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School of Liberal Arts
PSYC 4600-01 History & Systems of Psychology,
Summer 2022
Instructor Information
Instructor: David Ludden
Office: H-1225
E-mail: dludden@ggc.edu
Teams softphone: 470-222-9128
Communication
The fastest way to connect with me is via GGC email. You can also email me to set up a telephone meeting.
At any time you can contact me by email, text message or voicemail on my GGC cell phone. Communications
received Monday through Thursday after 5pm EST will be returned by the next day. On the weekend or when I
am away from campus (i.e., at a conference), my response may be irregular.
When corresponding by email, I will communicate with you using only your GGC email. You should check your
GGC email every day. Emails from other domains (yahoo.com, gmail.com, hotmail.com, etc.) will not receive
replies due to the Family Educational Rights and Privacy Act (FERPA).
When you email me you should consider the email as official correspondence. As such, the email should not
appear as a text message but should have proper grammar and punctuation.
You should also check your Brightspace (Desire2Learn) course site every day.
Technology Covenant
Technology will be used to deliver content, provide resources, assess learning, and facilitate interaction, both
within the classroom and in the larger learning community. This covenant provides a general guideline for the
course. I reserve the right to make periodic and/or necessary changes to the covenant, including: technology use
and communication channels, in order to accommodate the needs of the class as a whole and fulfill the goals of
the course.
Expectations of Students
All students at GGC need to have access to a computer. If you do not have one, computer labs are available on
campus.
Updated 5/4/2022
Students can access the course materials and grades via Brightspace (Desire to Learn).
Students should check GGC email regularly (at least twice a day).
All completed assignments will be submitted through Brightspace (Desire2Learn).
Course Information
Class Details
PSYC 4600-01 (50178; 4 credit hours). Online asynchronous (May 23 – July 18, 2022)
Course Description
The purpose of this course is to explore the historical roots of the questions psychologists have chosen to
investigate the evolution of the methods of psychological research, the development of applied psychology and
provide you with a framework that explains the relationships between the various sub-disciplines of psychology.
By examining the history and basic concepts that have shaped psychology it will become possible to see the
relationships between seemingly disparate areas of psychology and gain an understanding of the philosophical
and scientific significance of many of the questions that psychologists have chosen to examine.
Course Prerequisites
PSYC 1102; PSYC 2000 or PSYC 2010; PSYC 3020; PSYC 3030.
Course Resources
Required Text
The following textbook is required for the course:
Ludden, D. (2020). A History of Modern Psychology: The Quest for a Science of the Mind. SAGE.
ISBN-13: 978-1544323619.
It is available in both print and electronic versions. Choice whichever version better suits your needs. However,
you will need to have access to this book in order to complete the assignments for this course.
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Course Outcomes
The Psychology Program has the following four Student Learning Outcomes (SLOs):
SLO 1. Knowledge. Develop basic and applied knowledge in psychology.
SLO 2. Skills. Assess psychological phenomena using scientific literacy, critical thinking, and quantitative skills.
SLO 3. Ethics. Explain and critique ethical and social responsibility in a diverse world.
SLO 4. Communication. Produce effective written and oral communication and develop effective,
collaborative interactions.
The following is the Course Objectives and Outcomes Matrix for this course:
Course Objectives
Understand the major
persons, theories, and
systems of thought in the
history of psychology.
Understand how research
in psychology is conducted
to evaluate hypotheses.
Understand how research
in psychology is applicable
to the real world and daily
life.
Communicate effectively
about the major issues in
the history of psychology.
Course Outcomes
Students should be able to articulate
the major contributions of the
important psychologists in history and
how these fit within the major systems
of psychology.
Students should be able to explain how
they would go about setting up a study
to test a hypothesis.
Students should be able to critically
evaluate the impact that historically
important research in psychology has
had on society.
Students should be able to present
coherent arguments following standard
practices in psychology.
Psychology
Program Student
Learning
Outcomes
SLO1
SLO2
SLO3
SLO4
Assessement
Tools
Reaction Papers;
Biographical
Essay
Reaction Papers;
Biographical
Essay
Reaction Papers;
Biographical
Essay
Reaction Papers;
Biographical
Essay
Course Requirements and Grading
You can expect to access the course materials and grades via our course in Brightspace (Desire to Learn).
