PSYC290 Career Exploration and Development 1

PSYC 290: Career Exploration and

Development in Psychology I

Servants, be obedient to them that are your masters according to the flesh, with fear and trembling, in singleness of your heart, as unto Christ; not with eye service, as men pleasers; but as the servants of Christ, doing the will of God from the heart, with good will doing services, as to the Lord, and not to men. Ephesians 6:5-7

You were bought with a price; do not become slaves of men. So, brothers, in whatever condition each was called, there let him remain with God. 1 Corinthians 7:20-24

For it is by grace you have been saved, through faith—and this is not from yourselves, it is the gift of God—not by works, so that no one can boast. For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do. Ephesians 2: 8-10

Welcome to the Psychology major. We’re happy to have you join us.

FALL 2020 Tuesday 8:00-8:50 Honsey Hall RM 344 COURSE DESCRIPTION This course is an orientation to the psychology major as both a profession and vocation. Students explore sub-fields of psychology, engage in professional development activities, establish career goals, and consider how psychology as a field and discipline informs their lives as Christian citizens. OVERVIEW At the broadest level, this course helps you identify professional goals and set in motion a plan for success. The course requirements are arranged to provide you with experiences that will improve the likelihood that your plans will become a reality. Declared Psychology majors only. ESSENTIAL QUESTIONS

1. Why is Bethany a good fit for me and what new opportunities are available to me on campus? 2. How might the doctrine of vocation inform my everyday engagement with others? 3. What areas of Psychology are of interest to me? 4. Where do I fit within the field of Psychology?

INSTRUCTOR Dr. Kom, Department of Psychology. Office: 323 Honsey Hall Office hours: 8:00-8:50 MWF; 10:30-11:20 MWF These are my “official” office hours. Please also feel free to schedule time to meet with me outside of these hours, even for just for a few minutes! There are many exciting questions to explore in our field, and we only have so much time in class. While I try to have an open-door policy, please know that there may be times that I may not be able to meet with you (e.g. I'm prepping for a class, trying to complete grading, etc.). Please do not be offended if I say I can't meet with you at that moment. I will gladly schedule an alternative time to meet with you.

PSYC290 Career Exploration and Development 2 REQUIRED RESOURCES Landrum, R. E. & Davis, S. F. (2013). The psychology major: Career options and strategies for success.

New York: Pearson. Veith, G. E. (2011). God at work: Your Christian vocation in all of life. Wheaton, IL: Crossway. In addition to the textbook, articles relevant to the topics covered in class will be placed on reserve in the BLC library, available on campus-web, or passed out in class. You will be responsible for the material in these articles. Readings will be announced in class. BLC MISSION Bethany Lutheran College provides Christian higher education in a challenging academic environment where personal mentoring guides students to pursue knowledge, truth and discernment for productive and fulfilling lives. BLC INSTITUTIONAL OBJECTIVES By graduation, a Bethany Lutheran College student will:

1. Recognize that the historic Christian faith professes that God the Holy Trinity is the source of all knowledge and truth, and that His wisdom is most clearly revealed in the life, death, and resurrection of Jesus Christ.

2. Demonstrate intellectual, creative, and problem-solving skills. 3. Demonstrate an understanding of personal and public responsibility. 4. Develop habits of thinking that apply to a fulfilling life of learning.

PSYCHOLOGY PROGRAM OBJECTIVES (PO) 1. Knowledge Base: Students will be able to demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings in psychology. Students will also be able to discuss how psychological principles, connected to the Christian faith, apply to behavioral and mental problems. 2. Scientific Inquiry and Critical Thinking: Students will be able to critically evaluate information to interpret and draw conclusions about psychological phenomena. Students will also be able to demonstrate scientific reasoning and problem-solving, including effective research methods, to investigate psychological phenomena. 3. Ethical and Social Responsibility and Respect for Diversity: Students will be able to demonstrate in professional and personal settings ethical and socially responsible behaviors, grounded in the Christian faith. Students will also be able to demonstrate awareness of how multicultural and global concerns impact their understanding of psychology. 4. Communication and Professional Development: Students will be able to demonstrate competence in writing and in oral and interpersonal communication skills for different purposes within the psychology discipline. Students will also be able to apply psychology-specific content and skills to personal, academic, and career development. STUDENT LEARNING OUTCOMES Students will demonstrate the ability to:

