CED 320 Drugs and Behavior (3 Semester Hours) Department of Educational and Clinical Studies Spring 2016 Online Education

Transcription

1 College of Education Preparing Professionals for Changing Educational Contexts CED 320 Drugs and Behavior (3 Semester Hours) Department of Educational and Clinical Studies Spring 2016 Online Education Instructor Information: Odelia Duhel, M.Ed., NCC, CPC-I, CADC-I Office: (702) Through Course mail via Webcampus. Students s will be replied to within 48 hours. Office Hours: CED 318- by appointment only. COURSE DESCRIPTION To familiarize the student with various classes of substances, including physiological and behavioral effects.

2 REQUIRED TEXTBOOK Inaba, D. S. and Cohen, W. E. (2014).Uppers, Downers, All Arounders (8 th Ed.). CNS Productions, Inc. Ashland. GENERAL OBJECTIVES By the end of this course students will understand: The historical antecedents of the current American drug scene The effects of substances on behavior and various organ systems of the human body The classification and categories of drugs Treatment modalities for various drug addictions The relationship between mental/emotional health and drug use

3 Tentative Course Schedule CED320 Drugs and Behavior Spring 2016 WEEK DATE CHAPTER ASSIGNMENTS Week 1 Mod1 Jan Post introduction of self in discussion forum - Review syllabus - Review course expectations CAREFULLY! Week 2 Mod2 Week 3 Mod3 Week 4 Mod4 Week 5 Mod5 Jan Feb 1-7 Ch. 1: Psychoactive Drugs: History & Classification Ch. 2: Heredity, Environment, & Psychoactive Drugs - Read chapter 1 - Review chapter 1 Power Point (optional - Watch chapter 1 video (optional) - Quiz due by Sunday - Read chapter 2 - Review chapter 2 Power Point (optional - Watch chapter 2 video (optional) - Quiz due by Sunday Feb 8-14 Ch. 3: Uppers - Read chapter 3 - Review chapter 3 Power Point (optional - Watch chapter 3 video (optional) - Quiz due by Sunday - 1 st ARTICLE REVIEW DUE BY SUNDAY 11:59 P.M. Feb EXAM I DUE BY SUNDAY 11:59 P.M. Week 6 Mod6 Feb Video - Watch Intervention video - Instructions posted in Discussion Week 7 Mod7 Feb 29- Mar 6 Ch. 4: Downers Opiates/Opioids & Sedative Hypnotics - Read chapter 4 - Review chapter 4 Power Point (optional - Watch chapter 4 video (optional) - Quiz due by Sunday

4 Week 8 Mod8 Week 9 Mod9 Week 10 Mar Mar 7-13 Ch. 5: Downers Alcohol - Read chapter 5 - Review chapter 5 Power Point (optional - Watch chapter 5 video (optional) - Quiz due by Sunday - 2 nd ARTICLE REVIEW DUE BY SUNDAY 11:59 P.M. Mar Ch. 6: All Arounders - Read chapter 6 - Review chapter 6 Power Point (optional - Watch chapter 6 video (optional) - Quiz due by Sunday SPRING BREAK Week 11 Mod10 Week 12 Mod11 Mar 28- Apr 3 April 4-10 Ch. 7: Other Drugs, Other Addictions - Read chapter 7 - Review chapter 7 Power Point (optional - Watch chapter 7 video (optional) - Quiz due by Sunday EXAM II DUE BY SUNDAY 11:59 P.M. Week 13 Mod12 Week 14 Mod13 Apr Ch. 8: Drug Use & Prevention - Read chapter 8 - Review chapter 8 Power Point (optional - Watch chapter 8 video (optional) - Quiz due by Sunday - MOVIE OR BOOK REVIEW DUE BY SUNDAY 11:59 P.M. Apr Ch. 9: Treatment - Read chapter 9 - Review chapter 9 Power Point (optional - Watch chapter 9 video (optional) - Quiz due by Sunday - RECOVERY GROUP REVIEW DUE BY SUNDAY 11:59 P.M.

