The mission of Motlow State Community College is to enrich and empower its students and the community it serves.

PSYC 1030 General Psychology

Semester/Year of Course (e.g.: Fall 2016, Spring 2017, etc.)

This Course Outline is subject to change with notice.

Credit Hours: 3.0

Prerequisites:Exemption from or completion of ENGL 0810 and READ 0810

Catalog Description:This is an introductory survey course focused on the scientific study of behavior and mental processes. Topics include the history of psychology, critical thinking and research methods in psychology, the biological and biological bases of consciousness, sensation, perception, memory, learning, cognition, development across the lifespan, motivation, emotion, sexuality, stress and health, social psychology, personality, psychological disorders, and psychological therapies. (Formerly PSY 1310, PSY 1320, and PSY 1410)

Group for Whom the Class is intended:

Students pursuing the Associates of Art (A.A.) or Associate of Science (A.S.) Psychology Tennessee Transfer Pathway (TTP) or as a required or elective social/behavioral science course in other TTPs, and any student interested in the scientific study of human behavior. PSYC 1030 General Psychology is a Tennessee Board of Regents (TBR) approved General Education Core course.

Professor Information:Name, Rank, and TitleOffice LocationOffice Phone Number and Email Address

Required Texts:Exploring Psychology, 10th Edition by David G. Myers & C. Nathan Dewall. Worth Publishers,

2016. ISBN: 9781464154072

OPTIONAL (not required) supplementary resource: Study Guide for Exploring Psychology, 9th

Edition by Richard O. Straub. Worth Publishers, 2014. ISBN: 9781464108365

Copies of the required texts are on reserve at the library. For questions regarding the textbook and purchasing/rental options, students should contact the Follett Bookstore on the campus of Motlow State Community College:

Web: Click on Bookstore under Quicklinks (upper right) on MSCC home page.Phone: (931) 393-1570Fax: (931) 455-0298Email: motlow@bkstr.com

Supplemental Materials: (D2L) LEARNING MANAGEMENT SYSTEMStudents should obtain either a physical textbook or an e-textbook for all their reading assignments (see printable Course Calendar in the Getting Started section on the Course Content page for a schedule of reading assignments and all course deliverables). Other than the assigned reading, everything else is completed/submitted in D2L. All digital course content can be located under the five tabs: Course Materials, Communications, Assessment, A-Z Listing, and ePortfolio. Students should familiarize themselves with all the links under these tabs. Chapter-specific digital content is located on the Course Content page under the Communications tab in D2L. This may include a chapter overview, chapter learning objectives, key terms, PowerPoint slides (both regular lecture slides and PDF slides for note taking during chapter reading), and links to no-cost, open source videos (with close caption capability) that supplement and enhance the assigned chapter reading. Students are strongly encouraged to utilize this digital material as they prepare for chapter quizzes and module exams.Students are strongly encouraged to login to the course in D2L daily to check their D2L email and the News section on the course home page for any announcements and reminders. The assigned chapter reading and deliverables for that week are updated weekly in the News section on the course home page.

Other Requirements:Because this course will make extensive use of education technology, access to a computer and broadband internet service as well as basic competency in computer operation is required. Students may use any computer on any campus of the college that is authorized for student use. This course will use instructional technology in the form of D2L (Desire-to-Learn) which is the online learning management system the college uses for delivering web-based (i.e., online) instructional content. Students can expect to spend another two to three hours per week outside of class time with the requirements of this course; this is standard for collegiate level academic work.

Program Learning Outcomes:The PSYC 1030 General Psychology program learning outcomes (course goals, objectives, and student learning outcomes) are taken from and aligned with the APA Guidelines for the Undergraduate Psychology Major, Version 2.0. American Psychological Association, 2013.

Goal 1: Knowledge Base in PsychologyStudents should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavior problems. Students should demonstrate breadth of their knowledge and application of psychological ideas to simple problems.

