Directions:

1. Code the data.

2. Present the results in a table similar to Table 1 in Tables for Assignment document.

3. Create a codebook in a table similar to Table 2 in Tables for Assignment document.

Words or Phrases That Appear Frequently

4. Create a table for each theme similar to Table 3 in Tables for Assignment document.

Inductively Developed Themes

5. Write a report of the results. Include an introduction, discussion of your sample and instruments, data analysis, results, recommendations, and references.

6. See complete directions in “Assignments Document.”

Interview 2

 

1. Describe some student behaviors that you observe in your undergraduate classes that are problematic. What made them problematic? Give me an example from last week.

 

Some problematic behaviors are texting or surfing the Internet with cell phones during class, and talking to peers while I am trying to teach. Some students sit at the back of the classroom and state that they cannot hear. When asked to move up, they do not want to. Students sometimes do not prepare for class in terms of reading and/or pre-work. Then, the class does not progress as intended due to the fact that I have to direct teach the background information. This puts us behind schedule and does not let the students process information at the level needed. Other times I have an activity scheduled and students balk at the hands-on approach, preferring to “sit and get.” Last week, I had assigned a case study for students to read and be prepared to interact with others in their group to develop a solution. Not all of the students in two of the groups had done their part of the assignment or weren’t properly prepared, so this left the entire group without the ability to complete the classroom activity.

 

2.  Based on teaching experiences, how would you define incivility?

 

Incivility includes student or faculty behaviors that impact the culture and community of the class. Incivility can also include actions taken by students and/or faculty that interfere with teaching and learning.

 

3. What are some behaviors you would describe as uncivil? When was the last time this occurred? What happened?

 

· Students will text during class when I am trying to lecture or teach.

· Students will forget to set their cell phones to silent or will take a phone call during class time, starting the conversation even before they get out of the room.

· Students will come to class late and then disrupt class by asking the instructor to get them caught up.

· Students will “surf” the Internet rather than work on the class assignment.

· This happens on a regular basis in class. I think sometimes students feel that since they are paying for the classes, they can do what they want during class time.

 

4. Can you share one or two examples of student incivility that you have experienced in classes?

 

· I had one student in an online class who disagreed with the content on learning styles. He took one source that disputed the validity of learning styles as the sole word on the topic. Then, he was combative in the discussion forums, challenging others to the point that two students e-mailed me with concerns and refused to interact with him.

· Sometimes students challenge a grade. When I ask them to highlight where they feel they have addressed the part of the grade they challenged, they can’t do so and then still believe their grade should be changed.

 

5. How do you feel when students are uncivil?

 

Primarily, I feel disrespected and hurt. I go to great lengths to prepare for classes and don’t understand why students don’t want to engage and learn. When students are uncivil to each other, I feel the need to step in and focus the conversation and learning.

 

6.  What factors or situations contribute to student incivility in your classes?

 

· Students can actively contribute to incivility by interrupting class with ringing cell phones, talking above the lecture, coming in late, and leaving early. Not being prepared for class contributes to negative feelings among and between peers, especially during active learning. One unprepared student can impact the entire group.

· Students can passively demonstrate incivility by surfing the Internet, playing games on the cell phone, texting, etc.

 

 

7.  What strategies do you use to handle incidents of student incivility in your classes?

 

· I post a detailed syllabus and classroom policies that include a schedule and assignments so students can work ahead.

· In the beginning stages of a class I ask the students to create a set of norms that we can all follow to establish expectations for how we will treat each other.

· I am present and active in classroom discussions and in the discussion forum to redirect students if needed.

· Most importantly, I model the behaviors that I would like to see in students.

© 2016. Grand Canyon University. All Rights Reserved.

The instruction is in highlight please no plagiarism

You are required to write an essay of at least 500 words in response to a provided prompt. You must support your assertions with at least 3 citations in current APA format. You may use the course textbooks, scholarly articles and the Bible as sources.  Please include a title page and reference page.

The book is

Integrative Approaches to Psychology and Christianity, 3rd Edition

An Introduction to Worldview Issues, Philosophical Foundations, and Models of Integration 2015 not 2010

by David N. Entwistle

Chapter 9,  Antagonistic Models of Disciplinary Relationship: Enemies

PSYC 420

Essay Topics

 

Essay 1 – Module/Week 2:

Topic: Epistemology Define epistemology and describe the 3 models of how certain we are that our perceptions mirror reality. Which position do you hold, and why? What are the different methods of knowing (see Entwistle chapter 5)? What are the limitations of these (or any) methods of knowing? What methods of knowing are appropriate for Christians, and why?

 

Essay 2 – Module/Week 3:

Topic: Philosophical Anthropology Define philosophical anthropology and compare the psychological and theological understandings of philosophical anthropology. Identify several distinct contributions offered by psychology that are absent (not offered in detail) from Christian theology. Identify several distinct contributions offered by Christian theology that are absent (or not offered in detail) from psychology. Are psychological and theological perspectives on philosophical anthropology ultimately opposed to and irreconcilable with each other, or can they be reconciled? Defend your answer.

 

Essay 3 – Module/Week 4:

Topic: Enemies and Spies

 

Choose 1 of the 2 prompts below on which to comment.

 

1. Entwistle asserts: “those with whom we disagree often have things to teach us… [we must] ask ourselves what is to be learned and appreciated” from those with whom we disagree. Identify at least 3 things that you appreciate/can learn from those who hold the secular combatants’ or Christian combatants’ versions of the Enemies model.

2. After reading chapter 9 and watching the Antagonism video, what concerns, if any, do you have about the influence of secular assumptions on the field of psychology? What concerns, if any, do you have about the claims and counsel of the nouthetic counseling movement?

 

Essay 4 – Module/ Week 5:

Topic: Colonialism and Neutral Parties

 

Choose 1 of the 2 prompts below on which to comment.

 

1. The Colonialist model ostensibly recognizes the value of psychology, but it does not typically result in deep engagement with the findings or methods of psychology. How might this be applied to a topic such as eating disorders or depression? What would be some of the advantages and disadvantages of this approach?

 

2. Entwistle distinguishes between scriptural authority and theological interpretation. Do you agree? Why might this distinction be important? Support your view with an example.

 

Essay 5 Module/Week 6:

 

Topic: Allies and Transformational Psychology

 

Choose 1 of the 2 prompts below on which to comment.

 

1. Entwistle noted that “theological reflection typically focuses more on God’s workings in the world,” while “psychological reflection typically focuses more on the workings of God’s world.” What implications does this have for the relationship between psychology and Christianity?

2. Kepler saw astronomers as “priests of Almighty God” who have “the honour of standing guard…at the door of the shrine at whose high altar Copernicus performs divine service.” How might this sentiment apply to all of us who study the book of God’s Works? How can we heed Kepler’s warning to “not consider the glory of our intellects, but the glory of God” in our academic and disciplinary pursuits?

 

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