1. Easily locate and understand primary and secondary literary sources on a topic (PO1, PO2) 2. Engage in weekly journaling and weekly goal setting (PO4) 3. Provide effective power-point presentations (PO4) 4. Demonstrate proficiency at the Pecha Kucha presentation style (PO4) 5. Connect their faith to their professional goals. (PO4) 6. Prepare a professional resume (PO4) 7. Prepare and present a professional poster (PO4) 8. Identify and sort through the organizational framework for an area of psychology (e.g., the area’s

associations, list-serves, journals, academic programs (PO4)

PSYC290 Career Exploration and Development 3 This course provides you with the knowledge and experience necessary to answer the following questions:

5. What areas of Psychology are of interest to me? As a group, we will review the various specialty areas within the field of Psychology.

6. Where do I fit within the field of Psychology?

Weekly tasks will help you identify your strengths and explore how you may best utilize these within the field of Psychology. During this section, you will interview friends and family, develop your resume, participate in mock interviews, and prepare a personal career mission statement. You will identify a specialty area within Psychology that best suits you, locate books, journals, and specific research articles on this interest area. You will complete writing assignments based on these reading materials and become familiar with APA writing style. You will also prepare a semester-by-semester plan of classes to graduate with a BA in Psychology.

ASSESSMENT While the journey each student takes in this course will be unique to their goals, the course is designed with 12 primary expectations. Point values to these and other course assignments are outlined toward the end of this document (see “PSYC290 Course Assignments”). *Possibly over Zoom

1. Weekly meetings. Students will meet as a group on Tuesdays each week to share progress and discuss* weekly readings.

2. Weekly reflections. Students will summarize and reflect on the past week’s reading and assignments. Students will compile for themselves a digital binder, which includes weekly reflections and assignments over the course of the semester. Each week new entries are placed at the start of the document.

3. Presentation on an area of Psychology. Students write a 5-page paper and subsequently create and present* a professional poster on an area in the field of Psychology.

4. Formal group interview. Students will participate in a group interview*. Students will prepare for this interview both in writing and in dress.

5. Polished resume. Students will create a polished resume. 6. Family and friends interview. Students will interview family and friends as a means of identifying

personal strengths and opportunities for improvement. 7. Mission statement. Students will prepare a personal career mission statement outlining their overall

intentions and direction. This document will be framed and shared with the class* 8. Semester plan. Students will craft a semester-by-semester plan of coursework and activities. 9. APA style. Students will become familiar with APA style and be ability to apply this style in a variety of

circumstances. 10. Psych Club experiences. Students are required to participate and three Psychology Club events. Zoom

events count! Should the scheduled events not be of interest or the student not be available at the scheduled event times, it is expected that the students initiate other events.

11. Final presentation of student progress. Students will give a Pecha Kucha power-point presentation review of their semester progress.*

12. Pre-post test and final paper. Students will complete a course pre-post test and analyze the results of this assessment via a 2-page self-analysis; and for the final period prepare a response to the course essential question.

CLOTHING REQUIREMENT The clothing requirement will begin the third week of class, to give everyone ample time to prepare. Throughout this course you will be required to come to each meeting in “professional attire.” To keep this simple and equitable, this means black and white clothing, formal, and no frills. You will need the following items: Ironed white button down shirt (no cleavage), black pants or skirt (at or just above knee length), black jacket (optional), black professional shoes (closed toe), and a tie (men). All of these items are readily available from thrift or second-hand stores. While I understand that this may not be your preferred professional look, it does

PSYC290 Career Exploration and Development 4 provide a standard by which to evaluate your professional appearance. In the event that you forget an aspect of this requirement, you will be asked to return to class once you have made the necessary adjustment to your attire.