Students should check this Brightspace regularly, as course changes will always be announced and recorded on
the course site.
Reaction Papers
Your performance in this class will be assessed in part by means of 16 Reaction Papers, one per chapter, in
which you demonstrate your critical thinking about the content of the chapter.
Each Reaction Paper assesses your ability to think critically about the issues in the reading. The reaction paper
should be in the 500-1000 word range and consist of five paragraphs in the following format:
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•
Introduction: Provide a brief summary of the chapter. Do not go into detail, but just provide enough
background for the reader to understand the discussion in the rest of the essay.
•
Content Paragraph 1: Write a paragraph that addresses the first learning objective you chose,
discussing it in a fashion that demonstrates you have thought critically about it.
•
Content Paragraph 2: Write a paragraph that addresses the second learning objective you chose,
discussing it in a fashion that demonstrates you have thought critically about it.
•
Content Paragraph 3: Write a paragraph that addresses the third learning objective you chose,
discussing it in a fashion that demonstrates you have thought critically about it.
•
Conclusion: Briefly summarize your comments and provide a “take-home” message.
The introduction and conclusion should be short, and the bulk of your writing should be in three content
paragraphs.
Note the three rules on reaction paper submissions discussed below under “Grading Criteria”:
•
500-Word Rule: No credit for any submission less than 500 words!
•
20% Rule: No credit for any submission with 20% or more Turnitin score!
•
Late-Submissions Rule: No late submissions will be accepted for any reason!
Biographical Essay
For your final project, you will write a Biographical Essay of an important psychologist of your choosing that did
not appear in the textbook. The biographical essay will outline the main events in the person’s life, the mentors
and ideas that shaped his or her ways of thinking, and his or her major contributions to psychology. Be sure to
evaluate these contributions critically, weighing the strengths and weaknesses of these ideas as well as the
ethical conduct of the psychologist.
Before you write this biographical essay, you will need to gather information on your psychologist of choice. You
will need at least six reliable sources for this paper, but more is better. You should give first preference to peerreviewed sources. However, as a historical researcher, you may also need to use other sources as well. In doing
so, critically evaluate the reliability of the source. For instance, anything published by the APA can be considered
reliable. In addition, consider the credentials of the author. Do not cite encyclopedias such as Wikipedia in your
paper; however, these resources may provide you with references that you can access and read on your own.
The biographical essay must be written in standard APA format. These means the paper must include a title
page, abstract, and list of references. Including these, your submission altogether must extend to at least 2,000
words. Furthermore, the 20% rule applies to this assignment as well. (See the section on “Originality” below.)
Specifically, your biographical essay must have a Turnitin similarity score of less than 20%, including references.
This means that your essay must be written in your own words, without reliance on paraphrasing or quoting
from your sources. A sample biographical essay on John Dewey is provided in D2L under the “Biographical
Essay” tab.
Before you begin your project, be sure to check the Person Glossary in the back of the textbook to make sure
the psychologist you are planning to write about was not mentioned in the textbook. A submission of a
biographical essay about a person listed in the Person Glossary will receive a score of zero points
for this assignment.
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In summary, the three rules that applied to the reaction papers apply (with some modification) to the
biographical essay as well. Namely, no submission will be accepted that:
•
Consists of less than 2000 words.
•
Contains 20% or more overlap with sources according to Turnitin, including title page, abstract, and
references.
•
Is submitted after the deadline.
Please note that this assignment will be graded according to the four Psychology Program Student Learning
Outcomes (SLOs) listed above under Course Outcomes. See the rubric for this assignment in D2L for more
details. Additional instructions regarding this assignment are given in the “Final Project: Biographical Essay”
module under the Content tab in the D2L course pages. This assignment is worth the equivalent of four reaction
papers; hence, this assignment is worth up to 16 points of all criteria are satisfied.
One final note on the biographical essay: This is not an assignment that can be finished quickly. You will need to
begin your research early and work on it throughout the semester. At the same time, I hope you will also
experience the thrill of doing historical research and completing an original project.
Grading Criteria: Reaction Papers
The reaction papers will be graded on the following four criteria:
•
Organization. The submission should be organized in proper essay format, and paragraphs should be
organized around a single topic.
•
Mechanics. The submission should be reasonably free from errors in spelling, grammar and
punctuation as well as free of awkward phrasing.
•
Content. The submission should discuss important topics from the reading.
