short­term service learning experience will be a Covington Bicentennial Service Day lasting  approximately 5 hours. Students will complete the following tasks that will help them to design  and implement the service day:  1. Complete a walking tour of downtown Covington, led by Katie Meyer, Renaissance  Manager, City of Covington. 3 2. Complete a needs and assets assignment 3. Collaboratively complete a SWOT assignment 4. Collaboratively develop a Bicentennial Project Proposal 5. Design and implement an advocacy strategy campaign (advocate at the Legislative  Cuacus Meeting) 6. Execute the project Semester­long Service Learning:  The semester­long service learning experience requires at least 25 hours of meaningful  community service (2­3 hours per week). Students will serve with a community partner  accomplishing projects relevant to the student’s semester­long service learning objectives.  Students will complete the following tasks in order to complete the service learning  requirements for the course:  1. Confirm your service learning 2. Complete Blackboard modules  3. Complete an in­class presentation 4. Attend guided reflection 5. Turn in an hours log 6. Complete a final evaluation Participation:  Active participation in class in required. This includes reading for class, completing your  homework, contributing to class discussion, behaving with professionalism, and staying on task. It is the student’s responsibility to ask questions and listen attentively. Participation will be  assessed each class. Your participation is worth 9% of your final grade and will be evaluated  first by the student, and then confirmed by the instructor. Book Blackboard entries: For almost each class you will be required to complete a required reading prior to coming to  class. Each reading has a corresponding Blackboard entry for you to complete. Late Blackboard entries will not be accepted for credit.  “I didn’t know we had an entry due” is not an excuse.  Please refer to your syllabus throughout the semester so you are aware of your reading and  Blackboard entry due dates. There are 16 book Blackboard entries total, representing 22.5% of  your final grade. Essays (Needs and Assets Assignment, SWOT Analysis, Bicentennial Project Proposal): Essays and papers must be typed in MLA style, 12­point font, double­spaced, with 1.00 or 1.25  inch margins, and printed on 8½ x 11 inch paper, in Times New Roman. Academic dishonesty  will not be tolerated. Again, late essays and papers will not be accepted for credit. It is strongly  recommended that you edit your essays and papers at the Center for Academic Success prior  to turning them in. Contact the Center at gw­ Each assignment is worth 8% of  your final grade. Blackboard Modules: Students are asked to complete Module activities and journal discussions while completing their semester­long service learning experience. Late Blackboard entries will not be accepted for  credit. “I didn’t know we had an entry due” is not an excuse. Please refer to your syllabus  4 throughout the semester so you are aware of your reading and Blackboard entry due dates.  There are 7 Blackboard critical reflections total, representing 24.5% of your final grade. Book Guided Reflections:  You will be asked to complete four chapter guided reflections throughout the semester.  Presentations should be delivered using Microsoft PowerPoint. Your slides should not be filled  with words, and you should NOT read off your slides. Please consider using relevant images on  your slides, accompanied by notecards to help guide the discussion. Each chapter guided  reflection is worth 3% of your final grade. Guided Reflection:  All students are expected to attend guided reflection on exam day. Guided reflection is an  opportunity for students to compare and contrast their service learning experiences, share their  learnings, discuss the values that they have strengthened through their service experience, and  brainstorm ways to live out those values in the future for a more inclusive community. Guided  reflection is worth 5% of your final grade. Assignment/ Grade Breakdown:  Assignment: Percent of Final Grade: Participation 9% Service Learning Companion and 1.4% per  Humanitarian Leader Blackboard Journal entries (16) (22.5% total) Essays (Needs and Assets Assignment, 8% per  SWOT Analysis, Bicentennial Project (24% total) Proposal) Blackboard Module Journals (7) 3.5% per  (24.5% total) Presentations (service learning, book3% per  guided reflections x 4; 5) (15% total) Guided Reflection 5% Total 100% Grading