Psychology 2030A 650
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
WESTERN UNIVERSITY
LONDON CANADA
Department of Psychology
2021
Summer Distance (May 3 to July 23, 2021)
Psychology 2030A Section 650
The Maladjusted Mind
- CALENDAR DESCRIPTION
This course will survey various categories of maladjusted behaviour and consider different explanatory models and treatment strategies for the control of such behaviour. Theories of human adjustment and maladjustment will be reviewed.
Antirequisites: Psychology 2050, 2310A/B and 3310F/G
Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. If you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course.
Prerequisite: Not Applicable
3 lecture hours, Course Weight: 0.5
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2.0 COURSE INFORMATION
Instructor: Ian R. Nicholson
Office and Phone Number: Victoria Hospital E1-611
Office Hours: By Appointment
Email: inichols@uwo.ca
Time and Location of Classes: asynchronous online course
Summer Distance course May 3 to July 24.
Students who are in emotional/mental distress should refer to Health and Wellness @Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Student Accessibility Services (formerly known as Services for Students with Disabilities) at 519-661-2147.
Page Break3.0 TEXTBOOK
Title: Abnormal Psychology: An Integrative Approach (Sixth Canadian etext Edition)
Authors: Barlow, D.H., Durand, V.M., Hofmann, S.G., & Lalumière, M.L.
Year: 2021
Please ensure you purchase the etext edition.
The etext is available for purchase at: https://bookstore.uwo.ca/textbook-search?campus=UWO&term=N2021&courses%5B0%5D=650_UW/PSY2030A
The hardcopy, paper version of the textbook does not include Chapter 18.
If you have difficulty locating Chapter 18 online, here is some additional advice from the test publisher:
Chapter 18 can be found online, on the student companion site here:
Every year I am asked by students such questions as "I have a copy of a book by the same name but with different authors, is that good enough?, “I have a copy of an earlier edition, is that good enough?" or "I have a copy of the American version of the text, is that good enough?".
To be honest, I don't know if it is "good enough". I am not familiar with these texts. I can tell you that the course (and the tests/exam) are based in the material in this edition of this textbook by these authors. I don't know if these other versions will prepare you for the midterm tests and final exam. My guess is that some of the material is the same and some is unique. I can't tell what part of the midterm tests and final exam, however, is unique to this specific version of this text compared to some other text or version.
Sorry I can't be more help with these questions. I know texts are expensive so please be careful if buying a used textbook.
Relying on the wrong textbook is not considered grounds for accommodation for a midterm test or final examination.
Page Break4.0 COURSE OBJECTIVES
The purpose of the course is to provide students with an overview of the major forms of psychopathology and their treatment. The course will begin with addressing some of the fundamental aspects of the foundations of any study of abnormal psychology including understanding the profession of psychology, ethics, psychological assessment, and diagnosis. It will then move into discussions of several different types of psychological disorders, including several that are related to physical functioning. We then conclude with a discussion of psychopathology across the lifespan. All issues will be presented from both a theoretical and a practical perspective.
4.1 STUDENT LEARNING OUTCOMES
|
LEARNING OUTCOMES |
ACTIVITIES THAT SUPPORT LEARNING OUTCOMES |
ASSESSMENT OF LEARNING OUTCOMES |
|
Recognize the main symptoms of the range of psychological disorders |
Course Discussions Readings |
Course Participation Multiple-Choice Exams |
|
Apply DSM-5 criteria to provide the most plausible diagnosis for a set of psychological symptoms |
Readings |
Multiple-Choice Exams |
|
Differentiate between emotional/behavioural states that are diagnosable versus not diagnosable |
Course Discussions Readings |
Course Participation Multiple-Choice Exams |
|
Contrast current scientific theories (e.g., biological, psychological) on the etiology and treatment of psychological disorders |
Readings |
Multiple-Choice Exams |
|
Identify various components of assessment (e.g., interviewing, administrating various tests, neuroimaging, physical and behavioural examinations) |
Readings |
Multiple-Choice Exams |
|
Describe and analyse the relation of psychological disorder diagnoses and treatments with social and political factors |
Course Discussions |
Course Participation |
5.0 EVALUATION
Class Participation (7% of final grade)
For this course to work, students must "come to class". Students lose most of their grades in this requirement by not coming to class regularly. The course works best if it is thought of as a seminar/discussion group where students comment on the issues discussed, using material from the text and the web. If only a handful of students “come to class” regularly, then the course does not work for anyone.