PSYC290 Course Assignments

All homework is to be single spaced, and typed according to guidelines provided in the course syllabus. Unless specified in class, all work is to be submitted to the campus course page or to the shared documents on Google Drive. 1. Veith (2002) and Landrum & Davis (2014) readings (5 pts per chapter) Please prepare a100 word (absolute) “so what?” reflection on each assigned chapter of Veith (2002) and Landrum (2014). Note that there may be periods where more than one chapter is due. Provide a 100 word reflection for each chapter. These will be entered on a shared file on Google Drive. 2. Weekly Journal Reflections (3 pts) Each week you will reflect on your successes and challenges pertaining to the course for the past week, ½ page minimum. These are due each week on Tuesday and will be submitted to the campus course page. 3. Pre-test (5 pts) Please fill out the pre-test and prepare typed responses to the strong letter of recommendation form, identifying where you stand regarding opportunities within the field of psychology, experiences, and interests. 4. Transcript Review (10 pts) Please read “What does your transcript say about you, and what can you do if it says things you don’t like” reading posted on the course page. Write a 2-page reflection on what your transcript says about you, and which of the 11 transcripts described by Appleby best reflect your transcript. Lastly, based on your analysis, identify three things you can do to “fix” or improve your transcript. 5. Active-passive Quiz (5 pts) Please read the Appleby “Active vs. passive learners” reading posted on the course page. Please write a 1-page reflection on what you learned and identify three ways you can work to become an even more active learner. 6. Mentor Meetings (15 pts) Throughout the semester meet with your assigned mentor to discuss the course and requirements. Humbly seek out at take the mentor’s advice, and cooperate with them on all assigned activities. You will periodically be asked to submit a progress report that is signed by your mentor. 7. Semester Plan (10 pts) Please consult the BLC course catalog for general education requirements, requirements for psychology, and requirements for any minors you would like to achieve. Create a 4-year plan, outlining your courses to date and anticipated courses. Include the number of credits per course. Campus web will allow you to determine whether courses are offered in the fall or spring. Include summers in your plan. Identify semester or summer opportunities for at least one internship. Also consider including study abroad or short-term international study courses. Review this document with your mentor, revise, and turn in with your mentor’s signature. 8. Bibliography of 10 Loans (20 pts) & Annotated Bibliography (20 points) Please identify 10 books (not web-sites or online publications) published after 2000 pertaining to the profession you have been assigned for the paper and poster project, and create a bibliography in APA style. Interlibrary loan these books, and pick them up promptly when they arrive at the library. Chose only books that describe work in the profession and provide an understanding of the topic this profession. Avoid books that describe a single topic or study within the field. Your goal is to educate yourself on what the profession entails and how to gain entry into that profession. Ideally, the book should contain a chapter outlining “how to become a…” or “entering the profession of…” Once you’ve reviewed the materials, you will create an annotated bibliography. Review instructions found on the campus course page. 9. Friends and Family Interview (10 pts) Please interview three people who know you well. These may be friends, supervisors, faculty, or family members. For each ask the individual to identify what they see as your three strengths and three weaknesses. For strengths, use phrases such as “What do you see as my best qualities? When am I at my best? What do you see as coming easy to me? What do you admire about me?” For the weaknesses, use some of the following phrasing: “How do I undermine my goals? What do I do that hurts my chance of success? What stands in my way? How am I my own

