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1 Page(s),275 Words, Double Space,  2 Sources,  Undergraduate  APA format  Psychology   Identifying and preventing Microagressions in modern day America 2 | PSYC 2102 College of Education Division of Psychology and Counseling Psychology Program: Undergraduate COURSE TITLE: Thinking & Writing in Psychology COURSE NUMBER: PSYC 2102-06 CREDIT HOURS: 4 INSTRUCTOR: Dr. Molli Mercer SEMESTER: Fall 2021 Email: [email protected] Office Hours: Tuesdays 2:00-4:00pm - online by appointment Thursdays 2:00-4:00pm - online by appointment Class Meetings: Online asynchronous meetings. We may schedule some small group and/or large group synchronous meetings, but we will do that in advance so we can all plan accordingly. PSYCHOLOGY PROGRAM MISSION: It is the mission of the psychology programs at GSU to promote the use of evidence-based practices within the discipline of psychology as a foundation for our efforts to ensure that our graduates are able to ethically apply their knowledge and skills while compassionately serving the diverse populations they will encounter over the course of their careers, including but not limited to teaching, providing mental health services, or engaging in research. In emphasizing evidence-based practices, the psychology faculty is committed to integrating the best available research with assessment, clinical and school psychology practice, and experimentation in psychology. In emphasizing ethics and compassion, the psychology faculty is committed to instilling within our students an approach to their work which demonstrates empathy and care and a spirit of inclusiveness. CATALOG DESCRIPTION: Introduction to thinking, writing, and career options in psychology and related fields. Serves as an orientation to the psychology major. Emphasizes academic skills such as critical thinking in the field of psychology, writing in APA style, effective communication, and making logical arguments. Provides resources and tools to effectively use a psychology degree. A writing intensive course. PREREQUISITES: PSYC 1101 RESTRICTIONS: None Rationale: Psychology is a varied and demanding field. Writing is central to the discipline of psychology. More than 35,000 items per year are listed in Psychological Abstracts--one item published every fifteen minutes! Lewandowski (2004) said that critical thinking is the process of thinking independently, not just memorizing or stating what someone else has written or said. It requires going deeper rather than just reporting. We write about our world in order to know and understand it. We want you to think, read, and write like mental health professionals. Students who learn to be competent and confident thinkers and writers will not only be more successful in college, but will also be better professionals. The purpose of this course is to help students recognize, understand, and practice the thinking and writing skills so important to the field. We want to assist you to understand yourself, your major, and future career and develop the skills necessary to reach your career goals. To this end, we hope to provide you with a deeper and more realistic understanding of the various subfields of Psychology, expectations for the psychology major, and career options for students completing a bachelor’s or graduate degrees in psychology or related fields. INTENDED AUDIENCE: Students in the undergraduate Psychology program EXPECTED STUDENT LEARNING OUTCOMES: Upon successful completion of this course, the student should be able to (In parentheses: American Psychological Association Undergraduate Objectives): 1. Differentiate psychology as a scientific enterprise from other natural and social sciences and compare and contrast psychology’s major sub-disciplines (1.1,1.2). 2. Describe common fallacies in thinking (e.g., confirmation bias, post hoc explanations, implying causation from correlation) that impair accurate conclusions and predictions (2.1). 3. Read and summarize general ideas and conclusions from psychological sources accurately (2.2). 4. Describe the characteristics and relative value of different information sources (e.g., primary vs. secondary, peer reviewed vs. non-reviewed, empirical vs. non-empirical) (2.2) 5. Engage in innovative and integrative thinking and problem-solving. (2.3) 6. Demonstrate effective writing in multiple formats. (4.1) 7. Exhibit effective presentation skills in multiple formats. (4.2) 8. Accurately self-assess performance quality. (5.2) 9. Develop meaningful professional direction for life after graduation. (5.5) 10. Develop a well-informed and customized educational plan. (5.5) INSTRUCTIONAL MODALITY(IES): Online Course: The course will be 100\% online. Note: This is a writing intensive course. Expect to be writing multiple times weekly. Additionally, several people will read many of the things you are writing during the course of the semester (i.e., the instructor, your fellow classmates). Please do not include information about yourself in your assignments that you feel uncomfortable disclosing to others. Required Texts/Learning Material: Texts: American Psychological Association (2019). Publication manual of the American Psychological Association (7th ed.). Washington, D.C.: APA Technology Requirements (Materials and Equipment) * Internet connection (DSL, LAN, or cable connection desirable) * Access to the course site * Acceptable Document Files. The following document file types are considered acceptable for submission of student work: Microsoft Word: .doc, .docx (NOT google docs or Microsoft 360) Microsoft PowerPoint: .ppt, .pptx, * Maintain updated Flashplayer for access to videos weblinks * Microphone for creating voice overlay on PowerPoints for Presentations ACTIVITIES/ASSIGNMENTS/REQUIREMENTS: The course will consist of individual and/or group activities, writing assignments, and readings to assure that competencies are met. Your ability to be actively involved in class will determine