General Syllabus Information

Marlowe C. Embree, Ph.D.

Assistant Professor of Psychology, UWMC

Office #316

Phone (715) 261-6252

Email marlowe.embree@uwc.edu

Office hours for Fall 2008:

Why such a detailed syllabus?

There is a strong movement across the university system for faculty members to present more specific and detailed information in their course syllabi and, to some extent, to standardize that information.  That's one reason why this syllabus has suddenly expanded in size.  The other reason is that both research and experience suggests that, probably due in large part to generational differences, students are increasingly expecting and requesting a much higher level of detail, structure, and certainty from their teachers.  Well, the detail and structure and certainty are now here.

By temperament, some people value this sort of information and others do not.  If you don't naturally enjoy this level of detail and structure, relax... neither do I.  We'll manage it together.  While you should read the syllabus through carefully as required, don't interpret it as evidence of some sudden and massive personality transformation.  I'm still the same person as in past semesters, who will continue to wear construction paper hats in class from time to time, tell rambling stories about his childhood, offer up liberal doses of quirky humor, and more.  Respect the syllabus, but don't catastrophize about it.  In other words, be cool.

What you have a right to expect from me

Respectful treatment, including respect for viewpoint diversity

This, I hope, speaks for itself.  I encourage students to think for themselves, which means that respectfully disagreeing with me is not only acceptable but a sign of cognitive growth.  (Agreeing with me and knowing why is also a sign of cognitive growth.)  Your grades will never depend on sharing my private opinions, but only on mastering course material.  I consider teachers and students to be co-equal members of a "learning community", though obviously with different roles and responsibilities.  (For instance, I get to assign the grades.)  I try to govern my interactions with others by Martin Buber's famous dictum, "The essence of dialogue is not that we relativize our convictions, but rather that we agree to accept one another as persons."  I value human diversity, and your grade will not be effected by the extent to which you are similar to or different from me (except with respect to knowledge of course material!).

Availability for student consultation

Office hours are posted above.  I'm frequently on campus at other times, of course, but am not promising to be parked in my office at those other times.  I'm readily available at other times, however, by prearrangement (making those arrangements is your responsibility).  I also check my email very regularly;  that's the best way to get a quick response from me (far better, incidentally, than leaving a phone message).

Timely return of exams and other materials

Under normal circumstances, graded exams will be returned within one week of the scheduled exam.  (In fact, I usually return exams at the start of the next scheduled class session, but this isn't an enforceable promise.)  An exception involves exams and other materials returned within the last two weeks of class, which may not be returned before the end of the semester, but which will always be available for students to examine when grading is done.

Objectivity and fairness in grading

There is inevitably some degree of subjectivity involved in grading essay portions of exams, as well as term papers, but I work hard to avoid unnecessary distortions.  You have a right to expect an explanation of how your grade on such materials was determined, though be aware that both left- and right-hemisphere thinking is always involved in any evaluative process, and the latter isn't always easy to articulate.

Enthusiasm for, and commitment to, the subject and to the process

I teach because I love to teach, and because I think that what I teach is worth learning -- so I'm enthusiastic about the content of my courses and the process of sharing that with students.  Expect that enthusiasm and commitment from me.  Unless life deals me a severe blow, it will be there.

What I have a right to expect from you

Regular attendance

I don't take attendance in class (except during the first week as mandated by university policy), but know that students who skip class regularly are students who fail.  Don't make the mistake of thinking that the Web notes are a viable substitute for attending lecture.  Besides, the jokes and the rambling stories about my childhood aren't found online. 

Respectful involvement in classroom activities

I expect you to respect me and the other students, just as I respect you, and to show a reasoned appreciation of student diversity, including worldview/viewpoint diversity.  Disrupting classroom activity by being inattentive or disrespectful is cheating your fellow students of productive class time for which they paid tuition.  In addition, students are strongly discouraged from bringing weapons of mass destruction into the classroom.

Adherence to course deadlines

Scheduled exam dates and due dates as listed on the course outline are to be taken seriously.  As noted below, I am not required to accommodate students who miss or ignore these deadlines, though I'll be reasonable about it when circumstances suggest the presence of a valid emergency.  See below for more.