Starting each Monday morning, a new on-line Forum will be started for a new subject. Each Forum will last one week (except for Week 12, see below). To aid in these discussions, questions will be posted on-line during the next week. Readings from the text will be used as the basis for these discussions.
At the beginning of each Forum, additional relevant web site addresses will be given to students to review and include in the discussions as they see them as relevant.
To ensure that the discussions remain current when students come to class, the weekly Forums will be closed after they have been open for one week.
The one exception to this schedule is Week 12 “Disorders and the Age Spectrum – Old Age”, which is from 19 July 2021 until the end of the day on 23 July 2021. The three required examples of class participation, demonstrated through posted comments, are expected during that time. However, there will be an unpenalized extension that includes 24 July 2021 and 25 July 2021 for students who may require the additional time for their demonstration of their class participation by allowing for the posting of their comments on those days.
**IMPORTANT** Class Participation Requirements: It is expected that students will actively participate in these on-line discussions. To demonstrate their class participation, each student is expected to regularly participate in the course by posting comments a minimum of three (3) separate days that add into the Forum discussions each and every week of a weekly Forum.
For more information on the Class Participation, students should read the “13.0 FAQ on Class Participation” at the end of the syllabus.
***Please note that it is your responsibility to make sure that your class participation discussion contributions are posted properly and on time.
Having written something that didn't get posted, for whatever reason, is not grounds for appealing a grade of zero for that missing class participation. ***
Please Note: The on-line discussions will be open from 12:01am on 3 May 2021 until 11:59pm on 25 July 2021. All times are in London, Ontario. If you are taking the course in another time zone, you will need to make local adjustments to these times
First Midterm Test (31% of final grade) – 29 May 2021
Content of test: The first midterm test will consist of a maximum of one hundred (100) multiple choice questions. They will reflect the material from chapters 1, 3, 4, 8, and 17. There will be approximately an equal number of questions from the each of these five (5) textbook chapters. The test will be sixty (60) minutes long.
Administration of the test: The test will be provided online through the Qualtrics website. Specific information on how to access the test will be provided in the week before the test in the Announcements. The test will be available from 2pm to 3pm Eastern Time on 29 May 2021. The test is not proctored. The test is considered “open book” in that students may reference the text or their notes during the test. Students are expected to work independently during the test and not assist one another or seek assistance from others during the test.
If students are in a part of the world in which they are disadvantaged as a result of the timing of the test, they are asked to please contact their Academic Counsellors. Alternate timing arrangements may be able to be made in these circumstances.
Unable to write a midterm test: Students who are unable to write a scheduled midterm test must inform their instructor and provide proper documentation to their academic counsellor. If approval is made for a make-up midterm test, your rewrite at 7pm (London) on 31 May 2021.
Students requiring academic accommodation: Academic accommodation consists of arrangements that allow a student with a disability a fair opportunity to engage in academic activities and fulfill essential course and program requirements. Accommodation does not remove essential requirements of a course or program. It does not fundamentally alter content of tests, standards for assigning grades, or requirements that students independently demonstrate their knowledge of course material. An accommodation is a response to unique challenges that a student faces given his or her disability and particular program requirements. Because of the individualized nature of accommodation, students and prospective students are encouraged to meet with a Student Accessibility Services counsellor to obtain information about specific accommodations and services that may be available to them. Students who require test accommodations should follow the instructions for obtaining such accommodations that are at: http://www.sdc.uwo.ca/ssd/
Students who have such an academic accommodation will be provided with a unique Qualtrics access information during the week before the test.
For more information on the Midterm Tests, Final Exam, and Practice Tests, students should read the
“14.0 FAQ on Midterm Tests, Final Exam, and Practice Tests” at the end of the syllabus.
Second Midterm Test (31% of final grade) – 26 June 2021
Content of test: The second midterm test will consist of a maximum of one hundred (100) multiple choice questions. They will reflect the material from chapters 5, 6, 7 (pages 198-209 only), 12, 14, and 18. There will be approximately an equal number of questions from the each of these textbook chapters (twenty (20) questions from chapters 5, 12, and 14; sixteen (16) questions from chapters 6 and 18; eight (8) questions from the portion of chapter 7 covered in the course). The test will be sixty (60) minutes long.
