John F. Kennedy University College of Psychology Sport Psychology Performance Enhancement B, PSP5816, Section 1, Online Summer, 2017

John F. Kennedy University College of Psychology Sport Psychology Performance Enhancement B, PSP5816, Section 1, Online Summer, 2017 Instructor: Telephone: Email: Office Hours: Dates/Times: Units Course Description Institutional Learning Outcomes Vicki Tomlinson, PhD, CC-AASP Fernando Lopez, M.A. (925) 969-3514 (925) 969-3553 vtomlinson@jfku.edu flopez1@jfku.edu Hours will be set based on student/instructor availability. Please email for appointment; emails will be returned in 24-48 hours. Live Class 1: Thursday, July 20th, 4:30pm-6:00pm (PST) Live Class 2: Thursday, August 10th, 4:30pm-6:00pm (PST) 3 Minimum hours per unit: 1. For each week for approximately 15 weeks for one semester unit, or for approximately 10-12 weeks for one quarter unit: a. One hour of instructional activity, either in the classroom, or online, or a combination of classroom and online, and b. At least two hours of out-of-class student work, OR 2. The equivalent amount of work over a different amount of time. For purposes of class meeting time, 1 hour is defined as 50 minutes. Please note that the time spent on out-of-class student work (preparation activities and assignments) may exceed 2 hours per course unit hour each week. This course will build on the foundation of knowledge from Performance Enhancement A, through experiential assignments of teaching and implementing sport psychology techniques. Students will examine ethical issues, explore being professional in the field, and enhance competence in performance enhancement skills and techniques for use in sport psychology consulting with athletes in a variety of diverse settings. Through theoretical research of the techniques, students will create a binder of sport psychologybased handouts to prepare for their work with a diverse population of clients. This course will serve as preparation for external fieldwork placement. Prereq: PSP5815. At John F. Kennedy University (JFKU), our Institutional Learning Outcomes (ILOs) reflect the broader mission and purpose of the institution. As the overarching set of learning outcomes that all students, regardless of discipline, achieve by graduation, the ILOs represent a profile of our graduates at completion of their degrees and as such, also represent a promise to our students, their families, and communities. 1

Graduates, at a level appropriate to their degree, will be able to: Intellectual Skills Demonstrate intellectual skills and abilities appropriate to a particular field of study. Specialized Knowledge Apply specialized knowledge in a particular field of study. Ethical Practice Apply relevant ethical principles or frameworks to help inform decision making. Multicultural Professionalism Effectively practice with an awareness of a multicultural and diverse community. Community Service Demonstrate commitment to service to the community. PLOs are what are expected of students by the end of the MA degree, they are assessed at different levels at various points during the students time in the program. Students will be assessed on the applicable PLOs at the appropriate level for the particular class they are taking (please see the curriculum matrix in the STAR portal for more details). PLOs are listed in the Student Handbook, online in the STAR portal and in every course. There are seven in total for the MA Sport Psychology degree, and they are: Program Learning Outcomes (PLOs) Performance Enhancement Skills The students will be able to describe, explain, synthesize and apply performance enhancement techniques with individual performers and teams. Theory The students will be able to describe, explain, synthesize and apply theoretical perspectives from Sport Psychology and related fields. Assessment Students will be able to describe, explain, synthesize and apply various assessment tools in a continuous and evolving process to create effective action plans. Students will be able to screen clinical issues. Counseling Psychology Skills The students will be able to identify, describe and explain how to use counseling psychology skills to develop a working relationship with the client. Students will be able to identify, describe, explain and apply how the self impacts the clientconsultant relationship. Multicultural Competence The students will be able to identify sources of bias within themselves, integrate concepts and adapt their skills to work with a diverse range of populations. Ethics and Professionalism The students will be able to identify, explain, synthesize and critically analyze ethical principles in a professional and culturally appropriate manner. Students will be able to utilize decision making principles and explain choices made relating to ethical situations. Evidence-Based Practice The students will be able summarize and critique research in the field of Sport Psychology. Students will assess and apply both established and current research 2

