|
Use the following links to move quickly within this syllabus: |
| I - Syllabus | II - Course Description | III - Expected Outcomes | IV - Goals and Instructional Topics | V - Methods |
| VI - Supplies | VII - Textbooks | VIII -Evaluation | IX - Access to Resources | X - Instructor Policies |
|
Instructor: Assistant
Professor Classroom: West Hall, Room 251 Telephone / voicemail:
(276) Email: tmeyer@ph.vccs.edu Instructor homepage (Internet Explorer only): http://164.106.143.4/eco Office and hours: Posted on office door Fall and Spring, West Hall #228.
|
|
Class times:
Tuesday & Thursday,
8:00 AM - 9:15 AM
or Mondays, 6:00 PM - 8:50 PM
Credits: Three
Prerequisite: Eng 03, Eng 05
Investigates psychological principles from a cross-cultural perspective. Examines cultural basics for views of reality. Describes topics such as time, space, values,
sex-roles, and human development in relation to culture.
As
a result of course activities (reading, writing, working with others, making
oral presentations, watching video clips, and researching one's own family), students should be able to:
A. Understand the concept of culture.
B. Recognize variability in human
behavior.
C. Contrast cultures inherited in
their own family, and
country, with other societal views of human
behavior.
D. Create a personal perspective about
deliberate methods for bringing about socio-cultural
change.
E. Foster understanding among
culturally diverse peoples.
There are some homework take-home, collaborative fill-in quizzes and exercises, but there are no formal exams in this course. Instead, students produce three organized notebooks containing their reflections, their homework and their projects, whose specifications are found on daily class outlines stored on Internet. Students create a separate, valuable notebook-product during Parts One, Two, and Three of the course. Students are expected to collaborate on homework and class projects using Blackboard Discussion technology throughout the course. In addition to notebooks, Parts One, Two, and Three of the course have the following projects mentioned in the table below.
Students acquire the Patrick Henry Community College 21st century learning skills by completing the following activities:
|
During Part
One of the course
Students
write a book report on The
Chrysanthemum and the Rose by Ruth Benedict.
|
|
During Part
Two of the course Students are assigned to continental teams and these teams select and prepare a PowerPoint presentation on a country of their choice to the class.
|
|
During Part
Three of the course We focus on course objective C. Each student prepares and presents a Family Tree Briefing and a Written Report. (Students may substitute the family of a famous American.
|
| Instead of a final exam, each student writes a book report about Margaret Mead's book, And Keep Your Powder Dry. This is an effort to focus your attention on course objective D. |
Cross-Cultural Perspectives in Introductory Psychology investigates sixteen psychological topics that range from sensation, learning, language, and motivation to intelligence, personality, and social psychology. The goals of the text are to expose students to other cultures so as to break down ethnocentric thinking and cultural stereotypes. This can be accomplished by increasing students' understanding and experience with similarities and differences among peoples of the world.
The course is divided into three parts.
 | Part One begins with an Introduction to Culture, meeting course objective A. We study cultures in the western hemisphere first, and we read about Japanese culture because it provides so much contrast to our American way of thinking. |
| In Part Two we travel eastward towards African, Asian, and then European cultures. |
| In Part Three, we return and intensify our study of personal American culture. Each student prepares his or her Family Tree briefing and report. |
| Instead of taking a final exam, we write a book report on Margaret Mead's And Keep Your Powder Dry. The book report asks you to suggest what role the United States should play in building the world new. You will also find yourself able to comment on whether or not America has the cultural capacity for waging war on terrorism effectively. |
Introduction:
During the introduction to the course we focus on the first expected outcome, which is defining culture as behaviors learned, rather than behaviors biologically determined.
Learned behaviors are acquired through language and interaction with parents, peers, and in today's western world, with technology. In western cultures, ability to learn depends on minimally required skills, individual effort, vocabulary, and mentoring or role models. Increasingly, technology of the micro-chip through television and Internet accelerate transmission of culture, as in no previous generation. Cultures help ensure survivability of peoples grouped together, and cultures undergo continual modification.
We focus on the meaning of words like ethnocentrism (belief and actions taken from the vantage point of one's own central importance and upbringing) and cross-cultural relativism (belief and actions taken from the position that points of view possessed by others have equal validity in terms of sustaining the underlying survivability of that person's culture).