Scale: 90­100% A 80­89% B 70­79% C 60­69% D 0­59% E CLASS ATTENDANCE POLICY: Attendance for this course is mandatory and will be taken at every class meeting. Any missed  class period must be cleared with the instructor before that class via phone or email. It is up to  the judgment of the instructor whether or not an absence is excused. More than 3 unexcused  5 absences will result in a one letter reduction in the course grade. You are responsible for  information covered and assignments due during your absence. SEVERE WEATHER CLOSINGS: It is the policy of the college to be open for normal business unless the weather situation has a  serious impact on the normal transportation systems in the region. During these types of  inclement weather situations, procedures and notifications will be used as published at ings.aspx WITHDRAWAL POLICY:  From the end of the drop/add period through the official midterm date for that course, a student  may withdraw from the course and receive a “W.” From the first day after midterm until the last  day of course work of the session, a student may, at the instructor’s discretion, withdraw from a  course, and the instructor may assign a grade of “W.” The student must initiate the official  withdrawal. No grade will be reported for a student who withdraws by the last day to drop  without a grade. If receiving financial aid, please consult with the Financial Aid Office prior to  withdrawing from classes to understand how your aid may be affected. The completed drop  form should be returned to the Registrar’s Office for processing.  Link to GCTC’s drop and add form and process: ACCOMMODATIONS POLICY: Disability Services will work with you to determine if you need accommodations to help you  have equal access while at Gateway. Did you have an IEP or 504 Plan as part of your high  school experience? Do you have a disorder that interferes with your ability to learn? Contact  Gateway Disability Services at 859­442­4120 or gw­ See Gateway’s Web site for more information INFORMATION COMMONS OVERVIEW: A centralized, one­stop service point bringing together academic and non­academic services,  tools, technology, and resources, to support students, faculty and staff on each campus.   Information Commons staff, located at Gateway’s Personalized Service (GPS) desk, assist  students with a variety of tasks that range from printing transcripts, to enrolling in classes,  locating research databases, getting a student ID, a tutor and more. All is provided in an inviting, collaborative and technologically advanced environment, complete with individual workstations,  computers and small group work­rooms. Resources include program­specific items in print, newspapers, and magazines. Electronic  books and digital databases are accessible to the Gateway Community anywhere and anytime  from the school’s website. Staff will gladly assist you in obtaining materials from our partner  libraries, Kenton County Public Library and Northern Kentucky University’s Steely Library.  6 Specialists in each of the following areas are available to provide more in­depth assistance:  Admissions, Advising, Business, Counseling, Disability Services, eLearning, Financial Aid,  Information Technology, Library and Information Services, Transfer and Tutoring. STARFISH: Throughout the term, you may receive emails from Starfish regarding your course grades or  academic performance. Please pay attention to these emails and consider taking the  recommended actions. They are sent to help you be successful!  CLASSROOM ETIQUETTE/RULES/REGULATIONS OF THE CLASSROOM: 1. Step outside of your comfort zone, and challenge your assumptions.  2. Failure to complete readings and assignments on time will significantly impact your  grade. All essays and papers must be typed and submitted on or before the due  date. Absolutely no late work will be accepted unless approved by the instructor.  3. Refrain from instant messaging, text messaging, and using your laptop computer  during class unless otherwise instructed. Improper usage of these items will result in  dismissal from class.  4. Be respectful of others in the class. Disrespectful behavior and language will not be  tolerated. 5. Being under the influence of alcohol or other drugs is a violation of Kentucky State  law and the Student Code of Conduct. The use, possession, distribution,  manufacture, or sale of illegal or unauthorized drugs is prohibited. Conduct that  violates this definition, poses unacceptable risks, and disregards the health, safety  and welfare of members of the KCTCS college community shall result in disciplinary  action up to and including suspension or termination.  