PSYC290 Career Exploration and Development 5 worst enemy? What changes would you suggest to increase my ability to succeed?” For each answer, respond politely, and thank them for their honesty. Do not retaliate or hold a grudge for any negative information that is provided. Write up a 1-2 page reflection on the findings. Explain how the findings may impact your academic and professional life, and specify what actions you will take as a result of this experience. 10. APA Cheat Sheet (10 pts) Please review the text’s chapter 10 content on APA style and the articles on APA style posted on the course page. Create a bullet point list of ten points to keep in mind regarding APA style. Identify for yourself aspects of APA writing style that you often forget or miss-use. This is to be used as your “cheat sheet” for use prior to turning in an APA paper for subsequent assignments and courses in the psychology major. 11. APA Worksheet (5 pts) Please review the APA worksheet, identifying all errors. 12. Resume (15 pts) Prepare a professional resume based on the recommendations in the “Vita preparation” and Resume writing guide” posted on the course page. Have 2 members of the PSYC290 and 2 members of the PSYC390 course sign off as having reviewed your resume. 13. Paper and Poster Project (75 pts) Students will research a career with the area of psychology, write a 5-page paper describing the area, and then prepare and present a professional poster based on the contents of their paper. Guidelines and rubrics for this assignment will be provided in class. 14. Interview Questions (5 pts) Please briefly answer in pencil on the interview evaluation form (posted on campus web) your response to the questions listed. You will share your answers with a partner in class. 15. Interview Articles Reflection (5 pts) Please read three of the articles on the topic of interview skills posted on the campus web-page. Write up a 1-page reflection on your insights. 16. Volunteer Sites and Scholarships (5 pts) Please review the “opportunities” folder outside Dr. Wosmek’s office or visit the mankatounitedway.org website to identify 3 potential places to volunteer that relate to your future goals. Write a 1-page explanation on how these three locations will add to your skill set and/or relate to your future career. Next, review the “scholarships” folder outside Dr. Wosmek’s office or consult an online scholarship data-base to identify and apply to two scholarships. Turn in a printed copy of the applications. 17. APA Code of Ethics (10 pts) Please review the APA Code of ethics documents posted on campus web. Please summarize the 5 principles and summarize the 10 standards in your own words. Please also summarize the Nuremberg Code and explain why this code is important to consider within the field of Psychology (2-3 pages). 18. Conflict Resolution and Plagiarism (5 pts) Please review the conflict resolution and plagiarism statements. With a partner, fill out the worksheet on these two topics. 19. Choice of Psychology as a Major (10 pts) Please explain in 2 pages why or why not Psychology is an appropriate major for you. 20. Mentor Identification (5 pts) Identify a professional (not a family member) who is willing to serve as your long-term mentor. Defend your choice and describe your intentions to establish and maintain connections with this person. 21. Mission Statement (10 pts) Please read the mission statement documents posted on the course page. Utilizing the msb.franklincovey.com site craft a mission statement that accurately represents you. Please frame this statement in a frame that reflects your unique mission. 22. Highlights of the Journey (15 pts) In two pages identify three insights you have gained about yourself during this course. Explain how you gained these insights. Second, identify the three most valuable assignments or activities within this course and explain why you chose those three.

PSYC290 Career Exploration and Development 6 23. Presentation Cheat Sheet (10 pts) Create a bullet point list of ten points to keep in mind regarding presentations. Identify for yourself aspects of presenting that you often forget or struggle to apply. This is to be used as your “cheat sheet” for use prior to presenting in courses in the psychology major. 24. Presentation Articles Reflection (5 pts) Read the articles on presentations posted on the course-page. Prepare a 1-page reflection on three highlights. 25. Reflection on the Doctrine of Christian Vocation and Mission Statement (15 pts) Please write a 2-page paper reflecting on Veith as a whole, and how this material pertains to your personal mission statement. 26. Pecha Kucha Tutorials (5 pts) Please review 3 Pecha Kucha tutorials found on YouTube. Identify, compare, and reflect on these presentations (1 pg). 27. Power Point Pecha Kucha (75 pts) Based on your highlights of the journey responses, create a timed 6 minute 40 second Pecha Kucha live presentation (50 pts) and voice-over (25 pts). Guidelines and rubrics for this assignment will be provided in class. 28. Post-test Reflection (10 pts) Please fill out the post-test and strong letter of recommendation documents. When you have finished, compare your responses to those you entered on the pre-test. Please offer a 1-2 page self-reflection. 29. Psychology Club Experiences (5 pts) Please identify three activities you participated in this semester that were hosted by the BLC Psych Club. 30. Presentation Reflection (5 pts) Based on audience feedback, identify your presentation style strengths and opportunities for improvement (1-2 pgs). 31. Final paper (15 pts) Students write a 4-page (exactly) response to the following questions, due at the onset of the scheduled final exam time. “Why is Bethany a good fit for you and what new opportunities are available to you on campus? How might the doctrine of vocation inform your everyday engagement with others? Career options for paper-poster project:*/**

Addictions counselor Behavior analyst Child psychologist (the poster template is on this area) Clinical psychologist Cognitive psychologist Consumer psychologist Community psychologist (research on community health issues) Comparative psychologist (animal/human behavior differences) Consumer psychologist Correctional counselor Developmental psychologist Engineering psychologist Exercise and sport psychologist Forensic psychology Gerontologist (late adults) Health psychologist Industrial-organizational psychologist Marriage and family counseling Media psychologist Military psychology Neuropsychologist Physical disability psychologist Rehabilitation psychologist School counselor