findings to their applied work. Program Learning Outcomes (PLOs) applicable to this course Performance enhancement skills Intermediate Level The students will be able to describe, explain, synthesize and apply performance enhancement techniques with individual performers and teams. Theory Intermediate Level The students will be able to describe, explain, synthesize and apply theoretical perspectives from Sport Psychology and related fields. Assessment Intermediate Level Students will be able to describe, explain, synthesize and apply various assessment tools in a continuous and evolving process to create effective action plans. Students will be able to screen clinical issues. Counseling Psychology Skills Beginning Level The students will be able to identify, describe, and explain how to use counseling skills to develop a working relationship with the client. Students will be able to identify, describe, explain, and apply how the self impacts the client-consultant relationship. Multicultural Competence Intermediate Level The students will be able to identify sources of bias within themselves, integrate concepts and adapt their skills to work with a diverse range of populations. Ethics and Professionalism Intermediate Level The students will be able to identify, explain, synthesize and critically analyze ethical principles in a professional and culturally appropriate manner. Students will be able to utilize decision making principles and explain choices made relating to ethical situations. Evidence-Based Practice Beginning/Intermediate Level The students will be able to summarize critique and conduct research in the field of Sport Psychology. Students will assess and apply both established and current research findings to their scope of practice. Course Learning Outcomes At the end of this course, students should be able to: Demonstrate the ability to teach and implement performance enhancement skills and sport psychology techniques in preparation for fieldwork. Describe the professionalism and ethics involved in doing applied work in the field of sport psychology. Apply their personalized Sport psychology binder to working with clients in a variety or populations. Required Texts Williams, J.M. & Krane, V. (2015). Applied sport psychology: Personal growth to peak performance. (7 th Ed.), Boston, MA: McGraw-Hill Publisher. 3

Hemmings, B., & Holder, T. (2009). Applied Sport Psychology: A Case-Based Approach. John Wiley & Sons Ltd. Additional Required Readings, Videos, Etc. Other Equipment & Materials Requirements Teaching Methodology Assignments Recommended reading but not required: Karageorghis, C.I. & Terry, P.C. (2011). Inside Sport Psychology. Champaign, IL: Human Kinetics. Additional readings will be noted in the course calendar and housed within the online course. Access to high-speed internet Webcam for live classes Access to a digital video camera for the presentation; ability to upload to YouTube. You must be able to video record your 20 minute presentation in a professional manner that allows the instructor to hear you and see your entire body. Be sure that whatever device you use provides a high quality video where you can be seen and heard. Digital recording device for your audio session assignment. This course is a combination of didactic instruction and discussion-based work. Discussions will take place in written format online. This class is taught in an interactive way; students are expected to read materials for the class at the start of the week so that they are prepared to discuss material within the online discussions. Students are encouraged to voice their own perspectives, and to be respectful, reflective, engaged, discerning, professional, and contemplative. This educational forum combines students own lived experiences within the framework of the theory and research related the material of the course work. 1. Participation in discussions 20 points each o Students will be required to respond to weekly threaded discussion questions. During certain threaded discussions you will need to read the corresponding vignette. o You are expected to respond to the threaded discussions during the week of instruction (ex: Post and respond to week 1 during week 1; Post and respond to week 2 during week 2, etc.). No credit for posts after the week they are due. o Discussion participation requires an original post due Wednesday, by midnight (pacific), and follow up responses to at least 2 classmates in your group due Friday, by midnight (pacific). You are also expected to respond to any questions that are asked by your classmates, your instructor, or your TA. o Each week's threaded discussion is worth 20 points total. You should demonstrate the ability to appreciate the views of others. It is okay to disagree, but you should remain professional, respectful, and courteous to fellow students and the professor in the discussions. Include academic citations where appropriate; do not simply rely on your own experiences as a coach or athlete; you must show evidence of having read the literature. You are expected to answer all of the questions in the prompt. More information on the threaded discussions will be covered in the course shell. 4