6. If an instructor observes conduct that violates this definition, the instructor may  inform the student that they cannot continue to participate in class or lab for the day  and will notify the appropriate college personnel. ACADEMIC HONESTY POLICY: The college affirms that it will not tolerate academic dishonesty including, but not limited to,  violation of academic rights of students (section 2.2) and student offenses (section 2.3). The KCTCS Code of Student Conduct found on­line at  PROCEDURES RELATING TO DISCRIMINATION, HARASSMENT, AND SEXUAL  MISCONDUCT: If a student feels he/she has been subject to sexual misconduct, those complaints should be  made to the College Title IX Coordinator, Mallis Graves ( at 859­442­ 1608, or other college administrator. Such complaints shall be handled in accordance with the  Sexual Misconduct Procedure. COMMUNICATIONS/TECHNOLOGY COMPONENTS:  7 Students are required to use official KCTCS email for all academic correspondence.  BLACKBOARD:  Students and faculty with questions about the technology or use of Blackboard may contact the  Center for eLearning at 859­815­7780, or email at . COURSE OUTLINE: Date Topic/ Activities: Homework/ Assignments Due:  Introduction and Syllabus  Service Learning Orientation: Demographics of  Cincinnati, Rules of Professional Conduct, and  Program Requirements August 18th N/A  Service Learning Orientation: Community  partners and learning objectives  Chapter guided reflection prep  Participation  Guest Speaker: Christopher Rickels (Discussion  1. Read Service Learning  Companion, Chapter 1 on Erudite club) 2. Prep for Service Learning   Module 1 Blackboard Journal Discussion:  Character Strengths Companion Chapter 1  Guided Reflection (for book  August 25 th  Service Learning Companion Journal Discussion: leaders only) “Defining Service Learning”  3. Service Learning Companion  Service Learning Companion Guided Reflection  “Defining Service Learning”  Chapter 1 Blackboard  Journals  Prep for Walking tour of Covington 4. Module 1 Blackboard   Participation Journals 1. Read Service Learning   Lecture: Walking tour of Covington with guest  Companion, Chapter 2 speaker Katie Meyer, Renaissance Covington 2. Prep for Service Learning   Module 2 Blackboard Journal Discussion:  Companion Chapter 2  Communication Guided Reflection (for book  September 1 st  Service Learning Companion Journal Discussion: leaders only) “Practicing Service Learning”  3. Service Learning Companion Chapter 2 Blackboard   Service Learning Companion Guided Reflection:  “Practicing Service learning”  Journals  Participation 4. Module 2 Blackboard  Journals September 8 th 1. Read Service Learning   Module 3 Blackboard Journal Discussion:  Citizenship Companion, Chapter 3  Module 4 Blackboard Journal Discussion: Biases, 2. Prep for Service Learning  Prejudices and Stereotypes Companion Chapter 3   Module 5 Blackboard Journal Discussion:  Guided Reflection (for book  Privilege leaders only)  Service Learning Companion Journal Discussion: 3. Service Learning Companion “Becoming Good Citizens”  Chapter 3 Blackboard   Service Learning Companion Guided Reflection  Journals “Becoming Good Citizens”  4. Module 3 Blackboard   Participation Journals 5. Module 4 Blackboard  Journals 6. Module 5 Blackboard  Journals 7. Service learning confirmation 8 due 1. Read Service Learning   Guest Speaker: Stacey Walden (Green Dot) Companion, Chapter 4  Module 6 Blackboard Journal Discussion: Career  2. Prep for Service Learning  Development Companion Chapter 4  September  Service Learning Companion Journal Discussion: Guided Reflection (for book  15th “Preparing for Your Future”  leaders only)  Service Learning Companion Guided Reflection  3. Service Learning Companion “Preparing for Your Future”  Chapter 4 Blackboard   Lecture: Research & MLA Journals  Participation 4. Module 6 Blackboard  Journals 1. Read Service Learning   Module 7 Blackboard Journal Discussion:  Companion Chapter 5 Integration of Life and Learning 2. Prep for Service Learning  Companion Chapter 5   Service Learning Companion Journal Discussion: September “Participating in an Integrated Experience”  Guided Reflection (for book  22 nd  Service Learning Companion Guided Reflection:  leaders only) 3. Service Learning Companion “Participating in an Integrated Experience”  Chapter 5 Blackboard   Lecture: Bicentennial Project  Lecture: Needs and Assets Journals 4. Module 7 Blackboard   Participation