Objectives1.1 Describe key concepts, principles, and overarching themes in psychology1.2.1 Develop a working knowledge of psychology’s content domains1.3 Describe applications of psychology

Student Learning Outcomes (SLOs Students will:

1.1a Use basic psychological terminology, concepts, and theories in psychology to explain behavior

and mental processes1.1 b Explain why psychology is a science, with the primary objectives of describing, understanding, predicting, and controlling behavior and mental processes1.2 a Identify key characteristics of major content domains in psychology (e.g., cognition and learning, developmental/life span, biological and sociocultural)1.2 b Identify principal methods and types of questions that emerge in specific

content domains1.3 a Describe examples of relevant and practical applications of

psychological principles to everyday life1.3b Summarize psychological factors that can influence the pursuit of a healthy lifestyle

Goal 2: Scientific Inquiry and Critical ThinkingThe skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Students should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about psychological phenomena.

Objectives

2.1 Use scientific reasoning to interpret psychological phenomena2.2 Demonstrate psychology information literacy

Student Learning OutcomesStudents will:

2.1a Identify basic biological, psychological, and social components of psychological explanations (e.g., inferences, observations, operational definitions, interpretations)

2.1 e Describe common fallacies in thinking (e.g., confirmation bias, post hoc explanations, implying causation from correlation) that impair accurate conclusions and predictions

2.2 b Describe what kinds of additional information beyond personal experience are acceptable in developing behavioral explanations (i.e., popular media reports versus scientific findings)

2.2 d Articulate criteria for identifying objective sources of psychology information

Major Assignments and Method for Calculating the Final Grade:This course utilizes a weighted percentage grading system. The student’s final numerical grade is based upon the following five variables (collectively referred to as “deliverables”) completed within the specified time limits and deadlines:

1. The average of four (4) Module Exams counting for 50% of the final grade2. The average of fifteen (15) weekly Chapter Quizzes counting for 25% of the final

grade3. The average of four (4) Research and Writing Activities (RWA) counting for 10% of

the final grade

4. The average of fifteen (15) weekly Discussion Question Responses (DQR) counting for 10% of the final grade

5. The average of four (4) module Summary and Reflections counting for 5% of the final grade

6. Minus excessive absences per the Attendance Requirement/Absenteeism Policy (below)

Graded and required assessments and assignments include the Module Exams, Chapter Quizzes, Module Summary and Reflections, Research and Writing Activities (RWA), and chapter Discussion Question Responses (DQR). These are collectively referred to as “deliverables” since these are the required graded events that the student must complete and deliver by the due date and time specified on the printable Course Calendar. The specific deliverables for this course are:

An online, timed 50 question Module Exam for each of the four (4) modules (located onAssessments page) completed by the specified due date

An online, timed 25 question quiz for each of the fifteen chapters in the textbook (located onAssessments page) completed by the specified due date

Discussion Question Responses (DQR) containing one original thread of 75 word minimum and at least one reply to the thread of a classmate) for each chapter (located on Discussions page) completed by the specified due date

Four (4) Research and Writing Activity (RWA) assignments (one per Module) located on the Course Content page, uploaded to the designated folder on the Dropbox page by the specified due date

A Module Summary and Reflection for each of the four (4) modules (located at bottom ofDiscussions page) submitted by the specified due date

All deliverables are available for completion from the very first day of the course so students may work- ahead in the course as desired. All deliverables must be completed by the specified due date given in the printable Course Calendar. Except for the Module Research and Writing Activities (RWAs), no late work is accepted. The professor will consider make-up for non-completed coursework only if acceptable medical documentation is provided by the student. The professor reserves the right to determine what constitutes acceptable medical documentation and whether or not to extend the opportunity for any make-up work in the course.

Course Topics

Module 1: Psychological Science and Biological Foundations (1—4)

Chapter 1: Thinking Critically With Psychological Science Chapter 2: The Biology of BehaviorChapter 3: Consciousness and the Two-Track Mind Chapter 4: Developing Through the Life Span

Module 2: Sexuality, Sensation/Perception, Learning, Memory (5—8)Chapter 5: Gender and Sexuality Chapter 6: Sensation and Perception Chapter 7: LearningChapter 8: Memory

Module 3: Intelligence, Cognition, Motivation, Emotion, Health, and Personality (9—12)

Chapter 9: Thinking, Language, and Intelligence Chapter 10: Motivation and Emotion

Chapter 11: Stress, Health, and Human Flourishing Chapter 12: Social Psychology

Module 4: Social Psychology, Psychopathology, and Therapy (Chapters 13—15)

Chapter 13: PersonalityChapter 14: Psychological Disorders Chapter 15: Therapy

The content of this course is divided into fifteen chapters corresponding to the textbook and grouped into four (4) modules. One chapter per week will be covered. Except for the assigned reading in the textbook, everything else in this course is completed online in D2L. This is a reading intensive course and students are expected to read each assigned chapter according to the timeline in the printable Course Calendar (attached and also located in the Getting Started section on the Course Content page). Your textbook and notes can be used during the quizzes and exams.

