This set of policies is a sample formatted for general information and to be accessible via the WWW. This sample is subject to modification for any particular semester although the general format is likely to be similar for your course. If you register for the course, you will receive the current version from the instructor.

Information for the Internet (700 Section) Student

This material is an addition to the other Course Information for students registered for 700 section. All other instructions apply to them as well unless an exception is noted here.

Course Language. English

Time Zone: Central

Successful on-line learning.

Psy 361 is available as an on-line course and may run contiguously with a face-to-face course. Successful on-line students are self-directed and mature as learners. They are methodical in doing assignments and in checking the course website. They are willing and even eager to participate in on-line discussions. They may feel like relative newcomers to the Internet (who doesn't?) but are willing to experiment to figure out how to make something work. I'm very patient with technology novices.

On-line learners should NOT expect to be learning in isolation. The more you share and discuss on-line, the more you will enjoy the class. I expect weekly and even daily interaction, either with me or with other students. If the on-line student desires, face-to-face or telephone meetings are great. They are welcome to attend face-to-face classes if desired and convenient. In general I keep required synchronous and face-to-face meetings to a minimum to maintain maximum scheduling flexibility for the student.

We will need to arrange proctoring for your exams several weeeks in advance of the first test.

I would enjoy the opportunity to meet you during the first two weeks of the term if it is convenient for you. Please schedule an appointment. (I have two offices so you are unlikely to find me by chance). If coming to Bowling Green is a burden, I would like to have a chance to meet you by phone--again, schedule a time by email and I can call you, saving you a long distance charge.

Special Materials Needed.

The student needs to be able to use E-mail and access the Internet reliably and on an every other day basis. The latest browser version is recommended, preferably Netscape or Internet Explorer. I usually work in Netscape and on PC's so I tend to report directions for that environment. If you are operating under another system (e.g., Macs or IE) I'll need your help in adapting. I avoid requiring specialized equipment or software. Most of what I post can be accessed by a browser version 1 or 2 behind the most current one.

Ordinarily assignments and materials to supplement the text will be posted by a deadline set each term. Occasionally technical or other problems may delay the posting for a day. (Student deadlines will be adjusted).

Submission of Papers

Your final portfolio should be a print version mailed to me, postmarked by the due date, and including a self-addressed return envelope with sufficient postage.

You are welcome to submit most of your individual papers electronically by any of several means.

1. CourseInfo includes a dropbox under student tools. This is particularly good for very large files. Just put in the name of the file on your harddrive, include a descriptive title and submit it. If you want to send me a trial file that is fine.
2. You may copy and paste short papers into an Email message, although that is a "last resort" because formatting is primitive.
3. You may attach a word processor file to an Email message. I can open Word, WordPerfect, and Works files. There is some use of mathematical symbols in this course. Because of the symbols you may find it easier to print and mail some papers, postmarked by the due date, and including a self-addressed return envelope with sufficient postage.

When I score electronic papers I use a coding system to be found at: http://www.wku.edu/~sally.kuhlenschmidt/proofread.htm

Please avoid viruses by using virus checking software, avoiding emails with "humorous" attachments, or using floppies that have been used on public machines.

Exams.

Internet students will need to locate a proctor for their course exams. I may be able to help you locate a proctor (the campuses in the state are networked to provide such assistance) or I can arrange an on-campus proctor. I do need sufficient notice (1 1/2 weeks) of where to send the exam. Times for the proctored exams must be within plus or minus 24 hours of the scheduled time.

Participation Requirement for Internet Students

Regular attention to course materials is important or you can easily slip behind. As an on-line student you have to take personal time management very very seriously as no one is able to do it for you as for the face-to-face student. I recommend that you

1. select a time twice weekly to review materials and consider it equivalent to a regular class time, not to be changed or shortened except in extraordinary circumstances.
2. record the times you worked in your calendar. If it helps, you can report your weekly time to me and I'll acknowledge your effort with praise and appreciation for your foresight and planning.
3. find an environment in which you can prevent interruptions for that period of time.
4. stop when the time is up. (Overworking will make you reluctant to pick up the books next time).
5. praise yourself for putting in the time, even if you feel not much was accomplished. First, learn how to set aside time, then learn how to make it productive.