•
Development. The submission should include a well developed discussion that demonstrates critical
thinking of each topic that is raised in the essay.
Please note that each reaction paper should be a minimum of 500 words in length to provide sufficient room for
the development of your ideas. Therefore, be sure to keep the following rule in mind:
500-Word Rule: No credit for any submission less than 500 words!
Most word processors will provide you with a word count. You can also check the word count via Turnitin after
you have submitted your reaction paper.
Grading Criteria: Biographical Essay
Because PSYC 4600 History & Systems of Psychology is the capstone course for the Psychology major, and the
Biographical Essay is the culminating project for this capstone course, the learning objectives for this assignment
are the same as the student learning outcomes for the major, namely:
•
SLO 1. Knowledge. Demonstrate basic and applied knowledge in psychology.
•
SLO 2. Skills. Assess psychological phenomena using scientific literacy, critical thinking, and quantitative
skills.
•
SLO 3. Ethics. Explain and critique ethical and social responsibility in a diverse world.
5
•
SLO 4. Communication. Produce effective written and oral communication and develop effective,
collaborative interactions.
Be sure to demonstrate proficiency in all for SLOs in your final paper.
Note that the biographical essay has the weight of four reaction papers. Thus, it is worth up to 16 points of your
final grade.
Originality
Each essay should be an original piece of writing. Do not copy directly from the textbook or other sources.
Instead, your assignment is to discuss the topic in your own words. For the reaction papers, you are not
expected to gather information from sources other than the textbook or PowerPoint slides. However, if you do
use outside sources, be sure to give a proper citation. For the bibliographical essay, you are expected to gather
information from at least half a dozen reliable sources, synthesizing this material into your essay.
Be careful to avoid plagiarism in all of your writing. Plagiarism is using another person’s words as if they were
your own. Copying word for word, even if you provide the source, is still considered plagiarism. Any instance of
plagiarism will result in an F for that assignment and a warning to the student. A second instance of plagiarism
will result in an F for the course and a report to the Office of Student Integrity.
Therefore, keep in mind the following rule when writing and submitting your reaction papers:
20% Rule: No credit for any submission with 20% or more Turnitin score!
After you have submitted an assignment, always be sure to check the Turnitin score. If it includes 20% or more
similarity, revise accordingly and resubmit. You can resubmit an assignment as many times as you need to
before the deadline to ensure that your reaction paper is greater than 500 words and has less than 20% overlap
with your sources.
Grading Scale
The reaction papers and biographical essays will be graded on both form and content using a scale from 0 to 4 as
follows:
•
4: Excellent (A)
•
3: Good (B)
•
2: Fair (C)
•
1: Poor (D)
•
0: Failure (F)
Note that the biographical essays have the weight of 4 reaction papers; therefore, this scale will be multiplied by
4, resulting in a total of 16 possible points.
Midterm Grade
Your Midterm Grade will be determined by the sum of the scores on the first 6 reaction papers (worth 4 points
each). No scores will be dropped at midterm. Out of the 24 points available, midterm grades will be determined
according to the following point ranges:
•
A: 21-24
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•
B: 15-20
•
C: 9-14
•
D: 3-8
•
F: 0-2
Final Grade
Your Final Grade will be determined by the sum of the 12 highest essay scores plus the score on your
biographical essay. Out of the 64 points available, your final grade will be determined according to the following
point ranges:
•
A: 57-64
•
B: 41-56
•
C: 25-40
•
D: 9-24
•
F: 0-8
Please note that the Final Grade reported in D2L reflects the total number of points you have accumulated so
far, not your average grade. This means that the Final Grade can remain the same or go up as you complete
additional assignments, but it cannot go down. Furthermore, the Final Grade indicates what your official final
grade will be if you submit no more work in the course. This is useful to know, because as the end of the
semester approaches, you can judge whether it is worthwhile submitting additional assignments or not. That is
to say, if you can see that there is no way of attaining the next higher grade level, then you should consider
yourself finished with the course, and the Final Grade in D2L will be the final grade reported in Banner. Contact
your instructor if you have questions about this.
Late Work Policy
Your final grade will be based in part on the top 12 out of 16 Reaction Paper scores. In other words, at the end of
the semester your 3 lowest quiz scores will be dropped. Because you have three “freebies,” keep in mind the
following rule:
Late-Submissions Rule: No late submissions will be accepted for any reason!