Module Exams and Chapter QuizzesBoth weekly Chapter Quizzes and periodic Module Exams are located on the Assessment page in D2L and are completed online. The Respondus LockDown Browser will not be used or needed. All Chapter Quizzes and Module Exams are available to be completed from the first day the course opens but must be completed by the due date specified in the printable Course Calendar located in the Getting Started section on the Course Content page in D2L. While students may use their textbooks and notes on the Chapter Quizzes and Module Exams, because of the nature of the questions and the time limits, students are strongly advised to carefully read and study each chapter before attempting a quiz or exam. All Chapter Quizzes and Module Exams are open book and open notes. Students may, if they choose, make two attempts on all Chapter Quizzes and Module Exams. If a second attempt is made, a different subset of questions will appear on the second attempt though drawn from the same chapter. If a second attempt is made, the student’s final score for that assessment will automatically be the higher of the two scores. A second attempt cannot lower the student’s score on the Chapter Quiz or Module Exam. It is recommended that students consider making the first attempt well before the specified due date so they will have time to go back and re-study if needed (referred to as a formative assessment) before making the second and final attempt (summative assessment).

Chapter Quizzes and Module Exams are scored immediately and results populated to the individual student’s Grades page in D2L. Questions that were answered incorrectly (but without the correct answers) are viewable to the student so that they can re-study the material before making a second attempt. Students will also be able to view the class average and standard deviation for each Chapter Quiz and Module Exam so they can assess their individual performance relative to their classmates.Students should save their Quiz and Module Exam answers as they go along and should plan to complete the assessment in one sitting. Attempting to logout and then later log back in to a Quiz or Module Exam is not recommended. Students should also be mindful of adverse weather conditions when planning their times to complete assessments as interruptions in their power and internet connectivity may occur.

Weekly Chapter QuizzesThe weekly Chapter Quizzes are accessed on the Assessments tab in D2L and consist of 25 questions with a 40 minute time limit. Save your answers as you go along. The specific due date for each Chapter Quiz is given in the printable Course Calendar located in the Getting Started section on the Course Content page.

Module ExamsModule Exams covering the chapters grouped in that module are accessed on the Assessments tab in D2L and consist of 50 questions with an 80 minute time limit. Save your answers as you go along. The

specific due date for each Module Exam is given in the printable Course Calendar located in the Getting Started section on the Course Content page.

Writing AssignmentsThe writing assignments for this course comprise the weekly Discussion Question Responses (DQR), Module Summary and Reflections, and the Module Research and Writing Activities (RWA). The specific instructions for each of these are given below. Intelligent and effective writing is a learned skill. Students needing assistance with all writing assignments are encouraged to schedule an appointment at the Writing Center at the nearest Motlow State campus. The email address is writingcenter@mscc.edu

1. Research and Writing Activities (RWA)Students must complete four (4) Research & Writing Activities (RWAs) by the specified due date and time deadlines given on the printable Course Calendar. The specific instructions for the RWAs are located in the Research and Writing Activity (RWA) section on the Course Content page in D2L but generally consist of viewing the assigned video and completing the assignment adhering to the instructions for the RWA. The videos assigned for the RWAs are all accessed on the MSCC Library Films on Demand streaming media page and have transcripts available. No outside sources are necessary to complete the RWAs and students must not copy the video transcript or any portion of the transcript into their RWA assignment. In order to earn the maximum 100 points for each RWA, the student must adhere to all requirements fully (see RWA Grading Rubric in RWA section on the Course Content page). Although the content of the student’s RWA is most important, points will be deducted for deviations from the RWA instructions and for errors of spelling, punctuation, and grammar. All time deadlines are according to Central Time. Students must upload RWAs in docx, doc, pdf or rtf file formats only. Please contact D2L Help if you need assistance with file conversion. Late submissions are accepted into the designated Late Folder but will be reduced by 10 points for each day late. D2L will automatically generate a confirmation email to the student that their submission to the dropbox was received. If this confirmation email is not received students should check their submission and resubmit by upload if necessary.