5 Week 15 April 25- May 1 Ch. 10: Mental Health & Drugs Week 16 May Read chapter 10 - Review chapter 10 Power Point (optional - Watch chapter 10 video (optional) - Quiz due by Sunday STUDY WEEK Week 17 May 9- May 14 FINAL EXAM DUE by the end of the scheduled exam time NATIONAL STANDARDS ADDRESSED Achievement of the general objectives cited above will also satisfy national standards set by the Council for Standards in Human Services Education (CSHSE). Those standards and specific learning outcomes are listed below. Standard 11: The curriculum shall include the historical development of human services. Standard 16: The curriculum shall provide knowledge and skills in direct service delivery and appropriate interventions. Demonstrate how the knowledge, theory, and skills for each of the following specifications are included, analyzed, and applied in the curriculum: 11-a The historical roots of human services 16-a Dealing effectively with conflict LEARNING ACTIVITIES AND EVIDENCE OF ACHIEVEMENT You will be able to apply your knowledge by taking a number of positions on various issues throughout the Discussions. The Discussions help to enhance your learning experience. As an online course, CED 320 will require your taking responsibility for

6 completing independent learning activities. These include the following: o Course and chapter readings o Online discussions o Video viewing o Article reviews o Movie or book review o Recovery meeting summary o Weekly quizzes o Online exams Your active participation can lead to an enriching college experience and an increase in knowledge in an important area of human services. Course and Chapter Readings The assigned text serves as a useful tool to help you in substantiating your responses and in helping you gain a clearer understanding of the course material. It is highly recommended to refer to your textbook regularly for essential information addressed throughout the semester. Online Discussions All students in this course are expected to participate regularly and consistently in class discussions described in the course modules. Your participation is essential, both for you and the learning community (this class). As for expectation, a minimum 300 word-count for your initial post and minimum five sentences for a response post. The Discussion Rubric, found below and in WebCampus, will provide guidance to you for the expected quality of your work. Discussion questions will require you to complete assigned activities and share your work in your Initial Post to the Discussion. Upon reviewing other members Posts, please submit a Response. See the Calendar in WebCampus for due dates and deadlines for both Posts and Responses. Requirements will be explained in detail in the modules. Remember, the Discussion Board will be viewed by the class, therefore, please only post personal experiences and information that you are comfortable sharing with others of the learning community. Consistent with the goals of UNLV and the College of Education, students are expected to develop values and ethics to guide personal and professional decisions and behavior. These dispositions are founded on the concepts of caring, fairness, honesty, responsibility, and social justice. Accordingly, students are expected to respect individual differences, work

7 cooperatively, explore alternative viewpoints, appreciate the unique abilities of self and others, respect various forms of self-expression, and accept responsibility for one s choices. Initial post (response to a discussion question) and a Response to at least one student s post are due by Sunday night, To receive full credit for weekly posts, the initial and response posts must both be posted on time. A score of -0- is assigned if either post is late. NO EXCEPTIONS. Written Reviews Four written reviews are assigned in this course: two reviews of articles from professional journals, one review of a book or movie, one review of a visit to a recovery meeting; all related to substance abuse and addictions. You will find detailed instructions in the Assignments link. Weekly Quizzes To reinforce the knowledge you have learned, there will be weekly, open book quizzes that will be submitted through the Assessments link. Three, Online Exams You will be assigned three, open-book exams in this course. The first two are non-cumulative and the Final Exam will cover the entire text. Please review the course Calendar for exam dates. There will be no make-up exams given without making prior arrangements. Each member of the community will receive a unique exam, as each exam is randomly generated by the exam creator. The make-up exam will be different from the first one. You may ONLY refer to your textbook and any notes you have taken while taking each exam. Working with others is an honor code violation. Be sure to begin quizzes and exams with plenty of time to complete them prior to the due date. Quizzes and exams close at If you are in the middle of a test during that time, your quiz will be submitted and only the questions answered before the time expired will be graded. You may take each exam twice, within the exam s due date, as the highest score will be recorded.