Part I:
During Part I of the course we focus on selected aspects of American Culture to achieve expected outcomes B through E. The chapters in our text, Cross-Cultural Perspectives in Introductory Psychology, contrast the American experience with that of one, two, or three foreign cultures in the following topical areas:
Psychological Research
Sensation
Emotion
Memory and Information Processing
Development Through the Lifespan
Language
Motivation
IntelligenceThe American topics include Jefferson's pursuit of happiness. We study that American dream by contrasting our initial violent preoccupation with individual rights and liberties with ultimately, peaceful pursuits by utopian, collectivist societies within our national borders. We study Hutterites and Amish in America. The former served our Armed Forces while the latter protest the legitimacy of violence. We contrast America with Japanese culture by reading and writing a book report on Ruth Benedict's The Chrysanthemum and the Sword.
Experiences in Parts One and Two set the stage for Part Three. Near the end of this course, the class examines Christian and Islamic influences on our human behavior. The final exam provides the student an opportunity to assess the cultural strengths and weaknesses of the American military in relation to those characteristics held by our opponents in the war against terrorism.
Part II: We focus on selected aspects of International Cultures to achieve expected outcomes B through E. The chapters in our text, Cross-Cultural Perspectives in Introductory Psychology contrast the American experience with that of one, two, or three foreign cultures in the following topical areas:
Social Psychology
Perception
Personality
Dreams
Development Through the Lifespan
Perception and Behavior in Relation to AIDS
Memory and Information Processing
Coping Skills
Depression
We don't ignore America's European roots. During Part II we see conflict in WWII through eyes and ears of a trained cultural anthropologist. Margaret Mead profiled differences among Western allied fighting forces, and cultural characteristics of German and Japanese armies whom we were at war with. We may read from And Keep Your Powder Dry - Mead's contribution to defeat Nazism and fanaticism. The book helped train military strategists to draw on cultural attributes, minimize cultural limitations and exploit the same among enemy forces. We store summaries of the chapters in And Keep Your Powder Dry on Internet web pages, and keep them handy so as to refresh our thoughts as the occasion requires.
Part III: We focus on Personal Culture (Your family tree) to gain an understanding of each student's family influence and its impact on each student enrolled. The chapters in our text, Cross-Cultural Perspectives in Introductory Psychology contrasts the American experience with that of one, two, or three foreign cultures in the following topical areas:
Polyandry
Individualism Versus Collectivism
Nonviolence
Ghosts
Alcohol, Drugs, and Religion
Gender StereotypingWe examine the development of moral principles, with reference to influence that groups, leaders, and peer pressure have on individual behaviors.
We examine ethnic controversies in the world, asking what cross-cultural psychology can tell us about how to get along and how to manage conflict.
Through a series of reports, each student can listen to and then examine the ethnology of his or her own family tree, or that of any chosen famous immigrant family.
VI SuppliesRegister for the course, purchase books, and a notebook for keeping journal entries.
Get comfortable with using Internet to become aware of daily class outlines and homework.
Read assignments and begin journal entries before class sessions. Share journal contents. Conduct world country tours and/or ethnic studies by means of presentations to the class as members of small groups. Prepare journal entries about selected responses from the text. Participate in group exercises. Write themes according to guidelines in your text. Prepare a book report.
Get your books at the college book store. Bring a loose leaf notebook to class for use as a journal.
1. Cross-Cultural Perspectives in Introductory Psychology, 4th Edition. William F. Price and Richley H. Crapo. Wadsworth / Thomson Learning. 0-534-54653-6. 2002.
2. And Keep Your Powder Dry. Margaret Mead. Berghahn Books. 1-57181-218-0. 2000.
3. The Chrysanthemum and the Sword. Ruth Benedict. Houghton Mifflin. 0-395-50075-3. 1974.
There are 1000 class points divided as follows:
Part I (Weeks 1 through 5)
Turn in an up-to-date word-processed journal during the fifth module (fifth week) of instruction containing: (1) downloaded copies of the current daily class outlines (DCOs); followed by
(2) your handwritten reflections about class activities that took place; followed by
(3) your word-processed homework specified in that daily class outline.
(4) Attractively arranged DCOs, reflections, and homework, should be placed in a binder with your name, course title, and digital image of yourself neatly affixed on the cover.
Weight: (1/2 of the 200 points)
Participate in and out of class by:
(1) discussing your homework (or other class requirements) with your classmates using PHCC's Blackboard Discussion methods,
(2) helping to see that we complete the class activities mentioned on each daily class outline,
(3) punctual attendance, name card display, and signing the attendance roster before class begins, and
(4) providing/accepting assistance to/from those students whose organizational skills are weaker/stronger in order to achieve a high quality journal as a finished class product.