Each RWA will be automatically screened by the TurnitIn plagiarism detection program. Students may view their TurnitIn Similarity Index by clicking on the colored box next to their submission in the Dropbox folder. Students should strive for an index of less than 10 percent but the lower the Similarity Index the better. Students may revise their RWA as many times as desired as long as revisions are uploaded before the specified deadline. This option to revise and resubmit is not available for RWAs submitted to the Late Folder, however. RWAs found to contain plagiarism will receive a grade of zero (0) and may result in the student receiving a grade of F for the course as well as additional disciplinary actions. The best way to avoid plagiarism is to simply write in your own words. See the document on Turnitin in the Getting Started section on the Course Content page for additional information. The Writing Center is available to help students with all writing assignments, including RWAs. Students should check the professor’s feedback, comments, and notations regarding spelling, grammatical, and composition errors on the RWA by clicking on the Grademark tab in Turnitin.

2. Module Summary and ReflectionsEach of the four (4) modules requires the student to compose a Module Summary and Reflection in the designated forum on the Discussion page by the specified due date and time in the printable Course Calendar. The professor will read all summary and reflections and may leave feedback. Students may reply to the Summary and Reflection of a classmate if they wish but are not required to do so. A

maximum grade of 100 is possible if all requirements listed below are met fully. Each module Summary and Reflection asks the student to compose a 100 word response to each of the following questions:

Module focuses on . Respond to the following questions by writing one full paragraph (100 word minimum) for each numbered question:

1.What was your overall impression with the information presented in the chapters contained in this module? For example, was it challenging, fascinating, did it make you question your previous assumptions, etc.?

2.Name three concepts that you found to be of particular interest in this module. Why were they of special interest to you?

3.How do you think the information in this module applies to your life?

While there are no right or wrong answers to the Module Summary and Reflections, general conventions of college-level writing proficiency are expected including the following:

The more detailed information supported by in-test citations (textbook author(s) and page numbers) corresponding to material in the textbook the better.

Remember that your classmates can view your Module Summary and Reflection so choose your words carefully.

Students should always write in complete sentences devoid of grammatical, spelling, and punctuation errors. Points will be deducted if present. Proofread and use the built-in spell-check function before posting.

No slang, “test-ese,” emoticons, abbreviations, profanity, or offensive language should be present.

Responses must provide a reasonably detailed, intelligent, and articulate response presenting the student’s own personal response to the three questions.

Assistance with the Module Summary and Reflection is available to students by contacting the Writing Center.

3. Weekly Discussion Question Responses (DQR)Each chapter has a Discussion Question to which the student is required to make two (2) responses. To earn the maximum ten (10) points for the chapter DQR the student must make the two required posts that meet fully the grading criteria and directly address the questions posed. Since the DQRs are derived from the content of the chapter to which they are associated, it is especially important that the student be knowledgeable of the material in the assigned chapter pertaining to the discussion question before posting.

The Discussion Question Responses are intended to engage students in critical thinking using psychological science. Some of these questions may pertain to issues that may be considered controversial by some students. Scientific findings and facts from methodologically sound, independently replicated research published in reputable, peer-reviewed professional journals, can serve to responsibly inform public knowledge on these and other topics relevant to psychological science. The intent of the discussion questions is to do just that. Rather than simply writing a personal opinion or anecdote (personal or hearsay story) without supportive scientific evidence, the intent in the discussions is for students to familiarize themselves with the research findings from psychological science as presented in the textbook and to engage in science-supported analysis and application with regard to the posed questions. When composing their responses to the discussion questions, students must address each part of the question fully and cite (using parenthetical in-text citations in APA style, see example thread below) the relevant scientific evidence/research findings presented in the chapters that supports their

response. The professor reads each and every student discussion question response and leaves feedback for individual student threads in the discussion forum for that chapter. Students are stronglyencouraged to read this feedback once grades from that week’s discussion have been posted by the

professor.