PSYC290 Career Exploration and Development 7 School psychologist Sport psychologist

*Please speak with Dr. Wosmek if your interest area isn’t listed. **See also https://www.psychologist-license.com/types-of-psychologists/types-of-psychologists.html GENERAL POLICIES AND PROCEDURES College is preparation for a successful career. A successful career depends upon professional work habits. In the post-college world, punctuality and productivity are expected and failure to be punctual and productive can carry serious consequences (loss of promotions, demotions, firing, etc.). Therefore, to encourage good work habits, the following policies are in effect: 1. Homework and attendance During these extraordinary times, I’m going to be exceedingly generous with late work. All late homework must be turned in by Monday of the last week of class. If on Tuesday the last week of class an assignment, regardless of point value, is missing from the gradebook your final grade will be dropped by one full letter grade. Functionally, a zero in the grade book does not adequately reflect your knowledge on any subject or assignment. Give yourself credit, do your best, and turn in all of the homework required in this course. Regarding attendance, for this class it is very important to attend each period, as the instructional methods include considerable class participation. Each viewpoint matters. Don’t deprive us of your perspective! Please plan to attend every class for the entire period and we must be able to see your face for the entire period (even if it’s a masked face!). Participation and attendance will be taken into consideration for the final grades. 2. Punctuality and participation Class will begin at the scheduled time. Students are to be prepared to engage in course content online or in person at the start of the period, as reflected in the clock posted in the classroom. Please arrive or log in early to ensure that you are settled and prepared at the onset of the period. Attendance will be taken at the start of the period. Participation is measured based on the following criteria: arriving to class on time; paying attention during lectures; attentive watching and listening to course; staying on task during break-out sessions, being visually present for the duration of the period (e.g., no empty couch or place holders over zoom), respectful listening when I or your peers are speaking; your ability to be fully engaged in your learning; your ability to stay awake, etc. Student participation will be evaluated daily and participation and attendance will be taken into consideration for final grades. If you are distracting others or myself in your lack of participation or negative engagement, I will promptly bring this to your attention. 3. Chat windows Use the Zoom chat window for relevant questions and comments. The chat window is not a place for socializing or posting general comments. During our class period it will try my best to sort through the information quickly to address students' real questions/concerns. 4. General use of technology All cell phones must be turned off while class is in session. Should your phone ring or buzz, please plan to provide a snack to the class the next class period. I enjoy Cheetos. Periodically you will be asked to use cell phones or your laptop during the class period. During these occasions, please use the technology only for the purpose of the class, not shopping for shoes. 5. Recording and Privacy In this class, software will be used to record live class sessions. As a student in this class, your participation may be recorded. These recordings will be made available only to students enrolled in the class. The intent of the recordings is to assist those who cannot attend the live session or to serve as a resource for those who would like