Administration of the test: The test will be provided online through the Qualtrics website. Specific information on how to access the test will be provided in the week before the test in the Announcements. The test will be available from 2pm to 3pm Eastern Time on 26 June 2021. The test is not proctored. The test is considered “open book” in that students may reference the text or their notes during the test. Students are expected to work independently during the test and not assist one another or seek assistance from others during the test.
If students are in a part of the world in which they are disadvantaged as a result of the timing of the test, they are asked to please contact their Academic Counsellors. Alternate timing arrangements may be able to be made in these circumstances.
Unable to write a midterm test: Students who are unable to write a scheduled midterm test must inform their instructor and provide proper documentation to their academic counsellor. If approval is made for a make-up midterm test, your rewrite at 7pm (London) on 28 June 2021.
Students requiring academic accommodation: Academic accommodation consists of arrangements that allow a student with a disability a fair opportunity to engage in academic activities and fulfill essential course and program requirements. Accommodation does not remove essential requirements of a course or program. It does not fundamentally alter content of tests, standards for assigning grades, or requirements that students independently demonstrate their knowledge of course material. An accommodation is a response to unique challenges that a student faces given his or her disability and particular program requirements. Because of the individualized nature of accommodation, students and prospective students are encouraged to meet with a Student Accessibility Services counsellor to obtain information about specific accommodations and services that may be available to them. Students who require test accommodations should follow the instructions for obtaining such accommodations that are at: http://www.sdc.uwo.ca/ssd/
Students who have such an academic accommodation will be provided with a unique Qualtrics access information during the week before the test.
For more information on the Midterm Tests, Final Exam, and Practice Tests, students should read the
“14.0 FAQ on Midterm Tests, Final Exam, and Practice Tests” at the end of the syllabus.
Final Exam (31% of final grade) – date/time to be determined by Registrar
Content of exam: The final exam will consist of a maximum of one hundred (100) multiple choice questions. They will reflect the material from chapters 9, 10, 13, 15, and 16. There will be approximately an equal number of questions from the each of these five (5) textbook chapters. Students are NOT responsible on this exam for material from earlier in the course (i.e., material covered in the two earlier midterm tests). The exam will be sixty (60) minutes long.
Administration of the exam: The exam will be provided online through the Qualtrics website. Specific information on how to access the exam will be provided in the week before the exam in the Announcements. The Final Exam is set by the Registrar’s office which maintains the listing for all final exams for all courses. The searchable database is available at: https://studentservices.uwo.ca/secure/Exams/ The final exam is not proctored. The final exam is considered “open book” in that students may reference the text or their notes during the exam. Students are expected to work independently during the final exam and not assist one another or seek assistance from others during the exam.
Students requiring academic accommodation: Academic accommodation consists of arrangements that allow a student with a disability a fair opportunity to engage in academic activities and fulfill essential course and program requirements. Accommodation does not remove essential requirements of a course or program. It does not fundamentally alter content of exams, standards for assigning grades, or requirements that students independently demonstrate their knowledge of course material. An accommodation is a response to unique challenges that a student faces given his or her disability and particular program requirements. Because of the individualized nature of accommodation, students and prospective students are encouraged to meet with a Student Accessibility Services counsellor to obtain information about specific accommodations and services that may be available to them. Students who require exam accommodations should follow the instructions for obtaining such accommodations that are at: http://www.sdc.uwo.ca/ssd/
Students who have such an academic accommodation will be provided with a unique Qualtrics access information during the week before the exam.
If students are in a part of the world in which they are disadvantaged because of the timing of the test, they are asked to please contact their Academic Counsellors. Alternate timing arrangements may be able to be made in these circumstances.
Exam conflicts: If you have a conflict, please contact your Academic Counsellor at your Home Faculty. Only then can arrangements be made for you to write your examination. The date for the makeup examination will be set after the Registrar sets the date for the final examination for this course.
Unable to write or missed a final exam: If you cannot write an examination in the regular period, you may request from the Dean’s Office of your Academic Faculty the privilege of writing a special examination at a later date. This privilege is based on compassionate, medical, or religious grounds with the appropriate supporting documents.