Poor quality responses (threads) that do not directly or adequately address the question or do not cite supportive evidence presented in the textbook will not receive credit. If either the 75 word original thread or the reply is missing five (5) points will be deducted. Students should proofread and spell-check their discussion responses before posting as points may be deducted for spelling and grammatical errors. The requirements for the two posts are as follows:

1) The original response (called the “thread”) must be a minimum of 75 words and contain the student’s original and thoughtful response to the discussion question posed. The thread must be directly germane to the question posed. Students must post this original thread first before having access to read the threads of classmates. This is to ensure original responses that do not simply mimic those of classmates. Threads that reflect plagiarism will be regarded as academic misconduct and consequated accordingly (see section on academic misconduct and plagiarism below).

Example of an excellent thread:

Unfortunately, the tendency for some people is to search only for information/evidence that appears to support what they already believe to be true, while ignoring or discounting evidence that challenges or refutes their views. This is known as the confirmation bias (Myers & DeWall, 2016, pp. 317-318, 584). Such it is with people who hold pseudoscientific views that have been shown to be false, or at least improbable, through unbiased, methodologically sound, and independently replicated scientific research published in reputable peer-reviewed scientific journals. A related phenomenon is the “everything is a choice” belief and the associated blame- the-victim dynamic (Myers & DeWall, 2016, p. 465) in which people are blamed for their psychological disorders. The evidence from over a century of scientific research in the behavioral sciences (especially the findings from the study of identical monozygotic twins reared apart) is that virtually all human traits, both normal and atypical, reflect the influence of certain biological factors. This nature-nurture issue (Myers & DeWall, 2016, p. 8) runs throughout psychology. As the textbook authors state, “nurture works on what nature endows” (Myers & DeWall, 2016, p. 8).

2) The second response—the reply—should be a thoughtful and articulate reply to the thread of at least one classmate though students are free to reply to as many threads as desired. Replies that exhibit critical thinking and respectful critique of a classmate’s thread are especially encouraged. A reply that simply says “I agree” or “I disagree” or “Great post!” (or similar words to that effect) without giving supporting evidence or reasons for the agreement will not receive credit. No word length minimum is required in the reply.

Example of an excellent reply:

Your thread in response to this discussion question was interesting but perhaps reflects a confirmation bias as it seems you ignored the relevant research findings from the important identical (monzygotic) twin studies presented in Myers & DeWall (2016, p. 354-357). This data shows that the IQ of adopted children more closely approximates the IQ of the child’s biological, not adoptive parents. While this does not in any way negate the importance of a child’s environment, it is strong evidence of the contribution of genetics to intelligence.

Important: Always compose your thread and replies in the dialog box (you may also copy and paste into dialog box from Word). DO NOT upload DQR threads and replies as attachments.

Assistance with the Discussion Question Responses, including APA parenthetical style in-text citations, is available to students by contacting the Writing Center.

Grading Policies:The following grading system is used at Motlow State Community College and in this course:

A 90-100 OutstandingB 80-89 Above AverageC 70-79 AverageD 60-69 PassingF 59 and below FailingFA** 59 and below Failure (stopped attending)

**The FA grade indicates that the student earned a grade of F (failing) and accumulated excessive absences (non-school-related.) The FA grade indicates that the student earned a grade of “F” and stopped attending prior to the last day to withdraw.

Grades on assessments and assignments are not curved. All non-completed work by specified due date will receive a grade of zero (0).

Course Policies:

Academic Misconduct Policy:

All work in this course is expected to be the student’s own individual work. Any work (assessments and writing assignments) found to contain evidence of plagiarism or other academic misconduct (i.e., dishonesty, cheating, accessory to the academic misconduct of another student, fabrication, etc.) will be taken seriously and will result in consequences for the offending student. Based on their professional judgment, professors have the authority to impose the following academic sanctions: (a) require the student to repeat the assignment for full or partial credit; (b) assign a zero, an F, or any other grade appropriate for the assignment or examination; (c) assign an F for the course. In addition, disciplinary sanctions may be imposed through the regular institutional procedures. Per MSCC policy pertaining to Academic Misconduct, the professor will notify the departmental Curriculum Chair in writing of the student’s academic misconduct. The curriculum chair/director will notify the student in writing within five (5) working days and provide a summary of the details of the incident and the penalty along with an explanation of the student’s right to due process and the college’s appeal process. The curriculum chair/director will also notify the Dean of Students. Students should carefully review the section Academic and Classroom Misconduct in the General Regulations on Student Conduct and Disciplinary Sanctions in the Catalog and Student Handbook available online on the MSCC Website.

Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly, through participation or assistance, are immediately responsible to the instructor of the class. Based on their professional judgment, instructors have the authority to impose the following academic sanctions: (a) require the student to repeat the assignment for full or partial credit; (b) assign a zero, an F, or any other grade appropriate for the assignment or examination;(c) assign an F for the course. In addition, disciplinary sanctions may be imposed through the regular institutional procedures.

Classroom Misconduct Policy:The professor has the primary responsibility for maintenance of academic integrity and controlling classroom behavior, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct that violates the general rules and regulations of the institution for each class session during which the conduct occurs. Extended or permanent exclusion from the classroom, beyond the session in which the conduct occurred, or further disciplinary action can be effected only through appropriate procedures of the institution.

Disruptive behavior in the classroom may be defined as, but not limited to, behavior that obstructs the learning environment (e.g., offensive language, harassment of students and professors, repeated outbursts from a student which disrupt the flow of instruction or prevent concentration on the subject taught, failure to cooperate in maintaining classroom decorum, etc.), text messaging, and the continued use of any electronic or other noise or light emitting device which disturbs others (e.g., disturbing noises from beepers, cell phones, palm pilots, laptop computers, games, etc.). For more information, see MSCC Policy 3:02:0:03.

Attendance Requirement/Absenteeism Policy:Successful academic performance is positively correlated with good attendance. The professor wants every student to be successful. Toward that objective, attendance will be recorded at each class via a sign- in sheet. Per college policy, absences may trigger an Academic Alert and report to the Student Success Center for follow-up. Unexcused absences in excess of three (3) over the course of the semester will reduce the student’s final numerical grade by one (1) point per unexcused absence. Late arrivals to class (after the classroom door is locked) are considered an unexcused absence. Whether an absence is excused or unexcused and whether make-up work is permitted is at the sole discretion of the professor. Students who anticipate extended absences during the course should discuss this ahead of time with the professor.

Extra Credit and Make-up Work:Extra Credit: Because of the many deliverables built into the course with which students can elevate low grades, extra credit work is not available. Students would be well-advised to devote their time and energy to optimal performance on these multiple graded assessments and assignments.

Make-Up Work: Because all deliverables are available to be completed from the first day of the semester (but must be completed by the specified due date in the Course Calendar) make-up work is not permitted generally. The exception would be students who can provide legitimate medical documentation from their licensed health service provider attesting to the occurrence of a medical condition preventing the completion of the missed work. The professor reserves the right to determine appropriateness of documentation and whether make-up opportunity shall be granted.

Class Cancelation Policy:In the event of cancellation of a class, students will be notified through D2L and regular MSCC email. Cancellations or campus closures due to inclement weather will be announced on local media and through the Motlow Alert system. For these reasons, students are advised to take advantage of the Motlow Alert system in order to receive text messages regarding campus closures due to weather or other emergency circumstances. In the event of inclement weather, students are urged to use their own discretion regarding their safe travel to and from campus.

Emergency Procedures Policy:In case of a medical emergency we will immediately dial 911 (9-911 from a campus phone) and report the nature of the medical emergency to emergency response personnel. We will try to stay with the person(s) in need and maintain a calm atmosphere. We will talk to the person as much as possible until response personnel arrive on campus, and we will have someone go outside to meet emergency personnel and direct them to the appropriate location.

In the event of an emergency (drill or actual), a signal will be sent. Based on that signal, students will follow the procedures below for that specific type of emergency:

Loud warbling sound throughout Building (FIRE)

Collect purses and coats and proceed immediately out of your room and exit through the closest emergency exit. Proceed to the Designated Assembly Area closing windows and doors as you exit. Remain there until the "All Clear" Signal is given by an Emergency Management Team member.

The Eoff Hall Designated Assembly Area is the middle east side of the student Regions parking lot.