the degree to which you and your classmates learn. Critical Thinking Activities (CTA): Throughout the course, students will be given activities to help develop critical thinking and writing skills. These activities will be identified on the course site. Some of the assignments may be used as foundations for group activities. Therefore, it is important that students complete assignments on time. Assignments vary and focus on critical thinking and writing and/or composition of the literature review paper. Alternatively, assignments may focus on the career component section of this course. Students should expect to complete several of these small activities per week/unit. Some CTA assignments are listed below. Please note that those listed are only a portion of those which will be assigned. Instructions will be posted on the course site. PsychInfo/Library Search Paper topic Paper references for approval Reference notes Paper outline Sources Chart APA format quiz or activity Any individual activities not received by the due date and time may receive a late deduction or a grade of 0. NOTE: If items identified as Individual Activities are completed by a group of students without instructor consent, a grade of zero will be given to all those involved. Article Critiques: Article Critiques consist of critically reading though research studies, identifying major components of the study, and writing up notes about the article according to instructions. Article Critique 1: Students will complete a series of smaller assignments (parts of the article critique) to aid in understanding the article critique process. The instructor will assign an article to the class for Article Critique 1. Article Critique 2: Students will complete an Article Critique on their own. Students must use an approved reference (article) for this assignment. The chosen reference should be one of the primary sources for the student’s literature review paper. When submitting the article critique, students must also submit the article in pdf form or an accessible link to the article. Literature Review This short paper (five to seven pages, not including title page and references) should explore psychological ideas and include five primary references. Papers will undergo peer review at various times throughout the semester. This should help students write stronger papers and learn to recognize the relative strengths and weaknesses of papers. Full paper instructions and rubric are available on course site. Drafts & Peer Review (DPR) Students will be required to submit drafts and partial drafts of the literature review paper. These drafts will be peer-reviewed by classmates. Plagiarism will result in a failing grade for the paper. A rubric will be provided that outlines the paper requirements. Note: Papers for this course may be graded in a group by the teaching assistants and faculty teaching other sections of this course. Your paper may be graded in a blind format (i.e. the grader will not know who you are and your individual faculty member may not be the person who actually grades your final paper). These drafts and peer reviews are submitted in groups. Therefore, you MUST have your name on the top of your work or you will receive a 0. Drafts and peer reviews cannot be submitted late. Drafts must be submitted on time for credit so that your classmates can review the work. Unless otherwise noted in the Learning Modules, drafts are due on Wednesdays and peer reviews are due on Sundays . Peer Reviews are an important part of the writing process. Don’t shortchange your classmates. Give them as much constructive and specific critiques as possible. When you submit your peer review, you must also send the peer review to the classmate whose work you reviewed via Course Messages or directly to their email. Career Activities Modules in Psychology - CAMPs: There are three CAMPS students are to complete. These are individual assessments and reflections on your career plans. While there are due dates listed over the course of the semester, you can complete these early. In fact, I recommend that you complete them as early as possible so that you can focus on the other aspects of this class (and your other classes). All CAMPs are available in more detail (including rubrics and instructions) on the course website. Students will submit all CAMPs to the course website. CAMP 1: My Career Timeline: In this CAMP, students will complete self-directed vocational and interest inventory(ies) along with a final report. This report will be, for the most part, in the form of a career timeline. CAMP 2: Realizing My Timeline: This CAMP consists of compiling some of the information you’ve learned about yourself and careers in psychology through the semester. Students will make references back to the start of the semester and the first CAMP completed (the CAREER TIMELINE) and add additional information gained from exercises within the CAMP. CAMP 3: Informational Interview: This CAMP will consist of meeting with a professional working in a career you’re interested in pursuing and asking questions to learn about the career and what it’s like to work in such a position. You will be required to do some research to determine which careers in psychology you’re interested in, create some interview questions, schedule and complete the interview, and then type a report describing the questions you asked and the responses you received. This can be done remotely. You may interview someone via phone, video conference, or email. It is also recommended that you send a thank you note or email to the person you interviewed. EVALUATION: Total Points Points/Percentages Activities 5 5 points Introduction post (1) 30 10 points each Critical Thinking Activities (CTA) (3) 50 25 points each Article Critiques (2) 50 50 points Literature Review (1) 45 15 points each CAMPS (3) 20 5 points each Drafts (4) 15 5 points Peer Reviews (3) 215 TOTAL Viewing Grades on Course Site: This course will be a highly