For more information on the Midterm Tests, Final Exam, and Practice Tests, students should read the
“14.0 FAQ on Midterm Tests, Final Exam, and Practice Tests” at the end of the syllabus.
Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows Western’s grading guidelines, which are as follows
(see: http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf)
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
Final course grades in this class reflect student achievement. Per Psychology Department policy, grades that are close to the next grade level (e.g., 79%, 89%) will not be rounded up.
6.0 ASSESSMENT/EVALUATION SCHEDULE
Class Participation: 7% of final grade
First Midterm Test (29 May 2021): 31% of final grade
Second Midterm Test (26 June 2021): 31% of final grade
Final Exam (date to be determined): 31% of final grade
Page Break7.0 CLASS SCHEDULE
Week 1 – What is a Psychologist
3 May 2021 – 9 May 2021
Chapter 1 - "Abnormal Psychology in Historical Context"
Chapter 17 - " Mental Health and the Law"
Week 2 – Research in Psychopathology
10 May 2021 – 16 May 2021
Chapter 4 - "Research Methods"
Week 3 – Clinical Assessment and Diagnosis
17 May 2021 – 23 May 2021
Chapter 3 - "Clinical Assessment and Diagnosis"
Week 4 – Affective Disorders
24 May 2021 – 30 May 2021 (first midterm: 29 May 2021)
Chapter 8 – “Mood”
Week 5 - Anxiety and Related Disorders
31 May 2021 – 6 June 2021
Chapter 5 - "Anxiety"
Chapter 6 – “Preoccupation and Obsession”;
Obsessive-Compulsive and Related Disorders section (pages 172-183 ONLY)
Week 6 – Schizophrenia and Dissociative Disorders
7 June 2021 – 13 June 2021
Chapter 7 – “Trauma and Dissociation”;
Dissociative Disorders section (pages 198-209 ONLY)
Chapter 14 – “Psychosis”
Week 7 – Disorders of Control
14 June 2021 – 20 June 2021
Chapter 12 – “Substance Use and Impulse Control”
Week 8 – Physical Health
21 June 2021 – 27 June 2021 (second midterm: 26 June 2021)
Chapter 6 – “Preoccupation and Obsession”;
Somatic Symptom and Related Disorders section (pages 161-172 ONLY)
Chapter 18 – “Stress, Pain, and Health”
Week 9 – Disrupted Daily Living
28 June 2021 – 4 July 2021
Chapter 9 – “Eating”
Chapter 10 – “Sleeping”
Week 10 – Personality Disorders
5 July 2021 – 11 July 2021
Chapter 13 – “Personality”
Week 11 – Disorders and the Age Spectrum – Childhood
12 July 2021 – 18 July 2021
Chapter 15 – “Neurodevelopment”
Week 12 – Disorders and the Age Spectrum – Old Age
19 July 2021 – 26 July 2021
Chapter 16 – “Aging and Neurocognition”
8.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence are described at the following link: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offences. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com (http://www.turnitin.com).
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
9.0 POLICY ON ACCOMMODATION FOR ILLNESS OR OTHER ABSENCES
Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12
The full policy for consideration for absences can be accessed at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_absences.pdf
- If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes: Submitting a Self-Reported Absence form (for circumstances that are expected to resolve within 48 hours);
- For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;
- For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. The self-reported absence form must be submitted before the exam/coursework deadline in order to be valid. It may NOT be used for absences longer than 48 hours; coursework/tests/exams/etc., worth more than 30% of the final grade; or exams scheduled in the December or April final-exam periods: http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
Students seeking academic consideration:
- are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;
- are encouraged to make appropriate decisions based on their specific circumstances, recognizing that minor ailments (upset stomach) or upsets (argument with a friend) are not normally an appropriate basis for a self-reported absence;
- must communicate with their instructors no later than 24 hours after the end of the period covered by either the self-reported absence or SMC, or immediately upon their return following a documented absence
Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.
10.0 CONTINGENCY PLAN FOR RETURN TO LOCKDOWN: IN-PERSON & BLENDED CLASSES
In the event of a COVID-19 resurgence during the term that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online, as determined by the course instructor.
