UoPeople Online Syllabus Repository (OSR)

Health Science

CPH 4241 Psychopathology and Mental Health

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CPH 4241: Psychopathology and Mental Health


Credits: 3

Prerequisites: CPH 3210 and PSYC 1111

 


Course Description:  This course serves as an introduction to a wide range of mental health topics beginning with definitions of normality and abnormality with respect to human behavior, and including the concepts of stigma and othering. The social and genetic bases for major mental illnesses such as schizophrenia, bipolar disorder, and major depression are also explored in depth. Students explore definitions of mental illness and how the existence of certain disorders remains a source of debate. Various perspectives and treatments are included such as Freudian/psychoanalytic, cognitive behavioral and psychopharmacology; mental health as a neglected global public health issue will also be covered with an emphasis on application of concepts to real-world challenges at the individual, community and population levels.


Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.
Some of the materials required for this course can be found in this archive.

Software Requirements/Installation: No special requirements.


Learning Objectives and Outcomes:

By the end of this course students will be able to:

  1. Examine the historical context and treatment of mental health disorders.
  2. Identify and differentiate the classification of psychological disorders.
  3. Analyze how stigma, discrimination, and prejudice affect mental health classification and treatment.  
  4. Evaluate treatment approaches for different disorders.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

Week 1: Unit 1 - Introduction to Psychopathology and Mental Health

Week 2: Unit 2 - Classifying and Treating Mental Illness

Week 3: Unit 3 - Anxiety & Related Disorders

Week 4: Unit 4 - Somatoform & Related Disorders

Week 5: Unit 5 - Mood Disorders

Week 6: Unit 6 - Eating & Sleeping Disorders

Week 7: Unit 7 - Schizophrenia & Dissociative Disorders

Week 8: Unit 8 - Personality Disorders

Week 9: Unit 9 - Course Review and Final Exam


Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

Unit 1: Introduction to Psychopathology and Mental Health

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment


The following reading assignments will introduce you to Psychopathology and the history of abnormal behavior:

Farreras, I. G. (2019). History of mental illness. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from https://nobaproject.com/textbooks/elizabeth-alvarez-sawyer-new-textbook/modules/history-of-mental-illness

Pridmore, S. (2015). Download of psychiatry, Chapter 1: Introduction to psychiatry.

Unite for Sight. (n.d.). Module 2: A brief history of mental illness and the U.S. Mental Health Care System. Retrieved from http://www.uniteforsight.org/mental-health/module2

The following reading assignments will focus on the stigma surrounding Mental Illness in our society.

Corrigan, P. W., & Watson, A. C. (2002). Understanding the impact of stigma on people with mental illness. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 16-20. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489832/.

Murthy, R. S. (2002). Stigma is universal but experiences are local. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 28. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489817/.

Penn, D. L., & Couture, S. M. (2002). Strategies for reducing stigma toward persons with mental illness. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 20-21. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489812/.

Davidson, M. (2002). What else can we do to combat stigma?. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 22-23. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489819/.

U.S. Department of Health and Human Services. (2001). Mental health: Culture, race, and ethnicity—A supplement to mental health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK44243/pdf/Bookshelf_NBK44243.pdf.

  • Read Chapter 2 – Culture Counts: The influence of culture and society on mental health, mental illness
  • Read Chapter 7 – A Vision for the Future

Unite for Sight. (n.d.). Module 7: Cultural perspectives on mental health. Retrieved from http://www.uniteforsight.org/mental-health/module7

Optional Reading:

Molloy, P. (2015, June 29). What's it like living with mental illness? Ask Wil Wheaton. Upworthy. Retrieved from  http://www.upworthy.com/whats-it-like-living-with-mental-illness-ask-wil-wheaton?c=upw1&u=91e712e4ba41f31accc15b8bfae40ed516945e14

World Health Organization (WHO). (2017). 2017 mental health atlas. Retrieved from
https://apps.who.int/iris/bitstream/handle/10665/272735/9789241514019-eng.pdf?ua=1.