You are responsible for reading all postings in your group. You can also read posts and instructor responses in the other group discussions as well. o You should post your original post by Wednesday at midnight and provide your follow up posts by Friday at midnight. All questions should be addressed by Sunday at midnight. Late original posts and/or responses will have points deducted from participation for the week, with no credit for posts after the week of instruction has ended. Live Class attendance In addition, you must attend the following live class dates: Live Class 1: Thursday, July 20th, 4:30pm-6:00pm (PST) Live Class 2: Thursday, August 10th, 4:30pm-6:00pm (PST) An unexcused absence will result in a 5% drop in your final grade. 2. Weekly Quizzes 10 points each o Students will complete 8 post-assessment quiz based on the material covered during that section s reading and content starting in Week 1. Quiz questions may be multiple choice, true/false, or fill-in the blank. o Quizzes must be completed by Sunday, midnight PST in the week that they are due. Please note there may be more than one quiz due per week. Grading: Each quiz is 10 multiple-choice questions with no partial credit for any questions. 3. Sport Psychology Binder 20 points each chapter/160 points total o Over the length of the course, students will create and submit 8 binder chapters on Sport Psychology Techniques. See course calendar for specific chapter due dates. o o See detailed instructions Assignments Tab, and sample in Course Resources Each chapter must be submitted by Sunday, Midnight PST the week it is due. Titles of all assignments should include the name of the assignment, the week it is due, and the last name of the student. Final binder will contain 7 Chapters: o Goal Setting o Positive Self Talk and Confidence o Motivation and Activation o Imagery o Focus and Concentration o Team Cohesion and Communication o Breathing and Relaxation Each Chapter Will Include 4 Pages and Must Contain: - Key Points: 1 page only. This is a bulleted list of the main points you would want to cover when presenting on this particular topic. These can include points that you want to remember when teaching the techniques, any quotes you might 5

want to use, activities/interventions you would want to cover, main points to highlight, things you ve learned from Performance Enhancement A, etc. These are your notes to self. - Activity: 1 page only. This page includes one game or activity you would use to demonstrate a concept in the topic. The page should include the activity title, the objective of the activity, a list of any equipment or supplies you need, an introduction of the rules for the activity, and a list of 5 7 debrief questions, and the main take-away. - Handouts: 2 pages only. The handouts that are turned in should be professional, with contact information, and something that could be copied and handed out to clients in consulting setting. Handouts will be based on performance enhancement techniques and might include: building athlete s awareness, elements of teaching, having the athlete engage with the handout (filling in, brainstorming, etc.) in a creative way. You are to create these yourself, not copy from texts or classmate s work. Grading: A-Level Work: Creative, artistic, engaging understandable, well-integrated handouts; inclusion of general overview of techniques; handouts that allow the client to engage/interact with the material (e.g. questions with space to write, places for the client to brainstorm their own issues/needs, etc.); Key Points that are written in the students own language and style (NOT just repeated from the texts). B-Level Work: Covering the main points of the techniques; bland and overly simple handouts; Key Points that only cover text information, lack Performance Enhancement A lecture materials, and use overly technical language. C-Level Work: Handouts that appear to be taken from texts; handouts that lecture at the reader with no personal, sport-specific, or interactive pieces; Key Points that are taken verbatim from texts; photo-copied materials; handouts that lack contact information. 4. Presentation 100 points o Presentations will be 20 minutes. This video-taped presentation will be instruction on a particular technique. o The idea is not to do many takes and edit into a perfect presentation, but rather, plan, prepare, and record, as if you were doing this live, in front of a group. In other words- if you mess up, stumble, or forget something keep going- this is part of the learning experience. o When complete, you are to upload your video to You Tube and inform us of the link via by creating a new thread in the Video Discussion tab, by your due date. o Remember that your video needs to be of your whole body and that you can be seen and heard. The quality needs to be good enough that the instructors can provide feedback. o You will receive feedback the following week via the Video Discussion and following the outline provided. o Assignment must be submitted by Sunday, Midnight PST of the week it is due. o See Announcements for information on your group, your topic, and when your video is due. 6

