Personal Information Page (PIP)
First, review the course materials, skim through the text and website. Then, print this out, fill out what you are willing to share and hand deliver or put it in postal mail to me. I must have your signature and response to the * items. Also, I need to have your legal signature on a number of items, thus on-line forms are not yet acceptable. Due 2nd Tuesday of term. This is information that helps me contact you/assist you. (If you added late, get this to me within 4 days of adding.). KEEP A COPY FOR YOUR PORTFOLIO! 
I am looking forward to reading and replying to your comments or questions in e-mail. 
Contact Information	
*Name:	Date:	
Major/Minor:	
*Preferred E-mail address for the course:	
Other E-mail addresses you are willing for me to use:
 	
Web page address (if have one):	
*Postal Mail Address:
 	
*Preferred Phone Number:   (        )      -                              Time Zone: 	
Other Phone Numbers:   (        )      -                            	
Fax Number(s):   (        )      -                             	
*Record two-four times during the week that you will set aside to work on this course:
 	
 Other contact information or tips to help me reach you if you need help? 

Important Information To Help Me Help You Learn	
 At the end of the term, what do you hope you know about psychological tests and measures? What would be useful, helpful or interesting for you to know? Please don’t say “I don’t know.” At least guess based on what you currently know about psychological tests.

 
 	
 From your quick review of the course materials, the text and website, list 1-3 questions you have that you would like to have answered:
 1. 

 2. 

 3. 

 I’d like to know a little about you as a person so we can begin to get acquainted. I’ve shared some of my information on the Discussion Board, if you are willing, tell me some about what is important in your life. (Use the back if you want more room):

	
Finally, I’d like to know about you as a learner and get an idea of your perception of what learning is. Please describe what you like or dislike about assignments that require you to state an opinion on a controversial subject or argue pro or con with respect to a topic. (Write your answer and then look at the end of this form for an explanation of the different perceptions of learning.)

	
 
Internet Learning Information	
*To help in planning exams, describe any difficulties you anticipate in completing the exams for this course, given the requirements set out in the syllabus. (I don't mean performing as a student, but I mean anything that might be challenging for you as an on-line student--e.g., work hours, etc.) 

 	
What is the most complex task you've done using a computer or the Internet?
 
What on-line learning experiences have you had previously?

What independent study experiences have you had previously?
 	
* The computer you will primarily use to access the course (this helps me troubleshoot for you.) is a (circle one):     PC        Mac          Other:_____________________
*I view the Internet using (Circle all you use. Include Version if you know it.)….     
Netscape Navigator ___________; Internet Explorer ___________ ; AOL ___________
Other:__________________ 

*Describe the nature of your Internet connection as best you can (e.g., phone modem, DSL/Fast access, WKU computer lab, AOL). If nothing else, tell what you do to see the Internet (e.g., I click on xxx). 

*Please read, sign, and date the following statement: "I have a copy of the Psy 361 Course Syllabus (Course Information area) and understand and accept its contents. I also understand that work in this course must be my work and all required assignments, projects, and tests must be completed to receive a passing grade for this course." 
Signature:                                                                                 Date: 

Discussing Grades	
*You will be able to check your grades in an on-line gradebook. You can ask me about grades via E-mail, but I am not allowed by law to reply in any detail using E-mail, unless I have your written signature. (This is to protect your privacy as E-mail is not a private form of communication). Read and initial EITHER A or B: 	
A. I give my consent to the instructor to discuss my course grades with me via E-mail. ____
OR 
B. I prefer the following method for discussing course grades (e.g., phone call, wait for registrar's notice at end of term; Choice is subject to negotiation of a mutually acceptable method).  ____
 I will promptly notify the instructor in writing (via snail mail AND receipted E-mail of any change in my wishes). 
Signature:                                                                                 Date: 	
__Attach an image of yourself-- it could be a photocopy of your student ID or a family photo leftover from a roll of film. Just something that will let me recognize you and help us cross the digital barrier. (Or come by my office and I'll take your picture).
Images really help you and your classmates feel connected. You have a chance to put your picture on a web page within the course website. As you are digging out something just for me, also look for an image that might work for the on-line site or come by my office and I'll take your photo with my digital camera and get you a copy. (On-line you may not use a photo taken by a professional for copyright reasons). 	
Hand deliver or send by mail to me at: Sally Kuhlenschmidt, Center for Teaching & Learning, Western Kentucky University, Bowling Green, KY 42101. KEEP A COPY FOR YOUR PORTFOLIO! I won't return this info form. (I do return all other assignments.)

This is for you to keep—it isn’t to be handed in. It is suggestions of how to interpret your answer to the item above: “I’d like you to describe what you like or dislike about assignments that require you to state an opinion on a controversial subject or argue pro or con with respect to a topic. “
Different Perceptions of Learning (from Bellows, L. (2000). Understanding students’ intellectual development. Teaching at UNL, 22(1). University of Nebraska-Lincoln)
4 types of knowing
1.	Absolute – knowledge is viewed as certain and teachers have the answer. Such students will likely dislike having to state an opinion or argue a position and see it as a waste of time—“just give me the answers” “what do you want me to know”. They will prefer assignments with right answers. Hypothesis: Such students will probably like the lectures,  Phase I of the test creation project and creating a test item.
2.	Transitional – knowledge is partially certain. Focus is on application of knowledge and student understanding. Such students typically feel stating an opinion or arguing a position is hazardous as they aren’t sure where the “safe” ground is. They do, however, like hearing from others as that helps them understand. Hypothesis: Such students will probably enjoy the discussion board and the self-analysis questionnaires. 
3.	Independent – knowledge is totally uncertain and relative. Students value thinking independently. Peers are sources of knowledge. Teachers are maybe one step above peers.  Such students feel no risk in stating an opinion or arguing a position but may also feel it is a waste of time since “all is relative.” Hypothesis: Such students may enjoy the discussion board, textual learning, and test critiques.
4.	Contextual – knowledge is judged based evidence in a particular context. Application but with evaluation and discussion of various approaches. Integration of knowledge and perspectives is the goal. Teachers are one source of information but also one perspective. Such students will likely enjoy assignments requiring stating an opinion or arguing a position as they learn from the process and from hearing others opinions. They enjoy hearing a variety of opinions and assume that deepening knowledge as well as understanding takes time. Hypothesis: Such students will like Phase II of the Test creation project and the discussion boards.
To move from one to the next level of learning requires reflection and learning how to negotiate multiple meanings. One may achieve a particular level in one field or content area but be functioning at a different level in another field. For example, you may be able to handle information in an independent manner in your major of psychology, but if you decide to investigate stock investing, may initially seek the ‘right way’ to do it. 
 Special thanks to Linda Todd for ideas and input in developing this form. 
Created: May 27, 1999. Last Modified: January 11, 2004.
All contents © since 1997 by Sally Kuhlenschmidt