Make sure you use your “freebies” wisely, especially if you have extenuating circumstances that may require you
to miss some essays, such as being an athlete or parent, or having a job or other obligations outside of class.
You will be provided with feedback on each essay in D2L, and you are also encouraged to ask the instructor for
more specific comments. If you find yourself struggling to perform according to expectations on the
assignments, you are encouraged to seek help from the instructor or from the Academic Enhancement Center.
The “freebies” give you the opportunity to recover from a poor start, but only if you seek help early in the
semester.
The late-submission rule applies as well to the biographical essay, so be sure to have your final draft submitted
by the deadline posted in D2L.
But what if D2L is down?
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If you are unable to submit an assignment on time due to technical difficulties, send it to your instructor by
email before the deadline. This proves that completed the assignment on time. You will still need to submit it in
the appropriate assignment folder when D2L is working again so that it can be graded.
Posting of Grades
I will generally have assignments graded within 48 hours after the submission deadline. All grades will be posted
on D2L.
Please note that D2L counts unsubmitted assignments as 0 points. If you see a grade of 0 on an assignment with
no explanation as to why your received a failing grade, that means I haven’t graded it yet. If it is past 48 hours
after the deadline, you should email to let me know that I missed your submission.
Grading Percentages
Grading Category
Reaction Papers (12 highest scores out of 16 assignments)
Biographical Essay
Percent Weight
75%
25%
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Course Outline/Assessments
Unit Reading Assignments
Writing Assignments Due at 8:00 AM Pts
0
Introduction to the course
Syllabus Quiz
W 5/25
0
1
Chapter 1: Philosophical Roots
Reaction Paper 1
W 5/25
4
2
Chapter 2: Nineteenth-Century Foundations Reaction Paper 2
W 6/1
4
3
Chapter 3: Structuralism
Reaction Paper 3
M 6/6
4
4
Chapter 4: Functionalism
Reaction Paper 4
W 6/8
4
5
Chapter 5: Behaviorism
Reaction Paper 5
M 6/13
4
6
Chapter 6: Gestalt Psychology
Reaction Paper 6
W 6/15
4
7
Chapter 7: Psychoanalysis
Reaction Paper 7
M 6/20
4
8
Chapter 8: French Psychology
Reaction Paper 8
W 6/22
4
9
Chapter 9: Soviet Psychology
Reaction Paper 9
M 6/27
4
10
Chapter 10: Physiological Psychology
Reaction Paper 10
W 6/29
4
11
Chapter 11: Cognitive Psychology
Reaction Paper 11
W 7/6
4
12
Chapter 12: Social Psychology
Reaction Paper 12
M 7/11
4
13
Chapter 13: Developmental Psychology
Reaction Paper 13
W 7/13
4
14
Chapter 14: Personality Psychology
Reaction Paper 14
M 7/18
4
15
Chapter 15: Humanistic Psychology
Reaction Paper 15
R 7/21
4
16
Chapter 16: Neuroscience
Reaction Paper 16
R 7/21
4
17
Final Project: Biographical Essay
Biographical Essay
R 7/21
16
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Final Exam Details
There is no final exam in this class.
Important Dates
Activity
Date
Tuition Due (Full Session and Session A) Tuition
and Fees Deadlines
May 19
Classes begin (Full Session and Session A)
May 23
Drop/add ends (Session A)
May 24
Drop/add ends (Full Session)
May 27
Memorial Day
May 30
Mid-term grades due (Session A)
June 3
Last day to withdraw with “W” (Session A)
June 6
Classes end (Session A)
June 16
Mid-term grades due (Full Session)
June 17
Last day to withdraw with “W” (Full Session)
June 20
Final exams (Session A)
June 20-21
Classes begin (Session B)
June 22
Tuition Due (Session B) Tuition and Fees
Deadlines
June 23
Drop/add ends (Session B)
June 23
Independence Day
July 4
Mid-term grades due (Session B)
July 5
Last day to withdraw with “W” (Session B)
July 7
Classes end (Full Session)
July 18
Classes end (Session B)
July 19
Final exams (Full Session)
July 19-21
Final exams (Session B)
July 20-21
Grades due (Full Session and Session B)
July 25, by 9 a.m.