interactive course between the student and fellow classmates as well as the student and the instructor. Note: Points/Percentages for these items are standardized across all sections of this course. All sections also complete Article Critiques though the total percentage of these is permitted some variation between sections. Grading Scale: Grade Percentage A 92-100 A- 90-91.9 B+ 88-89.9 B 82-87.9 B- 80-81.9 C+ 78-79.9 C 72-77.9 C- 70-71.9 D+ 68-69.9 D 62-67.9 D- 60-61.9 F 0-59.9 * Please note that items on the syllabus are subject to change at instructor’s discretion. You must go through the Learning Modules in the course. Do not simply go to the assignments tab, as assignments change. Due to the nature of this class (writing and peer review), assignments will be due multiple days during the week. It is necessary to keep up to date with all due dates. Late drafts, etc. may result in a grade of 0 for both the draft and the peer review, as students can only be assigned a review if they have submitted a draft. **This course is a graduation requirement for students majoring in psychology. In order to pass this class, you must earn a grade of C or higher. A grade of C- or lower requires the student to retake the entire course. Tentative Schedule: Dates Topic Unit Due 8/30-9/12 Syllabus, Course Overview Critical Thinking Def 1 Introduction and familiarize yourself with the APA Manual 9/13-9/19 Writing Basics 2 CTA 9/20-9/26 Writing term papers & research reports - What are the differences? Finding Articles 3 CTA; CAMP 1 9/27-10/3 Reading and Citing Developing Research Questions 4 CTA: PsychInfo; Paper Topic Obtain/Read Class Article Critique 10/4-10/10 Critical Thinking, choosing points/ideas from sources 5 Article Critique 1 components; Ref. approval all 5 primary 10/11-10/17 Formulating Research Questions & Premises 6 Ind. Article approval (for article critique 2); Research Question & premises; CAMP 2 10/18-10/24 Starting a literature review-style paper; finding the important parts of references 7 APA Reference page; D1 (1-page draft) 10/25-10/31 How to peer review 8 Article Critique 2; DPR1 (Peer-review of D1) 11/1-11/7 APA paper formatting 9 Title Page; sources chart 11/8-11/14 Review of APA style writing/ plagiarism Avoiding Gruesome Grammar, Putrid Punctuation, and Saggy Style 10 D2 page draft; DPR2 (Peer review of D2); Instructor Review* (details on course site) 11/15-11/21 Writing clearly and concisely 11 D3 (4-5-page draft 3); DPR 3 11/22-11/28 Cont. 12 D4 (full draft); DPR4 (Peer Review D4, using paper rubric) 11/29-12/5 Last minute progress checks on LR; How to contact & interview a professional 13 Literature Review Interview your CAMP 3 subject 12/6-12/12 Professional Interview, Next Steps, Wrapping it all up 14 CAMP 3 COURSE POLICIES: Professionalism/Disposition: Participation: Online Section – Students are expected to log into the course site a minimum of 3 times per week. Students are expected to actively work with group members on group page if assigned by instructor as well as review feedback from the instructor on assignments. Announcements will be made on the course site. It is the responsibility of the student to check the course site regularly. Communication Via Email If you email instructor via GSU email, please include the class you are taking and section number in the subject line or text of your email and your full name. Remember to address the instructor appropriately. If you do not receive a response within 24-48 hours, please resend the email with previous message included. Please also make sure that your GSU email is able to receive messages. Instructors cannot reply or send emails containing sensitive information or information regarding grades to external email accounts. Such emails must be sent to the student’s GSU email. As such, it is crucial that students use and check GSU email regularly. Netiquette Guidelines Retrieved from http://www.indiana.edu/~icy/netiquette.html General Rules: - Make your messages easier to read by writing paragraphs short and to the point. - TYPING IN ALL CAPS IS CONSIDERED SHOUTING.  - Messages in all lowercase letters can be difficult to read. Instead, use normal capitalization. Group Communication: - Respect the fact that the class list is a closed discussion. Do not forward mail from your classmates to others without their permission.  - In an online forum or newsgroup, debate is welcome, but be tactful in responding to others. Remember that there is a person (or a whole class) at the receiving end of your post.  - Keep your questions and comments relevant to the focus of the discussion group.  Information intended for an individual or small group of individuals should be emailed to those people directly.  - If you are responding to a message from someone else, briefly summarize the post.  - When posting a question to the discussion group, request responses directed to you personally. Post a summary or answer to your question to the group.  - If you quote a previous post (by using the reply function for example), quote only enough to make your own point. - Include your signature at the bottom of Email messages when communicating with people who may not know you personally or broadcasting to a dynamic group of subscribers. - Resist the temptation to flame others on the list. Remember these discussions are public and meant for constructive exchanges. Treat others on the list with civility - Use your GSU Email account. Do not subscribe using a shared office account or a friends account. Build Rapport If you find that you have any trouble with keeping up or with assignments, it is your responsibility to contact me. Especially with the online version of the course, I am sometimes unable to identify when students are struggling or to assist you with learning the necessary information unless you speak up. The earlier you let me know there is a problem, the easier it is for me to help you. Don’t get overwhelmed. Email me or use my office hours to seek assistance. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that they can help you find a solution. Drop Date/Withdrawals/Incompletes It is your responsibility to understand the University policy on Withdrawing from a course. Please note that the instructor cannot remove you from a course for your failure to complete assignments. If you want to drop the course (done during the Add/Drop period), or Withdraw from the course (done prior to the Withdrawal date), you need to do this through the myGSU portal. After the Withdrawal date, you need to Petition for Withdrawal and be able to explain why you were unable to Withdraw by the Withdrawal date. Also note that Incompletes are ONLY given when the student has completed more than 50\% of the coursework at a C level (or higher) AND is unable to complete the course due to extenuating circumstances. Incompletes do not allow you to retake the course. Incompletes cannot be issued to avoid a failing grade. Incompletes require that the instructor and student have an agreement on when outstanding work will be completed. If work is not completed following the agreed upon timeline, the grade of Incomplete will convert to an F. UNIVERSITY POLICIES Disability Statement: GSU is committed to providing all students equal access to University programs and facilities. You may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or a neurological disability such as a learning disability, autism or TBI. You must register and provide documentation with Access Services for Students with Disabilities (ASSD) (https://www.govst.edu/disability-services/) before faculty members are required to provide appropriate accommodations. For more information or to register, please contact ASSD at [email protected] or 708-235-3968. To aid in creating an accessible learning environment for students with disabilities contact ASSD before or during the first week of classes. Title IX Statement: Consistent with GSU Policy 78, Title IX and Anti-Sex Discrimination, Harassment and Retaliation Policy, Title IX regulations make it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories, such as race, national origin, etc... The University has a duty to prevent harassment, post policies against it, to investigate complaints, and to take prompt action to stop harassment when it occurs. Contact the Governors State University Title IX Coordinator to report any incidents at [email protected] or call 708.534-4100 and ask to speak to the Title IX Coordinator. For complete Title IX information and resources, visit: http://www.govst.edu/TitleIX/. Emergency Preparedness Statement: In case of emergency, the Universitys Alert System will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the myGSU portal. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in each classroom. Detailed information about the Universitys emergency management plan, information about how to update your contact information, and the Campus Safety Booklet can be found at http://www.govst.edu/emergency . Academic Honesty Statement: Students are expected to fulfill academic requirements in an ethical and honest manner. This expectation pertains to the following: use and acknowledgement of the ideas and work of others, submission of work to fulfill course requirements, sharing of work with other students, and appropriate behavior during examinations. These ethical considerations are not intended to discourage people from studying together or from engaging in group projects. The University policy on academic honesty appears in the catalog appendix, which can be found on the website at http://catalog.govst.edu/content.php?catoid=8&navoid=673#Academic_Honesty . COVID-19 Statement for Syllabus Everyone on campus is required to wear face coverings. Students are required to follow the same directives as all people coming to the GSU campus. Signs detailing the face covering and social distancing requirements are posted through-out the campus and must be followed. Any student who fails to follow required safety procedures including the posted procedures for COVID 19, or comply with university employee instructions are considered to be violating Student Conduct Rules (Policy 4 Student Conduct Policy) and is subject to disciplinary action which may include removal from a class, cancellation of a class or removal from campus. Updates related to COVID-19 and the most up to date safety information are available on the COVID updates and the Campus Operating Plan at https://www.govst.edu/emergency. Students are asked to self-report symptoms or diagnosis of COVID-19 ( e.g. fever, cough, difficulty breathing) or close contact with someone who has a lab confirmed or presumptive COVID-19 diagnosis using the COVID-19 Reporting Form found on the COVID-19 webpage http://www.govst.edu/COVID-19-students. If you are ill or have symptoms, stay home, and notify your instructor so that appropriate course completion arrangements can be made. Students with disabilities who require accommodations should contact disability services at https://www.govst.edu/disability-services/. Students, who are impacted by COVID 19 and need adjustment to class requirements, are responsible to send a written request to the instructor as soon as possible for approval. Student Health & Well-Being: As a student, you may experience situations or challenges that can interfere with your learning and personal well-being. These might include strained relationships, stress, unstable housing situations, hunger, alcohol/drug problems, feeling down, or loss of motivation. GSU has many resources to help with these or other issues you may experience. Free, confidential mental health and medical services are available on campus by contacting the Counseling & Wellness Center at 708.235.7334 or https://www.govst.edu/wellness/. Assistance with personal difficulties, including hunger and housing instability, is available by contacting GSU4U at 708.235.2845 or http://www.govst.edu/gsu4u. Help is always available.