U.S. Department of Health and Human Services. (2001). Mental health: Culture, race, and ethnicity—A supplement to mental health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK44243/pdf/Bookshelf_NBK44243.pdf.

  • It is recommended, although not required, to read the entire segment on Mental health: Culture, race, and ethnicity (2001) which was an addendum to the Surgeon General’s Report on Mental Health. In the readings above, you read Chapters 2 & 7. The chapters in between covers information on Mental Health for different ethnic and racial populations.

Unit 2: Classifying and Treating Mental Illness

  • Peer assess Unit 1 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment


U.S. Department of Health and Human Services. (1999). Mental health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health. Retrieved from http://profiles.nlm.nih.gov/ps/access/NNBBHS.pdf

  • Read Chapter 2: The Fundamentals of Mental Health and Mental Illness (pages 32-75) 

Pridmore, S. (2015). Download of psychiatry, Chapter 3: Classification of mental disorders.

Unite for Sight. (n.d.). Modules 4: Causes of psychological disorders. Retrieved from http://www.uniteforsight.org/mental-health/module4

Saraceno, B., & Saxena, S. (2002). Mental health resources in the world: Results from Project Atlas of the WHO. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 40-4. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489823/.

Nesse R. M. (2002). Evolutionary biology: A basic science for psychiatry. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 7-9. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489830/.

Boettcher, H., Hofmann, S. G., & Wu, Q. J. (2019). Therapeutic orientations. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from https://nobaproject.com/textbooks/elizabeth-alvarez-sawyer-new-textbook/modules/therapeutic-orientations

Unite for Sight. (n.d.). Modules 5: Treating psychological disorders. Retrieved from http://www.uniteforsight.org/mental-health/module5

Unite for Sight. (n.d.). Modules 6: Barriers to mental health care. Retrieved from http://www.uniteforsight.org/mental-health/module6

Sickel, A. E., Seacat, J. D., & Nabors, N. A. (2014). Mental health stigma update: A review of consequences. Advances in Mental Health, 12(3), 202-215. Retrieved from http://link.galegroup.com/apps/doc/A397455240/AONE?u=lirn17237&sid=AONE&xid=51273b81.

Optional Resources:

Freedom from Fear. (2008, June 5). Judith Beck Phd talks about Cognitive Therapy [Video file]. Retrieved from https://www.youtube.com/watch?v=45U1F7cDH5k&feature=youtu.be

Unit 3: Anxiety & Related Disorders

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self Quiz
  • Take the Graded Quiz

Reading Assignment


Barlow, D. H. & Ellard, K. K. (2019). Anxiety and related disorders. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from https://nobaproject.com/textbooks/elizabeth-alvarez-sawyer-new-textbook/modules/anxiety-and-related-disorders

Barton, S., Karner, C., Salih, F., et al. (2014). Appendix 1, Diagnostic criteria for anxiety disorders set out in DSM-IV and ICD-10 classification systems. In Clinical effectiveness of interventions for treatment-resistant anxiety in older people: a systematic review. Southampton (UK): NIHR Journals Library (Health Technology Assessment, No. 18.50.). Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK262332/

Pridmore, S. (2015). Download of psychiatry, Chapter 19: Fear and anxiety.

Pridmore, S. (2014). Download of psychiatry, Chapter 11: Posttraumatic stress disorder.

Pridmore, S. (2016). Download of psychiatry, Chapter 13: Obsessive-compulsive disorder.

Pridmore, S. (2015). Download of psychiatry, Chapter 17: Antianxiety and hypnotic drugs.