11.0 STATEMENTS CONCERNING ONLINE ETIQUETTE
In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette:
- please “arrive” to class on time
- please use your computer and/or laptop if possible (as opposed to a cell phone or tablet)
- please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material
- to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise
- In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak
- In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable
- Unless invited by your instructor, do not share your screen in the meeting
The course instructor will act as moderator for the class and will deal with any questions from participants. To participate please consider the following:
- If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question.
- Please remember to unmute your microphone and turn on your video camera before speaking.
- Self-identify when speaking.
- Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise).
General considerations of “netiquette”:
- Keep in mind the different cultural and linguistic backgrounds of the students in the course.
- Be courteous toward the instructor, your colleagues, and authors whose work you are discussing.
- Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate.
- Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately.
Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct.
12.0 OTHER INFORMATION
Office of the Registrar: http://registrar.uwo.ca
Student Development Services: www.sdc.uwo.ca
Please see the Psychology Undergraduate web site for information on the following:
http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html
- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2021-2022 Calendar References
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf
Please first contact the course instructor. If your issue is not resolved, you may make your appeal to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
13.0 FAQ ON CLASS PARTICIPATION
Every year, students have emailed me questions about the Class Participation. To assist students, I have tried to collate many of the common questions here in this Frequently Asked Questions section.
Q: Can I make up previous week’s class participation in Forums?
A: Participation grades are based on when students can start the course. Trying to "make up" on past discussions (including emailing me their posting after the deadline) would be similar to coming to a seminar on Week 3 of a course and wanting to talk about the material from Week 1. It would do nothing to assist your grades if you were to do this.
Q: Where do I find the readings for the week’s Forum discussions?
A: The textbook readings are listed for the week on the "Syllabus" section of the course. Additional online resources are made available in that week’s Forum topic posts.
Q: How should I conceptualize these discussions?
A: The weekly Forum discussion postings should not be thought of as a "paper". They are not individually graded.
It should be thought of as participating in a class discussion. It is best to think of it as like a seminar. You don't do a paper or two a week for a seminar course. However, when the professor throws out a question for discussion at the seminar, students respond to the question or to one another's responses. Then, to further the discussion, the lecturer will throw out another follow-up question that expands upon or slightly changes the earlier question and responses. Sometimes, when a discussion topic runs down in class, the professor then throws out a different question to touch on another aspect of the topic. In a class seminar, the students should be listening to what the other students in the class say and responding to both the question and one another. Also, as the course continues, the students get more comfortable in the class and the discussions become more complex, more in-depth, and more self-sustaining as the students in the class learn to work with one another.
That is basically the model here with the exceptions being that you type, rather than speak, your responses/contributions and you can “come to class” whenever you want during the week.
Q: Do I have to stick to your question, or can I add another that is relevant to the week. Sometimes I have nothing to add as I agree with everything said so far and I don’t want to only write “I agree”.
A: When you come to class, you are allowed to write about anything that is assigned for the week. It would be okay to talk about something else in the readings for that week or something from one of the web sites suggested by the textbook.
Q: Do I have to respond to ALL your questions and comments?
A: No, you only need to make comments that add to the Forum discussions on at least three (3) separate days during a week. (For example, one comment in class on a Tuesday, one comment in class on a Thursday, and one comment in class on a Saturday).
I will start four (4) topics in the week to ensure that discussions keep going. I would NOT expect anyone to comment on them all.
Q: Can I post comments two or three times in one day?
A: You can post as often in one day as you would like.
However, your On-Line Class Participation grade is based by demonstrating that you are coming to class by posting on three (3) days during the week of a Forum. If you only post on one (1) day that week, irrespective on how many or how long the comments you post that day, you will only receive one third (1/3) of the credit for class participation that week.
Q: Do I have to comment on three different questions or can I comment on three conversations about one question. Can I comment three times in one conversation about one question? Can I start with my own conversation? Do I have to start my own conversation, or can I just comment in another conversation?
A: Each week is its own Forum, such as Week 1 which is "What is a Psychologist". Within that Forum, there are various questions that I will start throughout the week, such as in "Comparing Two Sites about Ontario Psychology". Within the question part of the Forum, students may start or participate in a variety of conversations.
The placement of your comments does not matter. They can be in the same or different questions. They can be the same or different conversations. You can start your own conversation or comment on another conversation. It does not matter. There are not any secret rules for posting.
There are NO secret or hidden or complicated rules for demonstrating your class participation.