PSYC290 Career Exploration and Development 8 to review content presented during the current semester in which the recording is made. You may not download, share, replicate, or publish the recording, in whole or in part, or use the recording for any other purpose without the written approval of the instructor. Recordings are for personal academic use only, where personal academic use is restricted to the personal study use of the individual. Any violations to this policy must be reported to the Vice President of Academic Affairs and may result in disciplinary action, including expulsion from the college. All recordings will become unavailable to students in the class shortly after the course ends. If you have any concerns about being recorded during class, please discuss your options with your instructor or express your concerns to the Dean of Faculty. 6. Incompletes If a student receives a grade of Incomplete (I) for the semester due to extenuating circumstances, the incomplete work must be made up within 30 calendar days. If a longer period of time has not been granted by special permission, the incomplete will automatically be recorded on the student's transcript as an "F". 7. Grading This course frequently utilizes the 3-point or check system as grading methods for daily work. I will provide you with a handout indicating the quality of work expected of each level. In general, these systems work as follows: 3-Point system: 3+ Exceeded expectations for the question or assignment 3 Meets expectations for the question or assignment 2 Demonstrates partial understanding 1 Weak or insufficient understanding demonstrated 0: Unacceptable work. Assignment contains multiple errors or fails to address the goal of the assignment. The student must resubmit this work for a maximum of 1 point. Check system: Check plus: Assignment went above and beyond the expectations (101%+) Check: Assignment was completed thoroughly, shows considerable time and effort, and no or limited errors (100%) Check minus: Assignment was completed, is mostly complete, shows some effort, appears rushed, and may have more several errors (80%) Minus: Assignment was partially completed to mostly complete, shows minimal effort, and may have multiple errors (60%) Zero: Unacceptable work. Assignment contains multiple errors or fails to address the goal of the assignment. The student must resubmit this work for a maximum of 60% credit. Letter grades will be based on the following scale: 95-100% = A, 90-94% = A-, 87-89% = B+, 83-86% = B, 80-82% = B-, 77-79% = C+, 73-76% = C, 70-72% = C-, 67-69% = D+, 63-66% = D, 60-62 = D-; 59% and below = F Grades will be promptly posted on the BLC course-page as scheduling allows. It is the student’s responsibility to check the course-page and arrange to meet with the instructor regarding any questions or concerns regarding posted grades. Posted grades may not reflect student’s real-time standing within the course, and may not reflect their mid-term and final grade. The online system is to provide you with an indication of your overall progress within the course. For additional insight, please arrange to meet with me and I will be happy to review your progress in more detail. 8. Preparation of materials Professionals are expected to adhere to written and oral communication standards within their agency or field. For work to receive full credit in this course, all project and homework assignments are to be prepared as follows:

PSYC290 Career Exploration and Development 9 1. Typed with one-inch margins on the top, bottom, left and right. 2. Use 12-point Times New Roman font. 3. Single spaced. 5. All pages numbered, and before the number list your last name on the upper right-hand side of the paper. 6. On the first page only, include course information on the upper left side, single-spaced (see below). 7. All citations and references are prepared according to the American Psychological Association Publication Manual, available for purchase online and available in the library. Cliff-notes for APA style are available online. Video tutorials may be found at www.apastyle.org. The format for all homework identification is below. Note the single spacing for name/course information: Your name Psychology 2XX Name of the course Dr. Kom Weekly journal (Identify the assignment) 10/02/2020 (Identify the date/year)

9. Academic integrity Academic honesty is required in all situations. Plagiarism and other forms of misrepresentation or dishonesty are grounds for failure as follows: A student's written work is that person’s guarantee that the thoughts and expressions in it, except where credited to another source, are the student's own. Dishonest work includes, but is not limited to, the following examples:

• Giving or receiving aid by communication or help of any kind on examinations or tests; • The unauthorized use of books, papers, or notes of any kind or in any part copied from any source without proper documentation or in an attempt to pass it off as one’s own work; • Receiving help in preparation or revision to such an extent that it destroys the original character or individual style of the paper; • Attempting to use a paper from one assignment or class as fulfillment of a requirement in another class; • Any other misleading or dishonest practices.

Cheating is not tolerated. Any student caught cheating will fail the assignment/exam on the first infraction. On the second infraction, the student will fail the course, regardless of their numerical average in the class at the time. Please note that ignorance of what constitutes dishonest work or plagerism is not an excuse.

10. Appropriate attire BLC is a Christian community. Choices in clothing should reflect sanctified student life in Christ. The Student Handbook of the college reminds students not to dress in such a way that is offensive to your Savior and others of the BLC community. Please respect this. The instructor reserves the right to direct students to change clothing. 11. Students with disabilities The Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) require that “no qualified person shall, solely by reason of disability, be denied access to, be excluded from participation in, or the benefits of services, programs or activities or subjected to discrimination under any program or activity receiving federal assistance.” If you have a disability, or feel you are in need of accommodations, please contact Kristi Ringen in the Academic Resource Center (kringen@blc.edu, 507-344-7730). Any student in this course who has a disability that prevents the fullest expression of their abilities should contact me personally as soon as possible. Every effort will be made to make reasonable accommodations and facilitate your earning experience. 12. Classroom civility Creating and maintaining a civil classroom enhances student learning and increases our ability to have a fruitful exchange. Students are expected to respond positively to corrections or constructive feedback on coursework or classroom behavior, and promptly work to address issues as they arise. Individuals who consistently ignore these

PSYC290 Career Exploration and Development 10 guidelines may be asked to leave the classroom and/or be dropped from the course at the instructor's discretion. For this course, the following expectations will serve to guide our interactions in the classroom:

• Speak kindly and encouragingly to faculty and fellow students. • Ask questions if you do not understand coursework or classroom procedures. • Respect and support classroom and course decisions, respecting even a subtle “no.” • Engage in constructive active discussion during the class period. • Acknowledge and include others, especially during breakout sessions • Accept and give praise. • Refrain from idle complaints. • Respect other people’s opinions.