U.S. Department of Health and Human Services. (1999). Mental health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health. Retrieved from http://profiles.nlm.nih.gov/ps/access/NNBBHS.pdf

  • Read Chapter 4: Adults and Mental Health (pages 233-243)

Frey, R. J., Odle, T. G., & Atkins, W. A. (2015). Anxiety disorders. In J. L. Longe (Ed.), The Gale Encyclopedia of Medicine (5th ed.). Farmington Hills, MI: Gale. Retrieved from http://link.galegroup.com/apps/doc/ZMPZWF338315118/SCIC?u=lirn17237&sid=SCIC&xid=7a947e86

Optional Resources

Anxiety and Depressions Association of America (ADAA). (n.d.). Personal stories of triumph. Retrieved from https://adaa.org/living-with-anxiety/personal-stories

Anxiety and Depressions Association of America (ADAA). (n.d.). Treating anxiety disorders: Educational videos. Retrieved from http://www.adaa.org/about-adaa/press-room/multimedia/treating-anxiety-educational-videos

Unit 4: Somatoform & Related Disorders

  • Peer assess Unit 3 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment


Pridmore, S. (2013). Download of psychiatry, Chapter 22: Somatization.

Pridmore, S. (2013). Download of psychiatry, Chapter 23: Factitious disorder and malingering.

Bjornsson, A. S., Didie, E. R., & Phillips, K. A. (2010). Body dysmorphic disorder. Dialogues in clinical neuroscience12(2), 221-32. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3181960/.

  • Note: BDD is now considered under the DSM-5 to be an Obsessive Compulsive Disorder. For the purposes of this unit, it will be included herein.

Zonneveld, L. N. L., van Rood, Y. R., Timman, R., Kooiman, C. G., van’t Spijker, A., & Busschbach, J. J. V. (2012). Effective group training for patients with unexplained physical symptoms:  A randomized controlled trial with a non-randomized one-year follow-up. PLoS ONE 7(8), e42629. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0042629.

Barry, D. (2012). Somatoform disorders. In K. Key (Ed.), The Gale encyclopedia of mental health (3rd ed., Vol. 2, pp. 1459-1461). Detroit, MI: Gale. Retrieved from http://link.galegroup.com/apps/doc/CX4013200448/GVRL?u=lirn17237&sid=GVRL&xid=47a64522

Flatt, G. C. (2010). All in your head: A comprehensive approach to somatoform disorders in adult disability claims. Washington University Law Review, 87(6), 1397. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA238426234&v=2.1&u=lirn17237&it=r&p=LT&sw=w&asid=95152dccbc324b7ca40155ee23e18f04

Unit 5: Mood Disorders

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment


Gershon, A. & Thompson, R. (2019). Mood disorders. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from http://noba.to/xz5tp49f

Pridmore, S. (2016). Download of psychiatry, Chapter 8: Sadness and depression.

Jansson, Å. (2011). Mood disorders and the brain: Depression, melancholia, and the historiography of psychiatry. Medical history55(3), 393-399.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3143872/.

Pridmore, S. (2015). Download of psychiatry, Chapter 9: Mood elevation disorders.

National Institute of Mental Health. (2015, November). Bipolar disorder. Retrieved from https://www.nimh.nih.gov/health/publications/bipolar-disorder/index.shtml

Pridmore, S. (2014). Download of psychiatry, Chapter 31: Suicide: A broad view.

Fava, G. A., & Ruini, C. (2002). The sequential approach to relapse prevention in unipolar depression. World Psychiatry: Official Journal of the World Psychiatric Association (WPA)1(1), 10-5. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1489834/.

Pridmore, S. (2015). Download of psychiatry, Chapter 16: Antidepressant drugs.

Pridmore, S. (2015). Download of psychiatry, Chapter 18: Mood stabilizers. 

DeAngelis, T. (2008). When do meds make the difference? Monitor on Psychology, 39(2). 48. Retrieved from https://www.apa.org/monitor/feb08/meds

Optional Resources

Solomon, A. (2013, October). Depression, the secret we share [Video File]. TED. Retrieved from https://www.ted.com/talks/andrew_solomon_depression_the_secret_we_share/transcript?language=en

University of California Television (UCTV). (2011, June 2). Bipolar disorder [Video file]. Retrieved from https://www.youtube.com/watch?v=lMDlufiaylY&feature=youtu.be

Unit 6: Eating & Sleeping Disorders

  • Peer assess Unit 5 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self Quiz
  • Take the Graded Quiz

Reading Assignment


National Institute of Mental Health. (n.d.). Eating disorders: About more than food. Retrieved from https://www.nimh.nih.gov/health/publications/eating-disorders/index.shtml

Pridmore, S. (2014). Download of psychiatry, Chapter 14: Eating disorders.