Grades available in Grizzly Den within Banner
July 29
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Course Changes
This course syllabus provides a general plan for this course. The instructor reserves the right to make changes to
the syllabus, including changes to assignments, projects, examinations, etc., in order to accommodate the needs
of the class as a whole and fulfill the goals of the course.
School of Liberal Arts
Vision/Mission Statement
The School of Liberal Arts (SLA) serves students, the College, and communities throughout the metro Atlanta
area through instruction, research, service, and performance in the Arts, Humanities, and Social Sciences.
School/Program Outcomes
Integrated Educational Experience Goals:
The IEE Goals met by the objectives of this course are in bold/strong format:
•
IEE-1: Clearly communicate ideas in written and oral form.
•
IEE-2: Demonstrate creativity and critical thinking in inter- and multi-disciplinary contexts.
•
IEE-3: Demonstrate effective use of information technology.
•
IEE-4: Develop intercultural awareness of diverse viewpoints and of local and global perspectives.
•
IEE-5: Produce scholarly or creative works that reflect information literacy knowledge, skills, and
dispositions.
•
IEE-6: Demonstrate ethical and moral principles.
•
IEE-7: Demonstrate and apply leadership principles.
•
IEE-8: Demonstrate competence in quantitative reasoning.
Academic Integrity and Use of Turnitin
Students in all courses taught in the Teacher Education programs are reminded that they are responsible for
avoiding every aspect or appearance of plagiarism by appropriately citing the sources of ideas, thoughts, or
words of others that appear in their academic work. Education students should be aware that faculty may use
the originality check feature of Turnitin to assist students in learning how to cite work appropriately in order to
avoid potential plagiarism.
Please note: This policy mandates that students include complete citations for any and all work which is not
totally original in Unit and Lesson Plans developed as part of the course.
Examples of plagiarism include:
•
Directly quoting another’s words without appropriate citation and punctuation
•
Overusing quotations in a written work
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•
Paraphrasing another’s words without appropriate citation
•
Submitting assignments and other work that are not your own
•
Citing primary and secondary sources incorrectly
Examples of academic dishonesty include:
•
Submitting a single assignment for multiple courses without the instructors’ knowledge or permission;
•
Using assignments submitted by other students;
•
Using unauthorized materials during an exam.
Student Resources
Academic Enhancement Center (AEC)
The Academic Enhancement Center offers tutorial services on campus and online.
Tutors are available on campus 9 AM-7 PM Monday-Thursday, 9 AM-5 PM Friday, and 1-5 PM Saturday and
Sunday. All sessions are 45 minutes long. Students also have the option to upload their papers online to have
tutors look at them and return them with comments, usually within 24 hours.
To make an appointment for an on-campus session, please call the AEC at 678-407-5191 . To schedule an
online session, log in to MyCourses and click the Free Online Tutoring button at the top of the homepage.
The AEC looks forward to helping you achieve your academic goals!
Online Study Group Resource: CircleIn
CircleIn , a virtual study support app, is available to all GGC students. Hop on a video call, text with classmates,
create study groups, and share notes and flashcards to prepare for success in your courses. By engaging with
your peers in these activities, you also can earn points towards scholarships and other rewards.
To get started , download the app or use a browser to visit the CircleIn website. Search Georgia Gwinnett
College, enter your school login credentials, and select “Authorize” to get started.
Counseling and Psychological Services (CAPS)
CAPS is a safe, secure, and confidential space designed to support GGC students. Meeting with a CAPS clinician
is a chance to explore issues and determine possible courses of action or resolution in a respectful and
confidential setting. Your mental health and wellness are our priority and we hope to help you succeed.
Your first step to starting your relationship with CAPS is to schedule an initial information-gathering
appointment (Intake), where you meet with a clinician to discuss your needs. From here, a clinician will work
with you to decide your next steps. Counseling is a collaborative effort that necessitates your willingness and
commitment.
Counseling services are available for all currently-enrolled GGC students. Services are free to students and are
offered year-round.
For more information, please visit the CAPS website, or contact us at678-407-5592.
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Also, for students who may need immediate support that cannot wait for a scheduled appointment, students
have access to our24/7 Support Line: 833-910-3366.
Dean of Students
GGC’s Dean of Students is an advocate and resource to support student success at GGC. The Dean has oversight
for all student affairs areas. The Dean of Students can assist students in crisis situationsincluding food/home
insecurities, hospitalizations, medical issues and other issues related to health and safety. Your wellness
matters! You can contact the Dean of Students at studentaffairs@ggc.edu or 678-407-5882 .