Grading: A-Level Work: High level of comfort with the material prefer no use of cards or outlines; take-home material; uses time well (and within one minute of the requested length) professional dress (no denim, etc.); confident non-verbal communication; basic overview of the technique provided in everyday language; sport-specific and immediate transference for audience to their practices and competitions; creative interactive portions (ex. Leading of activities); within 1 minute of the requested time. B-Level Work: Reliance on notes; choppy, ineffective flow with regard to material and delivery; covers basics of the material (without ingenuity or creativity); needs improvements on how time is utilized (and/or goes over or under more than 2-3 minutes lacking in confidence that is non-verbally displayed; very little interactive portion; inadequate carry-over to sport-specific when, where, how. C-Level Work and below: Reliance on notes that are taken from a text and use highly technical language; less than 15 minutes or more than 25 minutes; no sport specific examples or ideas regarding practice/competition take-away knowledge; breaking out of the presentation for any reason. If it appears you have edited your tape (ie, put clips together, fade in and out, etc.), you will lose 10 points on your final grade. 5. Taped Consulting Assignment 100 points A series of two sessions, audio-taped, where you are in the consultant role. You are to find an adult athlete (18 or over) to do these sessions with, or a person who is open to talking about sport psychology techniques as they relate to life. Each session will be approximately 30 minutes in length. Your client should be an acquaintance - someone you are not overly familiar with - and do not have another relationship with (i.e.: you are there coach, you used to play together, etc.). In your first session, you will assess your client: You will learn about their sport background, goals, strengths, etc. and conclude the session with an area you would like to work on in the second session. In the second session, you will educate them on a performance enhancement technique, or two. Think about having a strong take-away for your client so that they can work on the idea after the conclusion of your sessions. Remember, this is only two sessions- focus on quality of topics covered over quantity of topics covered. These sessions must be face-to-face; no Skype, FaceTime, phone, etc. After your sessions are complete you will exchange audiotapes with another student in the class. You will each listen to each other s sessions and provide each other with constructive feedback and incorporate their thoughts into your reflective paper. Your reflective paper on your experience and final paperwork is due in Week 9. This is a 3-4 page paper reflecting on the experience and explaining: what you covered in the sessions, what you did well, what you want to improve on, and what you learned both from the experience and from the feedback you received from your assignment partner. 7

Prior to meeting with your client: Find a number for a local crisis hotline. Call first to make sure it is a working number. Additionally, have a local referral for a therapist, psychologist, etc. o See additional resources in the assignment tab for information on finding these resources. Please review the decision-tree sheet about referrals, which will help you understand when you may need to refer, and to whom. Read the reminders below and the handout on how to refer to the above sources if the need arises REMINDERS Be sure you are clear with your client that you are a student, and having two sessions only. This is not the start of an informal consulting relationship. Be sure to have your client fill out the consent form from doc sharing (You may not use your own). Turn in with assignment. In the event that your client shares something that is outside of your scope of practice, for example, they want to work on nutrition, let them know this is not an area you are trained in, and encourage them to seek out an additional resource. You should continue with your two sessions focusing on Performance Enhancement areas. In the event that your client shares something that would be more appropriate for a therapeutic setting (for example, struggles with eating habits, feelings of depression), let them know that this is not an area you are trained in, and encourage them to seek out an additional resource. You can continue with your two sessions focusing on Performance Enhancement areas, if the client wishes to continue. In the event that you need to use the referral decision tree and give the client a referral, the crisis hotline, or have contacted 911/CPS, please email the instructor immediately following the session, providing information about what happened in the session, and the instructor will follow up with you. Make sure you take notes specifically about what happened. Keep the audio recordings of these sessions in a secure location. In the event your client wants to continue working with someone, you can direct them to the AASP website to find a consultant. You will hand in all portions of the written assignment in Week 9 class; you will submit the audio files using share using Google Drive. You are turning in: 1. 2 audio tapes (full sessions, not just the 10 minutes) 2. 3-4 page reflective paper (No more than 4 pages) 3. Signed Consent form 4. An appendix that includes the contact information for the crisis hotline, (including the date and time you contacted them), and the contact information for your referral(s). 8