The only rule is that you make comments in these Forums at least three (3) days per week that demonstrate that you have “attended” and fully participated in the class that week.
Q: Can I add to a previous week's Forum?
A: Previous weeks' Forums will be closed for further posting at the end of the week. I would suggest that you try to keep up with current discussions and not focus on the previous weeks of the course.
Q: I did not register for the course until the second week and the first week’s Forums are closed. How do I respond, or do I lose grades for being late to start the course?
A: While I would encourage you to review the material in the first week’s Forum topics, the Forum cannot be re-opened for just one person and I don’t accept postings by email. Your grade will be prorated according to the date that OWL records you first logging into the course. You will not be penalized for starting the course late.
Q: I thought I posted my response, but it did not show on the course website. Can I just email it to you?
A: Unfortunately, the only postings that "count" are those on the course website. I cannot accept emails with postings that you meant to post on the course Forums. If you are having problems posting on the Forums (or using any part of OWL), please contact the WTS Helpdesk. https://owlhelp.uwo.ca/contact_us/index.html
Every year, one or two students will swear that they thought they participated more in class than they did and don’t know why their posts are not there. Unfortunately, I can only give credit for class participation for students that is demonstrated through their posts that are on recorded the course website. It is your responsibility to ensure that your class participation is documented in OWL. If you can see them after you have posted them, then I can see them (they are not hidden from either your view or my view).
Q: How are each of my individual discussion postings graded?
A: The discussion posts are not individually graded. The grading for your class participation will be when the course is complete - so, it will be one grade at the end of the course. Each specific discussion post is graded as pass/fail if they meet minimum standards for your class participation.
You do not need to check with me to see if the contents of your individual discussion posts are sufficient to demonstrate your participation. Please be assured I will let you know if your posting does not meet standards. I have read tens of thousands discussion posts since starting to teach this course in the 1990s and can only remember less than a dozen times when I had to contact a student about a specific post. So, don't expect to hear anything back on the quality of your class participation unless there is a problem with them.
There is no need to contact me to check on the content of a post if I have not contacted you about it.
Bottom line: If you don't hear anything, there is no problem with the posting on OWL reflecting your class participation.
Q: How is my Class Participation graded?
A: It is based on making comments to add into the discussions (for example, a simple "I agree" would be insufficient - would you see it as "participating" in an in-person seminar class?). They are graded on having participated - they are not individually graded for content and style. I will contact you backchannel (via email) if I have any concerns that any specific comment is not sufficient for course purposes (see previous Q/A).
I do not calculate the grades until the end of term. However, you can calculate your own class participation grades.
- If you have participated in class by commenting on three (3) or more separate days in a weekly Forum, you get full class participation credit for that week.
- If you have participated in class by commenting on two (2) separate days in a weekly Forum, you get two-thirds (2/3) of the class participation credit for that week.
- If you have participated in class by commenting on one (1) day in a weekly Forum, you get one-third (1/3) of the class participation credit for that week.
- If you have not demonstrated your participation in the class by not commenting during the Forum that week, you get no credit for that week.
Maximum number of credits would be twelve (12) credits for twelve (12) weeks of fully participating in the weekly class Forums. Since class participation is worth 7% of the final grade, each week’s Forum is worth 0.58% of your final grade. Grades are prorated for documented problems in starting the course in the first (1st) week (e.g., late registration) or prolonged absence documented by your Academic Counsellor or a self-reported absence.
Participating in class on only one (1) day a week, no matter how many comments you make, how much time you spent on them, or how long those comments are, will only count as meeting one-third (1/3) of the class participation requirements for that week.
Bottom line: It is about regularly coming to the class at least three (3) days every week and participating.
Q: I know we have a week to participate in class three (3) times by posting our comments on OWL but when exactly does the "week" begin and end? Are the Forums supposed to be from Sunday to Saturday?
A: Typically, Forums open for class participation early in the morning. A "week" is from 12:01 am on that morning until 11:59pm on the seven (7) days later (please see 7.0 Course Schedule for more details)
All times are in London, Ontario. If you are taking the course in another time zone, you will need to make local adjustments to these times.
Q: Is there any way to make up for missed discussion posts to demonstrate my participation in the class?