8 POINTS DISTRIBUTION AND GRADE BREAKS The total distribution of possible points awarded and the grade breaks for letter grades: Total Points Assignment Quantity Each Worth 440 Initial Posts points 110 Responses points 100 Article Reviews 2 50 points 50 Recovery Meeting Summary 1 50 points 50 Movie or Book Review 1 50 points 100 Quizzes points 75 Exam points 75 Exam points 100 Final Exam points 1050 Total Assignments Grade Breakdown: Percent and Points A (987 pts) A (945 pts) B (914 pts) B (882 pts) B (840 pts) C (809 pts) C (777 pts) C (735pts) D (704 pts) D (672 pts) D (630pts) F 59 & below (620 pts) Late Assignments (READ CAREFULLY) LATE ASSIGNMENTS WILL NOT BE ACCEPTED (See UNLV Policies found under the Let s Get Started link for required documentation for possible exceptions). Assignments can neither be resubmitted once submitted, nor redone for a higher grade. No extra credit assignments are available Students are expected to plan for unforeseen challenges, (i.e. technical issues with computer) and manage their time for assignment completion and submission accordingly.

9 A request for an Incomplete grade will only be approved by the college department under exceptional (typically, medical) circumstances. Communication In your written assignments, as well as posts and responses, please review your work for grammatical errors. The standard for writing quality is the latest edition of the Publication Manual of the American Psychological Association. You do not need to cite your textbook in your Assignments, but outside sources you refer to does require citation. Pay particular attention to APA Manual regarding writing style and grammar, as those are the standards used in the grading rubric. For comprehensive instructions, students may refer to the following printed references: APA Publication Manual: The Little, Brown Compact Handbook Grades for Weekly Written Assignments and Class Postings/Responses will be assigned based on performance on the following rubric: Provides guidelines for grading quality of written Assignments and Responses. Credit may range from 0 to 6 points. On rare occasions students receive an "Exceptional" to notify them that the instructor recognizes the superiority of their effort, but no additional points are usually awarded. INITIAL POSTS: Objective/Criteria Performance Indicators Grammar and Spelling Original Ideas Needs Improvement (0 Points) Late or spelling and/or grammar errors fail to meet standards of college writing. Grade range: F (0 Points) Late or product simply repeats source material with little or no original contribution from student. Grade range: F Marginal (12-15 Points) Barely acceptable errors in spelling and grammar. Grade range: C to D (12-15 Points) Product reflects little engagement with topic and unimaginative response. Grade range: C to D Meets Expectations (16-20 Points) Few spelling and/or grammar errors resulting in acceptable to very good writing product. Grade range: A to B- (16-20 Points) Product reflects positive student engagement with material and creation of an original reaction of opinion or insight; response logically agrees or disagrees with post. Exceptional No errors in spelling or grammar. Few people meet this standard Post reveals a clearly mature and deeply insightful response; Response reflects a unique perspective that contributes significantly deeper understanding of the issue. Few people meet this standard.

10 Objective/Criteria Performance Indicators Needs Improvement Marginal Meets Expectations Grade range: A to B- Exceptional Out of 40 RESPONSE POSTS: Objective/Criteria Performance Indicators Grammar and Spelling Needs Improvement (0 Points) Not Submitted, Late or Spelling and/or grammar errors fail to meet standards of college writing. Grade range: F Marginal (2-3 Points) Barely acceptable errors in spelling and grammar. Grade range: C to D Meets Expectations (4-5 Points) Few spelling and/or grammar errors resulting in acceptable to very good writing product. Grade range: A to B- Exceptional No errors in spelling or grammar. Few people meet this standard Original Ideas (0 Points) Not Submitted, Late or Product simply repeats source material with little or no original contribution from student. Grade range: F (2-3 Points) Product reflects little engagement with topic and unimaginative response. Grade range: C to D (4-5 Points) Product reflects positive student engagement with material and creation of an original reaction of opinion or insight; response logically agrees or disagrees with post. Grade range: A to B- Post reveals a clearly mature and deeply insightful response; Response reflects a unique perspective that contributes significantly deeper understanding of the issue. Few people meet this standard. Out of 10 The point values in the rubric are not absolute. For example, a student may receive 2 points instead of either 1 or 3. Such a score indicates that performance is slightly below expectations. Communication You are invited to virtually drop in to the Community Café, the blog for the community of learners. Here you will find messages from students who wish to post comments or questions to everyone. Please do not ask direct questions to the instructor through the Community Café; instead, please contact me directly with any questions to ensure a prompt