Grading: Please note that the grading is based on your written paper, rather than your quality of work within the session. A-Level Work: High attention to detail and depth in written work; awareness of both process and content in session paper; strong awareness of strengths and areas to work on for example, personal tendencies in regards to communication, staying within your role, appropriateness of the technique, etc. In depth consideration and reflection of the feedback received from your assignment partner. B-Level Work: Session paper that is superficial and topical (e.g. this is what happened ); written work needs some improvement; some awareness of strengths and areas to work on (see examples above) C-Level and below: session paper and work that is too short/brief; Written work is hard to follow; little-to-no awareness of strengths and areas to work on (see examples in A-level work). No inclusion of feedback from assignment partner. No inclusion of appendix. This class is letter graded. The passing grade for the course is B- or higher. You will receive both numeric and qualitative feedback throughout the course. Grades will be based on the following criteria: Grading Assignment Number of Points Available Weekly Discussion 20 points each/160 total Quizzes 10 points each/80 total Binder Chapters 20 points each/160 total Presentation 100 points Consulting 100 points Total points: 600 98-100 A+ 94-97 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-79 C+ 74-76 C 70-73 C- 66-69 D+ 64-66 D 60-63 D- Below 60 F Notes on late assignments Late assignments are subject to a 5%/ day point reduction penalty. Assignments submitted more than 7 days late will not be accepted, and will receive a 0. Course Schedule Week Topics Covered Reading (Book: Chapter) 1 7/10-7/16 Introduction, Assessment, Awareness, and Peak Performance Williams & Krane Ch. 9, 10 Hemmings & Holder - Ch. 1 Assignments Due - Discussion: Case Study - Quiz 1 9

2 7/17-7/23 Live Class 7/20/17 Implementing a Mental Skills Training Program and Goal Setting Williams & Krane Ch. 16 Hemmings & Holder - Ch. 9 Karageorghis Ch. 1 - Live Class #1 - Assignment: Goal Setting Binder Chapter - Discussion: MST & Goal Setting - Quiz 2 3 7/24-7/30 Self-Talk and Confidence Williams & Krane Ch. 5 Hemmings & Holder - Ch. 6 Karageorghis - Ch. 3 - Assignment: Positive Selftalk/Confidence Binder Chapter - Discussion: Case Study - Quiz 3 4 7/31-8/6 Motivation, Activation, and Relaxation Williams & Krane Ch. 4 Hemmings & Holder - Ch. 2, 5 Karageorghis - Ch. 2, 4 - Assignment: Motivation /Activation Binder Chapter - Discussion: Motivation & Activation keynote feedback - Quiz 4 5 8/7-8/13 Live Class 8/10/17 Imagery Hemmings & Holder - Ch. 5 Karageorghis - Ch. 7 - Live Class #2 - Assignment: Imagery Binder Chapter - Discussion: Imagery Script - Assignment: Video Presentation (Group 1 due) - Quiz 5 6 8/14-8/20 Focus, Concentration, and Centering Hemmings & Holder - Ch. 3 Karageorghis - Ch. 6 - Discussion: Case Study - Video discussion: Video Feedback (Group 1) - Assignment: Video Presentation (Group 2 due) - Quiz 6 7 8/21-8/27 Communication and Team Cohesion Williams & Krane Ch. 7, 8 Hemmings & Holder - Ch. 11 - Discussion: Case Study -Video discussion: Video Feedback (Group 2) - Assignment: Video Presentation (Group 3 due) - Focus & Concentration Binder Chapter - Quiz 7 10