13. Conflict resolution policy Step one: You must meet with the instructor first to try to resolve the issue. Be advised that this course is for mature audiences only. As in most psychology courses, controversial topics will be covered in course reading, materials, videos, and discussion. Students are expected to come to class prepared to actively participate in a mature, respectful, and professional manner. As there is a high likelihood that the student may find some course material or comments by classmates offensive, it is expected that students maintain their composure in class. Students are encouraged to bring any concerns about the course or fellow students to the attention of the instructor in confidence outside of class. The course schedule, policies, and procedures are not negotiable. However, the instructor will gladly provide explanation or clarification of them upon request. Should a conflict or concern arise, the student will meet with the instructor outside of the scheduled class period to discuss the issue. Conflicts or concerns regarding this course are to be promptly brought to the instructor’s attention. If serious conflicts arise over grades, assignments, content, policies, or conduct in the classroom, please see the resolution policy below. We will approach any issue with Christian love and resolve it in a spirit of grace and truth. However, this policy acknowledges that we are all sinners and so conflict should be resolved “in a fitting and orderly way” because “God is not a God of disorder but of peace.”

1. Set up a meeting with the instructor to discuss the issue outside of the classroom. You must meet with the instructor to try to resolve the issue.

2. If you are not satisfied with the resolution, please inform me and I will set up a meeting with the division chair (Dr. Stadler) to discuss the issue. This meeting will be arranged so that both you and I are able to attend. At this meeting, both you and I may be asked to provide in writing our perspectives on the issue, along with any other supporting documentation.

3. If you are not satisfied with the resolution, at this point a meeting will be set up with the Dean of Academic Affairs, Dr. Lowrey. Should this step be necessary, Dr. Lowrey will inform all parties what will be necessary for the meeting. If this meeting has not resolved the issue, Dr. Lowrey will inform you what the next step is.

Continued enrollment in this course implies that the student has read and agreed to abide by the policies and procedures outlined in this document, of which the conflict resolution policy is a part. Enrollment represents your acknowledgement and acceptance of these non-negotiable policy. 14. Teaching philosophy Bethany Lutheran College provides Christian higher education in a challenging academic environment where personal mentoring guides students to pursue knowledge, truth and discernment for productive and fulfilling lives. -BLC Mission

PSYC290 Career Exploration and Development 11 A student does not come to college primarily to learn things, to store an intellectual garret with an assortment of odds and ends. He comes to college to learn how to learn, what to learn, where to learn, and why to learn. -Henry Merritt Wriston I have incorporated my experience as an instructor and a student to formulate a teaching philosophy that guides my interactions with students. Why learn? This is a personal and complex question. Is the pursuit of truth and knowledge intrinsically valuable in and of itself? The answer, as I see it, is an emphatic yes. The end result of learning is an amorphous—but real—sense of hope and faith. Hope that individuals collectively and in isolation can and do make the world a better place. Faith that God will grant us the wisdom to separate our selfish wants and needs from those that serve the common good. This hope and faith is at the heart of what has guided me through my education and what drives me to assist you in yours. How does this apply to this specific course? Allow me to explain! 15. Course schedule The schedule is subject to modification at the instructor's discretion. Things change as a semester progresses. The instructor reserves the right to modify, amend, or change the syllabus as the curriculum and/or program requires. 16. Final words Enrollment represents your acknowledgement and acceptance of these non-negotiable grading policies outlined throughout this document.

LET’S GET STARTED! What questions do you have for me? If you think of any please ask! I’ll answer questions now, at the start of our next class period, and expect questions throughout our journey together this semester.

PSYC290 Career Exploration and Development 12