Journals 1. Reading Service Learning   Service Learning Companion Journal Discussion: Companion Chapter 6 “The CARC Learning Cycle” 2. Prep for Service Learning   Service Learning Companion Guided Reflection:  Companion Chapter 6  September “The CARC Learning Cycle”  Guided Reflection (for book  29th  Lecture: SWOT leaders only)  Needs and Assets Work Time/ SWOT Work Time 3. Service Learning Companion  Participation Chapter 6 Blackboard  Journals 1. Read Humanitarian leader  Chapters 1 and 2 2. Prep for Humanitarian   Humanitarian Leader Journal Discussion:  leader Guided Reflection  Chapters 1 and 2 (for book  Leveraging Life’s Experiences leaders only)  Humanitarian Leader Journal Discussion: A  3. Humanitarian Leader  Sense of Fairness October 6 th Chapter 1 Blackboard   Humanitarian Leader Guided Reflection: Chapter  Journals 1 and 2 4. Humanitarian  Leader   Lecture: Bicentennial Project Proposal  Participation Chapter 2 Blackboard  Journals 5. Group SWOT assignment  due 6. Group Needs and Assets  analysis due October 13 th Fall Break­ no classes October 20 th  Humanitarian Leader Journal Discussion:  1. Read Humanitarian leader  Believing We Can Matter Chapters 3 and 4  Humanitarian Leader Journal Discussion: Open  2. Prep for Humanitarian  to an Opportunity leader Guided Reflection   Humanitarian Leader Guided Reflection: Chapter  Chapters 3 and 4 (for book  3 and 4 leaders only)  Bicentennial Project Proposal Work Time 3. Humanitarian Leader  Chapter 3 Blackboard   Participation 9 Journals 4. Humanitarian  Leader  Chapter 4 Blackboard  Journals 1. Humanitarian leader  Chapters 5 and 6 2. Prep for Humanitarian   Humanitarian Leader Journal Discussion: Taking  leader Guided Reflection  the First Small Step Chapters 5 and 6 (for book   Humanitarian Leader Journal Discussion:  leaders only) October 27 th Perseverance 3. Humanitarian Leader   Humanitarian Leader Guided Reflection: Chapter  Chapter 5 Blackboard  5 and 6 Journals  Lecture: Mission, Vision, Core Values 4. Humanitarian  Leader   Participation Chapter 6 Blackboard  Journals 5. Group Bicentennial Project  Proposal Due 1. Humanitarian leader  Chapters 7 and 8  Humanitarian Leader Journal Discussion:  2. Prep for Humanitarian  Leading the Way  Humanitarian Leader Journal Discussion: A  leader Guided Reflection  Chapters 7 and 8 (for book  Positive Force leaders only)  Humanitarian Leader Guided Reflection: Chapter  November 3 rd 7 and 8 3. Humanitarian Leader   Lecture: Lecture: Inequality in Cincinnati, the  Chapter 7 Blackboard  Journals United States, and the World 4. Humanitarian  Leader   Prep for Board of Commission Legislative  Meeting Chapter 8 Blackboard  Journals  Participation 5. Select Blackboard readings  on “Inequality” 1. Humanitarian leader   Board of Commission Legislative Meeting,  Chapters 9 and 10 2. Prep for Humanitarian  6:30PM­ 8:00PM, City Hall leader Guided Reflection   Humanitarian Leader Journal Discussion: A  Larger Life Chapters 9 and 10 (for book  th leaders only) November 10  Humanitarian Leader Journal Discussion: Getting 3. Humanitarian Leader  Started  Humanitarian Leader Guided Reflection: Chapter  Chapter 9 Blackboard  9 and 10 Journals 4. Humanitarian  Leader   Participation Chapter 10 Blackboard  Journals  Lecture: Human Rights in Cincinnati, the United  th States, and the World 1. Select Blackboard readings  November 17  Film: Selma on “Human Rights”   Participation  Film: Selma  Lecture: Social Justice  1. Select Blackboard readings  November 24 th  Service Learning Presentations Prep on “Social Justice”  Participation  Service Learning Presentations December 1 st  Lecture: Job Correspondence 1. Service Learning   Course Evaluations Presentations  Participation 10 1. Service learning hours log  December 8th  Guided Reflection  due Final Exam  Post Evaluations 2. Community partner  Day evaluations due (Instructor’s  homework!) FINAL EXAM SCHEDULE:  Session 1 16­Week Aug 17 – Dec 13 Last day to add/drop/withdraw without a grade, and receive a 100% refund Via Student Self­Service in PeopleSoft: Aug 19 Via Online Drop form on Gateway Website: Aug 23 Last day to withdraw/drop and receive a 50% refund Sep 15 Last day to drop without instructor approval signature and receive a grade of  ‘W’ Oct 14 Last day to withdraw, at the discretion of the instructor and receive a grade of  Dec 5 ‘W’. Last day of session Dec 6 Final Exams Dec 8 Due to unforeseen circumstances, this syllabus may be adjusted to continue to meet learning  objectives.


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