Reading, signifying agreement with, and adhering to this syllabus

Prior to the second week of the semester, I will ask you to sign a brief document affirming that you have read the syllabus in its entirety, that you understand it (having asked me any necessary questions in person or by email), and that you agree that the terms of the syllabus govern the course.  In the olden days, this would not have been necessary, but it's becoming a litigious world -- for more, watch any rerun of Law and Order.  Signing that document is a course requirement.

Important details about the course

Web lecture notes

Full lecture notes for all courses are provided online.  While I have been known to deviate occasionally from the online notes (which do not constitute a guarantee of what will be covered in class -- a good reason for attending lecture regularly), in practice I follow these notes quite closely in most instances.  Take advantage of them;  it took me countless hours to type them into the site.

In general, I attempt a "paperless" approach to education in that most course-essential materials are found online.  If you lack computer literacy (in which case it's rather doubtful that you're reading this, come to think of it), run -- don't walk -- to the UWMC Computer Center and let one of the helpful staff there teach you what you need to know to make full use of this site.

Text readings

Textbooks and other required readings (e.g., articles assigned in class) are an important, though supplementary, part of the course.  I'll try to justify your investment of cash in your textbook (yes, I know how pricey college textbooks are these days).  I spent many hours this summer developing online text reading guides for all courses;  pay attention to these and let them guide your reading.  Assigned readings are fair game for exams and should be taken seriously.

Exam format

In general, my exams consist of 50% multiple choice, 50% short essay.  You will have some choices among essay questions, so you can pick those you think easiest to answer. 

Exam questions are drawn primarily from lecture material, but approximately 25% will be drawn from text readings not covered in lecture, so be sure to pay attention to the required readings as well (see above).

While I am not promising to do so, I usually provide students with an online practice pretest about a week before the first scheduled unit exam (NOT during summer session, sorry).  The purposes of the pretest are to alleviate anxiety, to familiarize students with typical exam format and level of difficulty, and to enable students (by way of the answer key provided) to assess their level of readiness for the actual unit exam.  Under no circumstances will additional pretests be provided (sorry).  The pretest is not graded and is provided for the benefit of students only.  Completion of the pretest is not a course requirement.

Grading protocol

Grades are based on a percentage of the highest score in the class on any given element (not on a percentage of perfect performance). Grade cutoffs will be adjusted up or down to approximate a normal distribution of letter grades, but often are approximately as follows (these aren't legally enforceable promises and will be modified at my discretion to maintain parity and to avoid grade inflation):

   91-100% A

   81-90%  B

   71-80%  C

   61-70%  D

      1-60%  F

      0%      G  (rarely used, but always an option for the obstreperous)

If you complete all unit exams, your lowest exam grade will be dropped (NOT during summer session, sorry).  This means that if you are satisfied with your grade going into the final, you do not have to take the last unit exam (scheduled for the last regular day of class).

Pluses and minuses (A-, C+, etc.) will be assigned as appropriate, at the point of the final point total distribution at the end of the semester, though they are not usually used for individual unit exams.  Your cumulative point total for the semester, not your individual letter grades on unit exams as such, determines your final semester grade.  I always adjust the final grade cutoffs downward by a few points to allow for measurement error, so don't nitpick about single exam items in an attempt to achieve the next highest semester grade, please.  That's already been taken into account by my grading system.  I recognize and care about the importance of grades to students;  I also am under a serious obligation to resist the tide of grade inflation that is sweeping across higher education.  It's a tightrope walk.

Students who do not complete the required comprehensive final exam at the end of the semester will receive an automatic grade of F for the entire course unless circumstances warrant the granting of an incomplete (see below).  This does not apply to summer session.

Department-mandated assessment procedures

Depending on the course you are taking, you may be required to participate in one or more assessment activities as described below.  Course credit will be offered for these activities.