Weight: (1/2 of the 200 points)
200 points
Write a book report on The Chrysanthemum and the Rose. Use the Book Report link on the PSY 119 Course Cover Page for guidance in preparing a book report on The Chrysanthemum and the Sword by Ruth Benedict. Your first book report is due by the end of the fifth module (fifth week) of instruction.
(Students with special skills in PowerPoint or video-recording may if they seek and obtain instructor permission within the first two weeks of the course satisfy this requirement by performing either option 1 or option 2 below. Student work may then be shown to future classes.)
(Option 1) American Ethnic Group Paper
Find an ethnic group other than your own within American society, prepare a two, but not more than three page single spaced paper and PowerPoint presentation on its culture, and distribute your written findings to your classmates during the fifth module (fifth week) of instruction.
(Option 2) American Ethnic Group Presentation
Find an ethnic group other than your own within American society. Prepare a class presentation on the group; follow an outline you prepare on PowerPoint, but do not read the presentation. Include relevant cultural artifacts about the language, customs, religion, behavior, and education of the American ethnic group you have chosen. Your reading or presentation is due during the fifth module (fifth week) of instruction. Limit your presentation to 7 minutes. It should be video-taped and include permission for its use by the instructor for future classes. Follow the general guidance mentioned in the previous link to the American Ethnic Group Paper.
100 points
Part II (Weeks 6 through 10)
Turn in an up-to-date word-processed journal during the tenth module (tenth week) of instruction containing: (1) downloaded copies of the current daily class outlines (DCOs); followed by
(2) your handwritten reflections about class activities that took place; followed by
(3) your word-processed homework specified in that daily class outline.
(4) Attractively arranged DCOs, reflections, and homework, should be placed in a binder with your name, course title, and collage about your own personal culture, including a digital image of yourself neatly affixed on the cover.
Weight: (1/2 of the 200 points)
Participate in and out of class by:
(1) discussing your homework (or other class requirements) with your classmates using PHCC's Blackboard Discussion methods,
(2) helping to see that we complete the class activities mentioned on each daily class outline,
(3) punctual attendance, name card display, and signing the attendance roster before class begins, and
(4) providing/accepting assistance to/from those students whose organizational skills are weaker/stronger in order to achieve a high quality journal as a finished class product as well as high quality presentations in class.
Weight: (1/2 of the 200 points)
200 points
You will be assigned to a team, and each team will be given a continental responsibility.
When the class homework seems to take us to an area of the world within your continental area, be responsible for locating those peoples, tribes, or nations using a globe, map, or Internet projection.
From within that continent, select a foreign nation whose culture interests the group; prepare a group PowerPoint presentation, and assign each team member responsibilities for briefing the team's findings to the class. Bring appropriate cultural artifacts to class that embellish the presentation. Limit the presentation to 30 minutes.
Adhere to a published schedule in making your group presentation to the class.
General Schedule
(Specific schedule for this semester.)
Continental Team Module
(Week)Country and Team Members
(arranged in
alphabetic order
of member last names)
North America 05 Country:
1.
2.
3.
4.
5.
South America 06 Country:
1.
2.
3.
4.
5.
Africa 07 Country:
1.
2.
3.
4.
5.
Asia 08 Country:
1.
2.
3.
4.
5.
Europe 09
Country:
1.
2.
3.
4.
5.
Bring artifacts to the class that enhance your presentation, such as:
food, dance, song, clothing, or art that help the class appreciate the language, history, religion, politics, and economic geography of that nation.100 points
Part III (weeks 10 through 15)
Turn in an up-to-date word-processed journal during the fifteenth module (fifteenth week) of instruction containing: (1) downloaded copies of the current daily class outlines (DCOs); followed by
(2) your handwritten reflections about class activities that took place; followed by
(3) your word-processed homework specified in that daily class outline.
(4) Attractively arranged DCOs, reflections, and homework, should be placed in a binder with your name, course title, and digital image of yourself neatly affixed on the cover.
Weight: (1/2 of 200 points)
Participate in and out of class by:
(1) discussing your homework (or other class requirements) with your classmates using PHCC's Blackboard Discussion methods,
(2) helping to see that we complete the class activities mentioned on each daily class outline,
(3) punctual attendance, name card display, and signing the attendance roster before class begins, and
(4) providing/accepting assistance to/from those students whose organizational skills are weaker/stronger in order to achieve a high quality journal as a finished class product as well as high quality presentations in class.