Disability Services
Access and Accommodations: It is important to GGC that all students have equal access to the classroom and
their educations. If you have already established accommodations with Disability Services, please provide me
with your Faculty Accommodation Notification, with your approved accommodations listed. Please do so at
your earliest convenience, so we can discuss your needs in this course.
If you have not yet established services through Disability Services (located in D-1404), but have a permanent
disability (such as but not limited to: mental health, attention-related, learning, vision, hearing, physical or
health impacts), or temporary condition that requires accommodations, you are encouraged to meet with
Disability Services. To contact disability services please call 678-407-5195 or send an email to
disabilityservices@ggc.edu.
Disability Services offers resources and coordinates reasonable accommodations for students with disabilities
and/or temporary health conditions. Reasonable accommodations are established through an interactive
process requiring the student and disability services staff to meet. Disability services will review the
documentation provided, discuss functional limitations with the student, along with the classroom environment
and potential barriers or access issues. Georgia Gwinnett College is committed to creating an inclusive and
accessible learning environment consistent with federal and state law.
Kaufman Library
The Daniel J. Kaufman Library and Learning Center provides a wealth of resources, services, and space, in
support of your academic success. Tens of thousands of full text articles as well as e-books, e-book chapters,
reports, statistics, streaming media, virtual anatomy and chemistry models, etc., are available from library
databases, e-books, e-journals, and media collections covering a wide variety of subject areas. Books available at
GGC and other USG institutions can be located in GIL-Find, the library catalog, and print books can be borrowed
from other USG institutions. Research and course guides provide access to discipline specific databases, books,
websites, etc. Ask a Librarian offers research assistance via chat, e-mail, phone, and walk-in. In-depth research
assistance is available by scheduling a research consultation. Kaufman Library has individual and group study
space throughout the building as well as 37 individual and group study rooms that can be booked via the online
reservation system. There is a Quiet Reading Room located on the third floor. Computers, fully loaded with
campus software, and printing are also available in Kaufman Library.
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Georgia Gwinnett College Policies
Academic Integrity
Student Honor Statement: We will not lie, steal, or cheat, nor tolerate the actions of those who do.
Georgia Gwinnett College students are expected to adhere to the highest standards of academic integrity and
are expected to encourage others to do the same. Further, students are expected to take responsible action
when there is reason to suspect dishonesty on the part of others.
Academic dishonesty carries severe penalties ranging from a grade of “0” on the affected assignment to
dismissal from Georgia Gwinnett College. Each faculty member at Georgia Gwinnett College bears the
responsibility for assigning penalties for cases of academic dishonesty utilizing the faculty adjudication process.
Please contact the Office of Student Integrity to report alleged violations of academic dishonesty. Students may
appeal a penalty as outlined in the Student Handbook, Section 4.6.5, Student Code of Conduct.
Academic Respect
The college exists to foster educational excellence. To this end, a classroom atmosphere that supports learning
must be maintained. Students are expected to be active, attentive participants in the class. Students are also
expected to abide by class policies and procedures and to treat faculty and other students in a professional,
respectful manner. Students are expected to be familiar with the Student Handbook, Section 4.6.5, Student
Code of Conduct.
Americans with Disabilities Act Statement
Georgia Gwinnett College provides reasonable accommodation to employees, applicants for employment,
students, and patrons who have physical and/or mental disabilities, in accordance with applicable statutes.
Georgia Gwinnett College takes affirmative action to employ and advance in employment persons who are
qualified disabled veterans, veterans of the Vietnam Era, or other covered veterans. If you are a student who is
disabled as defined under the Americans with Disabilities Act and require assistance or support services, please
seek assistance through the Office of Disability Services. A CDS Counselor will coordinate those services.
For more information, refer to GGC’s web page on the ADA and Reasonable Accommodations.