A UW Colleges-wide assessment program has been put into place to enhance the quality and effectiveness of the curriculum, programs, and services of the institution.  The following areas of proficiency will be assessed because they are of primary importance in the education of our students:  Analytical Skills, Quantitative Skills, Communication Skills, and Aesthetic Engagement.  In addition, departments within the UW Colleges conduct assessment in areas that are central to the teaching of particular subject areas.  For more information on UW Colleges assessment, go to www.uwc.edu/resources/assess/index.htm. 

Policies and procedures

Cheating and plagiarism

Documented cheating on exams, though rare in my experience, constitutes grounds for an automatic F for the semester.  (University-wide policies apply and take precedence over this syllabus in the event of any conflict.)

Documented plagiarism on term papers or other written assignments constitutes grounds for an automatic F for the semester.  (University-wide policies apply and take precedence over this syllabus in the event of any conflict.)  Plagiarism means an attempt to portray someone else's work as your own, such as purchasing a term paper over the Internet.  To avoid charges of plagiarism, use appropriate citations in written work;  see material on term papers elsewhere on this Web site, and/or consult the Writing Center for details.  I will not impose the plagiarism penalty for minimal inadvertant errors in following citation guidelines, but only in the case of an obvious and evident attempt to present someone else's writing as if it were your own original work.

Lateness policy and makeup exams

I am not obligated to provide makeup exams other than in the event of a documented emergency (see below), but I will usually do so within reason unless students are clearly taking undue advantage and are indicating evidence of irresponsibility.  (University-wide policies apply and take precedence over this syllabus in the event of any conflict.)  It is your responsibility to be present during scheduled exams and to respect other course deadlines as stated in the course outline portion of the syllabus or as noted during lecture.  Makeup exams, if offered, must be completed within one week of the originally scheduled exam date.  (Exceptions may be made in the event of serious and protracted emergency situations;  see below.)  I will make every attempt to accommodate student schedules, but makeup exams will only be offered at a time that can be accommodated within both of our schedules.  Late exams will be graded at my convenience;  earlier information about the timeliness of grading do not apply to late materials.

Term papers and other written products are due on the stated dates and times.  Points will be deducted for each late day so as to reduce your grade by one grade sub-level (e.g., B to B-, or B- to C+) for each late day.  (Exceptions may be made in the event of serious and protracted emergency situations;  see below.)

Emergency situations include, though they are not strictly limited to, documented medical emergencies (self or member of immediate family), or similar situations which reasonably render it impossible for a student to meet a stated deadline.  Students are strongly encouraged to keep me informed of situations that may present scheduling difficulties.  Non-emergency situations (like sleeping in late) do not constitute a valid reason for requesting a makeup exam or other extension, though I'll be reasonable about things even then.  (But students who routinely miss exams for no good reason may find that they will not be given an opportunity to make up exams.)

Course incompletes

Official university-wide policy about the granting and treatment of incompletes governs, but in general and as permitted by that policy, I will allow students to obtain a grade of I (Incomplete) only if a serious and documented emergency prevents them from completing the course requirements (including the final exam).  Any incomplete elements must be finished and turned in before the end of the next regular semester, or your grade will revert to what it would have been otherwise (usually an F).

University-wide administrative policies

Please familiarize yourself with formal university policies as covered in your student handbook and on the official UWMC campus Web site.  These policies are applicable to you as well.  In the event of any substantive conflict between material on this Web site and official university policy, the latter takes precedence and is governing.

Students who require special course accommodations should pursue this matter with the Student Services office and should carefully follow the requirements outlined by that office.  This includes disability-related accommodations, religious holiday accommodations, and other university-approved accommodations.  It is your responsibility as a student to schedule alternative exam times/venues, if authorized, and to communicate those to me in a timely fashion as mandated by university policy.

Hints and helps for succeeding in the course

Identify your optimal learning style

One influential model suggests that there are four basic ways of learning:  reading and conceptualizing;  listening and discussing;  watching and observing;  doing and experiencing.  Know which is your optimal style.  I attempt to accommodate all four styles (within reason) in all of my courses.  Knowing your learning style can help you to decide, for instance, how to take advantage of the Web-based lecture notes in a manner that is optimal for you.