A: I am sorry, but that is not possible. To keep it fair for all the students in the course, I need to adhere to the rules set in the syllabus for grading. If there are exceptional circumstances, please discuss these with your Academic Counsellor and I will work with the Academic Counsellor to ensure that you are not penalized for such occurrences.
14.0 FAQ ON MIDTERM TESTS, FINAL EXAMS, AND PRACTICE TESTS
This section of the syllabus is based on frequently asked questions I have gotten over the years about the midterm tests, final exam, and the practice tests.
Q: I don't see anything on the syllabus about the practice tests. How do they affect my grade?
A: The online practice tests are, just as their names suggest, for practice only. You do not need to do them. They are simply there to help you prepare for the tests and final exam. They are written to be in the style and level of detail necessary for the tests and final exam.
Many people do these practice tests, but many don't, and that's OK. However, an analysis we have done on student grades has demonstrated that students who do them, on average, have higher grades on the tests.
Q: I am looking for the practice tests but don’t see them posted.
A: To try and make certain that the questions match the level of detail of the actual tests, we develop the practice tests after developing the actual tests. So, they are often not available until the weekend before the actual test.
Q: Do I need to know names (or dates, numbers, material in the boxes, etc.) for the midterm tests and final exam?
A: Every year, I am asked some variant of this question about the midterm tests and final exam. My response is that I don't answer these questions. Unfortunately, over the many years I have taught this course I have tried to answer such questions and routinely have run into problems. I have tried in different ways and, with each way, I find myself causing problems for myself and, more importantly, for the students.
I think the better question, that really underlies a lot of these questions, is "What level of detail do I need to know to best study for the midterm tests or final exam?".
The best way I have found to answer this question is not to answer directly but, instead, direct people to the practice tests. The questions on those practice tests are similar in the level of detail that you are expected to answer.
Interestingly, when writing questions about a test, the question can look as if you “need to know” something that is simply put in the question that helps the test-taker recall the material but is not “needed” to know. There is a related, interesting issue when writing questions. For those who write test questions, it is referred to as “teaching in the stem”. If you give more information in the stem, some students will benefit from the added direction that the additional information provides. Other students, however, will be slowed because they have to read more that they don’t need to answer the question.
For example, I could write a question as:
“Nicholson and Nicholson’s (2015) research on twin pairs with dyslexia has shown that genetic factors make up:”
or I could say:
“Research on twin pairs with dyslexia has shown that genetic factors make up:”
or I could say:
“Genetic factors for dyslexia make up:”
All three of these examples are looking for the same information. However, they vary in the amount of additional context that is provided and may make the question easier to answer (although they make it longer to read). In this instance, you don’t need to know Nicholson and Nicholson’s 2015 research study, you only need to know the amount that dyslexia is determined by genetic factors. But, if you do know the Nicholson and Nicholson study, the question might be easier for you.
Sorry I can't be more direct in my responses. I realize that it is likely disappointing to those wanting more specific direction.
Q: Do I just need to know the slides for the midterm tests or final exam?
A: The slides that are posted are there to support your learning. They are an extra tool for you to use in organizing the information and support your learning the material in the textbook. You should NOT consider them to be sufficient for studying. The test questions are based on the material in the textbook, not the slides.
Q: On which test or exam are Chapter 2, Chapter 7 (first half), and Chapter 11?
A: They are not on either of the tests or on the final exam. Due to the length of the course, we can't cover everything from the textbook. When I first started teaching this course, I tried to work in all of the chapters in the textbook, but it became more disjointed and difficult for students. I have narrowed the course down over the years and, this year, those chapters are not included.
Q: The practice questions seem easier than the real questions on the midterm tests and exams. There were questions on the midterm tests/final exam that were not reflected in the practice content. Is that fair?
A: Believe it or not, this is common across almost all tests and exams. Even when practice questions are based on unused test questions (so are expected to the same as the actual questions) or if they are old questions from earlier tests, they will often *appear* easier. There is something about taking the practice questions that is less pressure and, apparently, causes the questions to appear easier. Also, while the practice questions were chosen to give students an idea of the depth of knowledge required, they can’t cover all of the content the questions on the midterm tests and final exam will cover (if that were the case, we would just be assessing your ability to memorize practice questions). I promise, the practice questions are chosen to be similar in breadth and depth of knowledge required as the actual midterm tests and the final examination.