8 8/28-9/3 Sport Psychology in the Real World and Wrap-Up (Lectures) Williams & Krane Ch. 18, 19 Hemmings & Holder - Ch. 10, 12 -Video discussion: Video Feedback (Group 3) - Assignment: Team Communication & Cohesion Binder Chapter - Quiz 8 9 9/4-9/10 Williams & Krane - Skim remainder of section 4 - Assignment: Breathing & Relaxation Binder Chapter - Taped Consulting Assignment Attendance Learning Management System (LMS) Online Discussion Etiquette As noted in the University catalog, students are expected to attend all class meetings of any course in which they are enrolled and comply with attendance requirements specified in the course syllabus. Excessive unexcused absences may affect the course grade. In the Sport Psychology Department, there are no excused absences allowed unless a student expressly asks permission ahead of time to miss a class due to extraordinary circumstances. It is up to the discretion of the instructor to grant an excused absence. Instructor can require additional assignments/further work to grant the excused absence. All work missed during the class (including live online classes) must be completed to the satisfaction of the instructor. For every hour of unexcused class time missed (including live online classes), a student may lose upto 5% of their final grade. Unexcused absences can also include time missed by being late to the start of the class, late back from any breaks, and leaving class early. One or more units for this course may be taught online using Blackboard Learn. You will be able to access your course(s) the day prior to the start date by going to MyJFKU at https://my.jfku.edu/ics, logging on, and clicking on the Blackboard (Bb) Learn icon. To help familiarize you with Blackboard Learn, please take the Student Orientation Course accessible through MyJFKU by clicking on the Bb Learn icon and clicking on the course link found under My Courses. If you have any problems accessing MyJFKU, please contact our helpdesk by calling 925-969-3464 or emailing helpdesk@jfku.edu. If you have technical issues within Blackboard Learn, please email blackboard@jfku.edu or call 1-855-877-3949. Participating in online discussions as part of your coursework is different than blogging or engaging in social media as the protocol is different between friendships and professional relationships. Consider these guidelines for your contributions to online discussion: Please be mindful that online communication differs from face to face communication. Without the ability to read body language and facial expressions, online communication can be misconstrued. Therefore, care must be taken in online communication. Be careful of informal tone. Sarcasm or joking can be interpreted as offensive or mean-spirited online. Use proper punctuation and formatting. Capital letters online are the equivalent of shouting in person. Proper capitalization and correct grammar will increase your 11

voice online by showing that you are educated, value what others think of you, and that you value professionalism. Be honest and transparent; if you choose to use real-life examples, make sure that they are real and check out under a bit of scrutiny, because people will check and sometimes ask. If you are not honest and open, people will sense this and will not trust you. Contribute to the conversation with relevant replies that show that you have read, processed and taken seriously the ideas of others. Replying with useful information will encourage increased participation by others, and you will also gain the reputation as someone who cares about others and the ideas that are important to the entire group. Honor diversity. It is not acceptable to use language that targets or excludes based on race, ethnicity, sex, disability, gender identity, religion, sexual orientation, age, or any other identity. Student Readiness & Orientation to Online Learning University Policies Academic Honesty All students have permanent access to this Blackboard Learn course, which provides an orientation to the university and preparation for online/hybrid learning formats. For university academic policies, please click on the following link to the current Academic Catalog: http://www.jfku.edu/student-service/current-students/academiccatalog.html Registration policies and forms are available on MyJFKU at https://my.jfku.edu/ics/registration/ Policies and procedures relating to academic integrity are outlined in the Academic Catalog. Check also with your program for additional guidelines and rules. Academic dishonesty, including cheating and plagiarism, will not be tolerated at JFK University. Cheating includes any dishonest means of obtaining or attempting to obtain credit for academic work, such as: Copying, in part or whole, from another s examination, paper, research or creative project. Submitting as one s own work which has been purchased, borrowed, or stolen. Fabricating data. Employing a surrogate to take an examination, write a paper, or complete, in whole or in part, an assignment. Helping another student to engage in activities that constitute academic dishonesty. Plagiarism: Plagiarism is the presentation of words, ideas or views of someone else as if they were one s own. Plagiarism is intellectual dishonesty and, as such, is a serious academic offense. The potential penalties for plagiarism range from an unsatisfactory grade in the course (an F or no credit ), a letter of sanction placed in the student s permanent academic file, or even dismissal from the university. Plagiarism includes: Representing another s work as your own. Failing to give credit to your sources for the ideas, information, and words you have borrowed from them. 12