Know how theory-based and fact-based courses differ

As one author puts it, the most important distinction students need to make in evaluating courses is the difference between fact-based and theory-based courses, and the latter emphasize the skills "of reasoning, of being able to make inferences based on one or  two core models, and of being able to see patterns and family resemblances in apparently diverse materials".  Couldn't have put it better myself, which is why I didn't bother.  My courses are very theory-based, which means that rote memorization isn't an effective study strategy.  Your goal should be one of learning how to forge links between the abstract (theoretical material) and the concrete (specific examples);  the exams will largely, though not exclusively, test your ability to do so.  In studying, attempt to generate original examples of key course concepts and to explain in your own words why those examples are valid.

Learn about personality diversity and generational diversity

I have extensive information (which is formally covered in many but not all of my courses, but is useful for all students regardless) online regarding both the topics of personality diversity and generational diversity.  This information can help you to become clear about your likely strengths and weaknesses as a student.  My own ongoing research is beginning to suggest (I'll know a lot more in a few years) that different kinds of students are likely to excel in different kinds of courses, due in part to the degree of similarity or dissimilarity between your cognitive-personality profile and that of your instructors in various courses.  On the Big Five, I'm very E-, very O+, very A+, moderately C-, and moderately N+, which (if you understand the terminology) tells you some very useful things about what to expect from me in the classroom.

Establish some learning goals for yourself

Ask yourself why you are taking this class.  Look beyond the obvious extrinsic purposes (a requirement for your major, a general education requirement).  What do you hope to gain from this course?  What interests you about psychology?  What do you want to learn?  The more clear you are about your goals, the more likely you are to succeed at achieving them.  If you don't know where you're going, after all, any road will take you there.  The worst thing you can do in this or any course is to be a passive learner.

Take responsibility for your own learning

This means, in part, asking questions in class.  Don't be afraid to disagree with me or to question what I have to say;  that means that you're thinking and learning.  Also remember that the flip side of freedom is accountability.  When asked once by a talk show host what he thought of the famous Statue of Liberty, world-renowned psychiatrist and author Viktor Frankl said that it would be all right if the U.S. would build a Statue of Responsibility off the coast of Los Angeles, for balance.  Research indicates that the willingness to take positive responsibility for school outcomes (versus engaging in self-blame or indulging in a victim mentality) is a stronger statistical predictor of grades than is IQ.

By the way, responsibility doesn't mean excessive (or delusional) self-reliance.  It includes the willingness to ask for assistance when that's warranted.  That's what office hours are for (see above).

Take advantage of resources on this Web site

Browse the site and learn your way around it.  In addition to course-specific materials, you'll find voluminous information on strategies for student success, career success, lifelong learning, and more.  I've put countless hours into developing these resources;  take advantage of them!  Also see if you can identify what my favorite TV show is and what five books I think every undergraduate should read (both are found on the Web site;  neither will be tested on the exams).

About the instructor

(as if anyone really cares about this)

My educational background includes a B.A. in psychology from the University of Denver and a Ph.D. in social psychology from the University of Wisconsin-Madison.  My work history includes roles as a college teacher, project researcher, outplacement counselor, and small business owner including twelve years' recent experience as a career management consultant.  

I think of myself as a cognitive-dispositionalist and nonreductionist with a strong idiographic and noological orientation (if this already means something to you, you ought to do well in the class).  My diverse and growing research interests include the relationship between personality diversity and discipline-specific academic performance;  personality and cognitive style correlates of student worldview development;  generational influences on longitudinal personality development;  and more.

In my spare time, I am an ailurophile, alpha geek wannabee, INFP, part-time iconoclast, prototypical member of Strauss and Howe's Idealist generation, and avid viewer of Law and Order reruns.  I am a past recipient of the Dave Greenberger Memorial Desk Award.  My grade school nickname was "Wooden Head".  I am the only person in the Wausau area to celebrate Waitangi Day each year.  I have memorized the William Butler Yeats poem "The Choice" in its entirety (all eight lines).  I collect wheat ear pennies, play chess badly, am a former couch potato, have studied five foreign languages (with minimal fluency at best in any), am a crypto-Dooyeweerdian, and agree with G. K. Chesterton that anything worth doing is worth doing badly.

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