Gustafsson, S. A., Edlund, B., Davén, J., Kjellin, L., & Norring, C. (2011). How to deal with sociocultural pressures in daily life: Reflections of adolescent girls suffering from eating disorders. Journal of Multidisciplinary Healthcare4, 103-110. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3093954/.

Miller, M. N., & Pumariega, A. J. (2001). Culture and eating disorders: A historical and cross-cultural review. Psychiatry, 64(2), 93-110.

Thorpy, M. J. (2012). Classification of sleep disorders. Neurotherapeutics: The Journal of the American Society for Experimental NeuroTherapeutics9(4), 687-701. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3480567/.

Hershner, S. D., & Chervin, R. D. (2014). Causes and consequences of sleepiness among college students. Nature and Science of Sleep6, 73-84. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4075951/.

Optional Resources

Walsh, B. T. (Publisher: Yale University). (n.d.). Lecture 13 - Eating Disorders and Obesity (Guest Lecture by B. Timothy Walsh) [Video file]. Retrieved from http://oyc.yale.edu/psychology/psyc-123/lecture-13

 Unit 7: Schizophrenia & Dissociative Disorders

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz

Reading Assignment

Barch, D. M. (2019). Schizophrenia spectrum disorders. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from https://nobaproject.com/textbooks/elizabeth-alvarez-sawyer-new-textbook/modules/schizophrenia-spectrum-disorders

Pridmore, S. (2016). Download of psychiatry, Chapter 7: Schizophrenia.

Pridmore, S. (2015). Download of psychiatry, Chapter 4: Delusions and delusional disorder. 

Pridmore, S. (2015). Download of psychiatry, Chapter 5: Hallucinations.

Pridmore, S. (20165. Download of psychiatry, Chapter 6: Form of thought.

van Heugten - van der Kloet, D. (2019). Dissociative disorders. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from https://nobaproject.com/textbooks/elizabeth-alvarez-sawyer-new-textbook/modules/dissociative-disorders

Optional Resources

CrashCourse. (2014, September 29). Schizophrenia & dissociative disorders: Crash course psychology #32 [Video file]. Retrieved from https://www.youtube.com/watch?v=uxktavpRdzU

Unit 8: Personality Disorders

  • Peer assess Unit 7 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete an entry in the Learning Journal
  • Take the Self-Quiz
  • Complete and submit the anonymous Course Evaluation
  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
  • Take the Review Quiz

Reading Assignment


Pridmore, S. (2016). Download of psychiatry, Chapter 10: Personality and personality disorder.

Optional Resources

CrashCourse. (2014, October 14). Personality disorders: Crash course psychology #34 [Video file]. Retrieved from https://www.youtube.com/watch?v=4E1JiDFxFGk

Unit 9: Course Review and Final Exam

  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
  • Prepare for, take, and submit the Final Exam
  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Learning Journals
Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

Quizzes
This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

Final Exam
The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the exam will be provided during Week/Unit 8.

The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Discussion Assignments 10%
Written Assignments 20%
Learning Journals 15%
Two Graded Quizzes (2 @ 10%) 25%
Final Exam 30%
TOTAL 100%


Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Letter Grade
Grade Scale Grade Points
A+ 98-100 4.00
A 93-97 4.00
A- 90-92 3.67
B+ 88-89 3.33
B 83-87 3.00
B- 80-82 2.67
C+ 78-79 2.33
C 73-77 2.00
C- 70-72 1.67
D+ 68-69 1.33
D 63-67 1.00
D- 60-62 0.67
F Under 60 0.00


Grade Appeal

If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.