Attendance Policy
The classroom experience is a vital component of the college learning experience. Interaction with instructors
and with other students is a necessary component of the learning process. Students are expected to attend
regularly and promptly all class meetings and academic appointments. Students who are absent from classes
bear the responsibility of notifying their instructors and keeping up with class assignments in conjunction with
instructor provisions in the course syllabus. An individual instructor bears the decision as to whether a student’s
absence is excused or unexcused, and whether work will be permitted to be made up. The decision of the
instructor in this case is final. Students who are absent because of participation in college-approved activities
(such as field trips and extracurricular events) will be permitted to make up the work missed during their
college-approved absences, provided that the student discussed with and obtained approval from the instructor
to make up the work missed prior to the student’s going on the field trip.
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Individual instructors may establish additional attendance requirements appropriate to their course’s context,
e.g. lab attendance. A student whose class schedule would otherwise prevent him or her from voting will be
permitted an excused absence for the interval reasonably required for voting.
For more information, please refer to the Student Attendance Policy in the GGC online catalog, Academic
Policies and Procedures.
COVID-19 Statement
For on-campus classes and activities, proof of vaccination is not required, but please help to keep your fellow
Grizzlies healthy and get fully vaccinated and boosted as soon as possible. Vaccination locations can be found at
https://www.vaccines.gov/
Face masks are strongly encouraged on campus for those who are not fully vaccinated and boosted.
Kindly do not enter GGC facilities if:
•
You have signs or symptoms of the cold, flu, or COVID-19
•
You have been diagnosed with a contagious illness and are still contagious
•
You have had contact with a person that has or is suspected to have COVID-19 within the past 5 days
and have not been fully vaccinated and boosted, are immunocompromised, and have not completed the
recommended post-exposure quarantine protocol.
For more information, please visit GGC’s COVID-19 Health and Exposure Updates site.
Respect for Diversity Statement
It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that
students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this
class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are
respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your
suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the
course for you personally or for other students or student groups.
Equal Opportunity and Affirmative Action Statement
Georgia Gwinnett College is an equal employment, equal access, equal educational opportunity, and affirmative
action institution. It is the policy and practice of our institution to recruit, hire, train, promote, retain, and
educate persons without regard to race, color, national or ethnical origin, age, disability, sex/gender, religion,
sexual orientation, gender identity, genetic information, or veteran status as required by applicable state and
federal laws (including Title VI, Title VII, Title IX, ADA, Sections 503 and 504 of the Rehabilitation Act, and
Executive Order 11246).
Additionally, Georgia Gwinnett College affirms its commitment to keeping its workplace and academic programs
free of discrimination and harassment, and maintaining an environment that recognizes the inherent worth and
dignity of every person. Any individual who feels that they may have been discriminated against, should contact
the Office of Diversity & Equity Compliance at odec@ggc.edu.
Students requiring disability related accommodations, please contact the Office of Disability Services at
disabilityservices@ggc.edu.
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For more general information, please visit the Office of Diversity and Equity Compliance’s website.
Safety and Security
View the GGC Safety and Emergency Communications web page for information important to you. To avoid
confusion and rumor, ensure you:
1) Sign up for RAVE alert text notification.
2) Download the LiveSafe app for iPhone or Android.
3) View the 15-minute Active Shooter Video. You are the additional eyes and ears for first responders.
Follow the adage, “If you see something, say something” to a GGC employee. Your community needs
your increased vigilance and awareness.
4) For updates on COVID-19 please visit our COVID-19 Public Health page. It includes links to the latest
information from the Centers for Disease Control and Prevention (CDC), the World Health Organization
(WHO), and the University System of Georgia (USG), among others.
Sexual Misconduct Statement
Georgia Gwinnett College is committed to providing a learning, working and living environment that promotes
personal integrity, civility, and mutual respect, and is free of all forms of sex discrimination, including sexual
harassment, nonconsensual sexual contact, nonconsensual sexual penetration, sexual exploitation, domestic
violence, dating violence, and stalking. If you or someone you know is experiencing any of these behaviors, the
College has staff and resources on campus to support and assist you. For a list of resources, please visit Sexual
Misconduct Resources.
There are both confidential and non-confidential resources and reporting options available to you. GGC is legally
obligated to respond to reports of sexual misconduct, and therefore we cannot guarantee the confidentiality of
a report, unless made to a confidential resource. Responses may vary from support services to formal
investigations. As a faculty member, I am required to report incidents of sexual misconduct and thus cannot
guarantee confidentiality. I must provide our Title IX Coordinator with relevant details such as the names of
those involved in the incident. For more information about policies and resources or reporting options, please
visit the website of the Office of Diversity and Equity Compliance.
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