11 response. Please review Announcements and WebCampus Mail regularly in order for you to stay up to date with reminders, changes of schedule, assignments, or any other matter. The instructor reserves the right to amend this syllabus at any time; but in the vast majority of cases this means adding administrative information that may have initially been overlooked. OTHER IMPORTANT INFORMATION Refer to the links under the Let s Get Started tab for information regarding UNLV policies, student conduct expectations, and various student services. Students with Disabilities The Disability Resource Center for Students with Disabilities on the UNLV Campus coordinates support services and reasonable accommodations for students qualifying as disabled under the ADA guidelines. These services are free of charge. Any student who believes s/he may need an accommodation, based on the impact of a documented disability, should contact the DRC to speak privately with a representative about specific needs. To make an appointment, please contact the DRC office at voice, or by at Plagiarism and Cheating Plagiarism involves directly quoting, summarizing, or paraphrasing the work of others without specific indication of sources, or handing in work that is not the student's own. Cheating is the unauthorized giving or receiving of information in examinations or other exercises. All assignments, quizzes, and exams, for both in-person and online classes, are to be completed by each student individually, unless otherwise documented by the instructor. The use of books, notes, mobile devices, or other reference materials and/or collaboration with other students is strictly prohibited on all quizzes and exams unless specific permissions have been given by the professor. Deviation from this rule is considered cheating. The grade of "0" or "F" will be given for any assignment, quiz, or exam in which plagiarism or cheating is discovered. This grade will seriously affect the final grade in the course. Evidence of such dishonesty will be kept on file, and will not be returned to the student. Instructors have the responsibility to report such incidents to the Dean. Serious penalties may be imposed, depending on the nature of the incident. Misconduct-Policy.pdf

12 Tolerance and Civility Commitment Each member of the UNLV community is responsible for fostering an atmosphere imbued with dignity, respect, tolerance, appreciation of diversity and positive regard for all members of our collegiate community. A fundamental tenet of the college s mission is to nurture a community atmosphere free from racism, religious intolerance, sexism, ageism, homophobia, harassment, discrimination against those with disabling conditions, or discrimination based upon an individual s political views or beliefs. Within this context, all members of the college community are accountable for their own behavior and actions. The University will not tolerate behavior that violates or infringes upon the civil and statutory rights of any individual or group. As members of our UNLV community, each of us can feel free to express ourselves in ways that promote openness within a diverse society. Online etiquette Policy on Recording Lectures The use of covert video surveillance for anything other than a criminal investigation on the campuses of the Nevada System of Higher Education is prohibited. If, in a criminal investigation, such video surveillance is used, it must be approved by the President or the President's designee. This policy shall not interfere with the legitimate use of videotaping for academic purposes. Per state law, NRS , it is illegal to record a private conversation unless authorized by one of the parties to the conversation. If you would like to record a lecture in my (Oscar Flores Sida) class please ask for permission prior to recording to keep in accordance with state laws and general principles of civil and polite conduct. Withdrawal from Course UNLV does NOT assign an automatic "W" or "Withdrawal" grade if you stop coming to class or handing in assignments. You will receive an "F" to connote you failed the course. It is your responsibility to officially drop or withdraw from the course by the posted deadlines. For more information regarding drops and withdrawals, a copy of the campus academic calendar can be found at: In accordance with the Tolerance and Civility Commitment policy, all students should also follow proper etiquette when communicating in an online environment. Often referred to as netiquette, an outline of these universal practices can be found at: Spring2016.pdf