I require that you contribute twice weekly to the discussion board (that means two times separated by at least a day, e.g., Mon and Wed or Fri and Sat or Mon and Sat). This cannot be "made up." Once time passes, you have lost the opportunity for those points. (Your exams will have fewer points than the F2F class- the difference is postings). I notice whether your postings reflect review of classmates' contributions.

1. Points: 60% of your grade is based on traditional exams. 15% is based on weekly discussion board activities as a substitute for exam scores. There are 15 weeks in the term (not counting Spring Break or Finals week). Each week the two postings together are the equivalent of one percent toward your exam grade. (On occasion a chat room or web page posting may substitute for the discussion board.)

2. The nature of a successful contribution: I am interested in seeing evidence of thoughtful consideration of course material. Most weeks I will provide a particular on-line topic or activity to guide your contribution. That contribution may be an original posting or a reply to another student.

You may start your own topic or respond to another's topic as long as you show the relation to course material. I enjoy creative efforts. You may post many times but postings that qualify for credit must reveal thoughtfulness equivalent to that involved in a test item.

Sample Scoring of Postings.

No Credit.

• "I agree."
• "Wow, that must have been really annoying!"
• "I'll check."
• "Visit www.cnn.com" [These 4 are fine to do and viewed favorably as signs of sociability, but they don't reveal thoughtfulness about the course material.]
• "In my humble opinion, this situation is one that requires a lot of thought and expertise before an answer can be achieved. It is something the experts will debate for many years, no doubt." [However lengthy, there is no content in this posting.]

Borderline Credit. [could easily be no credit depending on the total context]:

• "I agree. The theory you bring up is similar to Wechsler's original justification for his theory of intelligence (p. 100 text)." [Not enough information.]
• "Wow, that must have been really annoying! I once was trying to take a standardized test and the teacher started giving out the answers. I really question the validity of that measure." [Not clear if the person knows what validity is or is just using it because it sounds good there.]

Solid Credit. (Remember you need two/week, separated by 1 full day.)

• "Wow, that must have been really annoying! When I was in 3^rd grade we were given a standardized test and the teacher started giving out the answers while we were taking the test. Since the test was supposed to tap a person's existing knowledge getting the answers would invalidate the whole thing because it wasn't our knowledge. The teacher should not have given all the correct answers. Someone looking at the results would have gotten suspicious if everyone got 100% since the tests are designed to have some very hard items that almost no one can get right." [a bit forced but does reveal that the person can think about how the material is applied.]
• "Visit http://www.cnn.com this week (right hand side click on 'Exams in the News'). They have an entire section on the controversy of standardized testing in the public schools. I particularly liked the section by Smith on test construction. It helped me understand the section in our text (p. 140) about how hard it is to write test questions and how they have to be checked by several people." [cites sources, mentioned specifics. provides a brief review of why we should go and where.]
• [In response to a request for a definition of creativity] "I think that creativity is willingness to take risks. I have a friend who is a creative dress-maker and another who is a creative painter and they always shock me a little. I have another friend who can carve anything as long as he has a model- but he can't make up his own designs so I don't think he is creative. His work is always boring. I think this fits best with Gardner's model of intelligences, particularly the person who knows himself well (Intrapersonal). You have to know yourself in order to be different from everyone else." [Answers the asked question, not something else, gives examples and connects to course material.]

Tips for Composing Postings.

First compose your response from your heart so it is clear and meaningful to you. Then revise it with your head, adding more specifics or examples, so it is clear to the reader.

Some like to compose in a word processor and then copy and paste it into the discussion board. I don't expect anything that formal for that required items, just understandable and relevant.

Emergencies.

In the event of an emergency local to you (but not to me) that results in loss of connection (a technology breakdown, typhoon, dust storm, hurricane, earthquake, war, etc.) do your best to contact me by any means once it is reasonable to do so (phones, fax, snail mail). Continue to make reasonable independent efforts toward course completion as per the syllabus.

It would be wise to arrange a back up plan for Internet access in case your primary computer fails. Libraries may offer a terminal, for example. WKU tends to do maintenance tasks on the weekends so you may experience periodic outages.

Optional Textbook.

Connick, P. (Ed.). (1999). The distance learner's guide. Upper Saddle River, NJ: Prentice Hall. This is a book for the student who plans on doing considerable on-line coursework. (http://www.prenhall.com/dlguide)

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