Not quoting when you use another s exact words. Not changing the wording or sentence structure significantly enough when you paraphrase a source. SafeAssign: Using SafeAssign within Blackboard Learn, faculty can verify the originality of work being turned in. SafeAssign checks if the work submitted by a student has been submitted in other courses or has its origin in Internet or database articles. Students may be required to submit a SafeAssign report as part of the assignment. In many courses, students may be able to check their own work prior to final submission. Student Services Information about Student Services is available at https://my.jfku.edu/ics/student_services/ Academic Support Center (ASC) The ASC provides individual instruction in writing, study skills, and APA citation style. The instructors can act as a second pair of eyes on your paper, working with you to identify your patterns and improve your abilities. Appointments can be held in person or via phone, fax or email. All ASC services are free to registered students, faculty, and staff. Students can make an appointment by calling 925.969.3530 or emailing asc@jfku.edu. NU Writing & Math Centers: All JFK University students have access to additional free writing and math support through the National University System s Writing & Math Centers. Schedule an appointment with the NU Writing Center at http://www.nu.edu/ourprograms/studentservices/writingcenter/onlinewritingcente r.html or with the NU Math Center at http://www.nu.edu/ourprograms/studentservices/mathcenter.html Office of Accessibility Services (OAS) The OAS determines reasonable accommodations which provide services that allow students with qualifying physical, learning or mental health disabilities to fully participate in all programs offered by JFKU and to have the opportunity for successful academic performance. Please note that classroom accommodations cannot be made until you have registered with the OAS, received an Accommodation Letter, and provided a copy to your instructor. For an appointment, contact access@jfku.edu or call 925-969-3362 Career Services The Career Advisor assists students and first year alumni with resume and cover letter development, interviewing skills, and job search basics. The Career office maintains an electronic job board that is exclusively for JFKU students and alumni: https://my.jfku.edu/ics/student_services/career_services/ Career Services is located on the Pleasant Hill campus and also serves the Berkeley and San Jose campus as needed. Appointments may be held in person, or via phone and email. For an appointment call 925-969-3542 or email career@jfku.edu VALOR Center for Excellence Veteran Student Services The VALOR Center is here to assist veteran students with successful transition to academic life, sustainability, academic, social, professional and developmental support. Call 925-969-3332 or email vsc@jfku.edu Student Advocacy Services A confidential service open to all students at the University to support a positive learning 13

environment and student experience. Call 925-969-3542 or email advocate@jfku.edu JFKU Engaged Service Learning Program Libraries & Learning Resource Centers Course Evaluations JFKU Engaged ensures that all students satisfy the institutional learning objective demonstrate a commitment to service to the community by conducting a project that integrates their academic and career goals and meets needs in the community. To learn more about this degree requirement make an appointment with the Service Learning Coordinator at 925-969-3346 or engaged@jfku.edu. In the Sport Psychology department, all MA students complete an internship at a LEAP site, this will suffice for this service learning requirement. The JFKU Libraries consist of the central Robert M. Fisher Library in Pleasant Hill and its branches on the Berkeley and San Jose campuses, as well as the Law Library, also in Pleasant Hill. The holdings of all four libraries may be searched via the library web site at http://library.jfku.edu/ The collections of the university's libraries number more than 100,000 volumes, 1,000 print and 49,000 electronic journals, 87,000 e-books, and 80 online databases. The libraries collect materials in print, audio, video, and electronic formats. Media viewing/listening stations are available at each campus. Reference assistance and research instruction are available on a drop-in, by-appointment or distance basis. Each library's collection supports academic programs offered on its particular campus. The databases, e-journals, and e-books on this website are accessible to all JFKU students, staff, and faculty members. Prior to your last class session, you will receive a request to complete an evaluation of the course and instructor. The evaluation is confidential. It asks you to rate the course (from Strongly Disagree to Strongly Agree) in several areas. You are also encouraged to provide comments to clarify your ratings. The College and instructor are only provided with a summary of the evaluation results (including any comments submitted) and do not receive individual evaluations. We appreciate the feedback you provide in the course evaluation. We use that feedback as part of our ongoing program assessment and to inform possible course and program changes. Please provide your feedback in a thoughtful and professional manner. 14