Weight: (1/2 of 200 points)
200 points
Family Tree Presentation and Report Create your own family tree, and embellish it with stories about its members that emphasize learned or cultural aspects of your heritage and share your findings with the class. Use a PowerPoint presentation for general organization, but speak freely in order to tell stories about the three or four persons, events, or circumstances that memorably influence your personal culture. Bring artifacts that help the class to appreciate (not the person you were born) but the person you have learned to be. Limit your presentation to 15 minutes. Turn in a two but not more than 3 page single-spaced summary during Module 15 (Week 15).
Alternatively, you may choose to examine the family tree of a famous immigrant family in America, sharing your findings with the class, and submitting a written report as mentioned in the previous paragraph.
Using the continental teams, you can tell when to brief your Family Tree to the class by matching your name in the following table with the 15-week-calendar link found on the PSY 119 Course Homepage.
General Schedule
(Specific schedule for this semester)
Continental Team Module
(Week)Team Members
(arranged in
alphabetic order
of member last names)
North America 11 Day 1:
1.
2.
3.
Day 2:
4.
5.
South America 12 Day 1:
1.
2.
3.
Day 2:
4.
5.
Africa 13 Day 1:
1.
2.
3.
Day 2:
4.
5.
Asia 14 Day 1:
1.
2.
3.
Day 2:
4.
5.
Europe 15
Day 1:
1.
2.
Day 2:
3.
4.
100 points
Week 16 (Final Exam week)
The Final Exam is the Second Book Report Use the Books Report(s) link on the PSY 119 Course Cover Page for guidance in preparing a book report on And Keep Your Powder Dry. Your book report should be word processed and handed to the instructor during the time scheduled by the Dean for a final exam.
100 points
To fail the course you have to: Withdraw improperly, claim another person's work as your own, or
achieve a cumulative percentage of less than 60%.
To earn a grade of D in the course: Obtain a cumulative grade percentage of 60% but less than 70%.
To earn a grade of C: Obtain a cumulative grade percentage of 70% but less than 80%.
To earn a grade of B in the course: Obtain a cumulative grade percentage of 80% but less than 90%.
To earn a grade of A in the course: Obtain a cumulative grade percentage of 90% or greater.
1. The Instructor.
Feel free to visit me during scheduled office hours or to arrange an unscheduled visit that is mutually convenient.
2. E-mail and Voicemail.
Mention the course PSY 119 in the subject of your e-mail when using tmeyer@ph.vccs.edu to bring your concerns to my attention.
Include your name and return phone number when using (276) 656-0283 to record your concerns for my attention.
3. The Instructor's website.
Use Internet Explorer (Netscape won't work). Link to the course through http://164.106.143.4/eco.
(A) Course Home Page.
Locate PSY 119 on the instructor's website. Click on the course cover page to get to related links to the course. Related links will connect you with:
American Indian and Alaskan Native sites
Asian and Pacific Islander sites
Black sites
Hispanic sites
Multiracial/Interracial sites
Gender resource sites
Disability resource sites
Sexual orientation sites
Genealogy sites
Miscellaneous Instructor sites
(B) Course Syllabus.
(C) Course 15-week-suggested-calendar.
The calendar is divided by weeks and into daily class outlines. Each daily
class outline reviews, presents suggested class activities, summarizes, and
assigns homework.
4. The PHCC Book Store.
Buy texts and writing materials at the book store.
5. The Learning Resource Center Staff.
Use our PHCC computer labs to run your wordprocessing requirements and spell-check your work.
6. The Library Staff.
Ask our reference librarians to help you with your research needs when
investigating cultures, ethnic groups, and your family tree.
| Academic Integrity | http://fpwww.ph.vccs.edu/bbsupport/syllabusinfo/syllabusinfo.htm#academic |
| Children on Campus Policy | http://fpwww.ph.vccs.edu/bbsupport/syllabusinfo/syllabusinfo.htm#children |
| Computer Rights and Responsibilities | http://fpwww.ph.vccs.edu/bbsupport/syllabusinfo/syllabusinfo.htm#ComputerRights |
| Important Dates for the Semester | http://fpwww.ph.vccs.edu/bbsupport/syllabusinfo/syllabusinfo.htm#Importantdates |
| Plagiarism/Cheating | http://fpwww.ph.vccs.edu/bbsupport/syllabusinfo/syllabusinfo.htm#Plagiarism |
| Student Services Available/Disability Statement | http://fpwww.ph.vccs.edu/bbsupport/syllabusinfo/syllabusinfo.htm#SupportServices |