Tornado Siren (SEVERE WEATHER):Proceed to the closest designated severe weather shelter on the first floor of Eoff Hall and proceed all the way into the shelter. Crouch down on the floor with your head between your knees facing away from the outside walls. Remain there until the "All Clear" Signal is given.

INTRUDER/HOSTAGE:

Ensure door is closed, locked and lights turned off. If the door will not lock, we will move some tables and chairs in front of the door quickly. We will move immediately to the rear of the room (or other safe place as determined by the professor) away from the door and sit on the floor- out of sight if possible. We will remain calm and quiet and will not respond to any inquiries at the door unless we have been given the "All Clear" and a member of law enforcement or the campus Emergency Management Team member makes face-to-face contact at the door.

Classroom Locked Door Policy:In order to adhere to MSCC Emergency Preparedness Policy and to facilitate effective classroom management and safety, the classroom door will remain closed and locked for the duration of the class period.

Recording and Privacy Policy:Respecting the privacy of others is expected and required. Any type of recording of the class, professor, students, D2L, or other print material is prohibited without prior written approval by the professor and/or the college administration (for example, the Office of Disability Services).

Classroom Use of Electronic Devices:Laptop computers and tablets may be used for note-taking purposes only. Students using these devices for any other purposes during class will be asked to leave the class and marked as absent. Mobile phones must be in the silent mode and students may only use them outside of the classroom. Students using mobile phones during class will be asked to leave the class and marked as absent.

Food and Drink in Class: This is permitted as long as students do not distract or disrupt the class or make a mess. Students must clean up after themselves at all times.

Tobacco and Smoke Free Campus: As of July 1, 2014, all campuses of Motlow College are tobacco/smoke free. This ban extends to e-cigarettes (“vapes”) as well as all forms of tobacco. Students are permitted to use tobacco products/e-cigs only within the confines of their personal vehicle.

Children, Visitors, and Animals: Children, visitors, and animals, except those approved through the Office of Disability Services, are not permitted in the classroom at any time.

Retention of Assignments and Exams: Since all assignments and assessments will be completed on D2L, a permanent record of completion and all emails will be archived. D2L also records all student logins and times so that any dispute regarding completion can be verified by the professor checking D2L.

Educational Technology:

Accessing Campus Computers or the MSCC Library from off Campus:

Your Username format is your First Initial, Last Name and Month and Day Birthday in the Format of MMDD. Example: Marcia Smith born on April 11, 1992 - Username: msmith0411. Your Pin will be the

numeric pin you created when you initially applied to Motlow College with a capital letter for the first initial of the first name and lowercase first initial of last name. Example: pin of 149299 for Marcia Smith would be 149299Ms.

D2L Technical Support/Assistance:Students having problems logging into a course, timing out of a course, using course web site tools, or any other technical problems, should contact the MSCC Technology Help Desk at 931-393-1510 or toll free 1- 800-654-4877, Ext. #1510 (or d2lhelp@mscc.edu)

Disability Services/Accommodations:Motlow College is committed to meeting the needs of qualified students with disabilities by providing equal access to educational opportunities, programs, and activities in the most integrated setting appropriate. This commitment is consistent with the College's obligations under Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990 (ADA). Together, these laws prohibit discrimination against qualified persons with disabilities. To this end, the Director of Disability Services for Motlow College coordinates services and serves as an advocate and liaison for students with disabilities attending Motlow College. Students requesting accommodations must first contact:

Belinda ChampionDirector, Disability and Testing Services (931) 393-1765FAX (931) 393-1970 bchampion@mscc.edu Crouch Building Room 1042Website link: MSCC Office of Disability Services

IMPORTANT NOTE: Students with disabilities who would need assistance in an emergency evacuation should self-disclose that need to the instructor no later than the second day of class or second group meeting.

Confidentiality of Student Records:The education records of current and former students at Motlow State Community College are maintained as confidential records pursuant to The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended.

Student SuccessResources: Writing Center:

Moore County - CGL 219Monday and Wednesday 10-12, Tuesday and Thursday 2-4 (see online schedule for additional etutoring availability) Email: writingcenter@mscc.edu

Completion Coaches:(931) 393-15001-800-654-4877Link to web page: MSCC Completion Coaches

Tech Tube Tutorials