Chapter 1-8: Lecture Review
Attendance, policies, and course overview
Attendance and in-class presence
An attendance sheet will be passed around; print and sign your name, and initial beside it. Include today’s date at the very top (August 21).
You are allowed to be late to class, but the instructor aims to minimize distractions.
The instructor will act as timekeeper; wear a watch and keep phones away from sight to reduce distraction.
If you have accommodations, accommodations policy is handled differently (put up front).
You signing the form commits you to not using your phone or, if you use a computer, it must be for taking notes only.
If someone breaks the rule, they may be asked to leave and could incur a whole-letter-grade deduction; this policy is described as a deterrent for a focused learning environment.
If you have urgent phone calls (e.g., parent, work), place your phone in your back pocket, on vibrate, and excuse yourself to tend to it; you may leave class if needed.
The rationale: keeping distractions low helps social connections and concentrated learning.
If a class absences occur due to illness or emergencies, email or communicate as appropriate; attendance is monitored, but the instructor emphasizes support and understanding.
Syllabus, TA, and contact information
Skyler (TA) will assist with procedural or technical questions; email both TA and instructor when needed.
Syllabi will be checked and distributed; the syllabus is a primary reference for questions.
Office hours: by appointment. Instructor’s office is in the psychology department; after-class availability for about 15 minutes, then regular office hours Tuesday/Thursday.
Officially: Tuesdays and Thursdays after class for about 15 minutes; then 11:00–12:30 and 01:45–02:15 (these times are set aside for enrolled students with course needs).
Email is the preferred method of contact for both instructor and TA; phone numbers are not shared with students.
The instructor emphasizes building relationships with faculty and peers as a core part of the learning experience.
If you are unsure about something, reference the syllabus first; many questions are answered there.
Course structure and expectations
The course emphasizes a safe learning environment with active participation; every student should feel encouraged to contribute.
The instructor will provide handouts on Tuesdays; students can bring/print handouts and take notes; the instructor aims to balance tangible notes, visuals, and quotes.
Attendance does not directly count toward the grade; this is to accommodate illness or life events.
If you miss class, you do not need to email unless there’s a major reason (e.g., car accident). Resources are available to support students who are struggling.
Required readings include foundational journal articles (grad-school level) and more consumer-friendly pieces; students will read and be guided through them in class.
A new book for the course: Atomic Habits by James Clear
Purpose: foundational to behavioral change and practical tools for lasting change; supports course interventions.
Availability: library, used copies, Audible; note-taking is recommended for exam readiness.
Reading strategy: work ahead if possible; first exam will involve content from the book; plan to discuss in class; the book aims to provide practical, transformational insights rather than a heavy textbook.
The book is expected to be a foundation for behavior change across life domains (school, work, relationships, personal life).
Canvas is the course hub; modules are week-by-week; everything needed for the course is posted up to the first exam; some content may be delayed or adjusted.
AI policy: AI usage is allowed to assist with writing and articulation.
The instructor encourages using AI to craft personal, authentic voice and to reflect one’s own experiences.
You must disclose how you used AI (e.g., “I used AI to draft prompts and refined responses”); there are three policy options, and the instructor opted for a lenient approach.
The emphasis is on personal, honest work; AI should augment but not replace personal understanding and expression.
Accessibility and accommodations
Metropolitan State University of Denver provides accessible services through the Access Center; obtain accommodations and have a letter sent to instructors.
If you need support, contact the Access Center; the goal is to ensure you have what you need to be successful.
Some accommodations may have cost implications; communicate with the instructor and use office hours to coordinate support.
Mental health resources and crisis support
Counseling Center is available (free; confidential; waitlists may apply). Group therapy options exist.
Crisis services are available on campus for immediate support; crisis evaluation is provided if needed.
Psychiatry services are available downstairs in the health center; medications and evaluations are possible.
It’s advised to seek help early if you’re facing stress, anxiety, or other mental health concerns; there is no stigma in using available resources.
Academic integrity and conduct
There was an incident of cheating on a prior course; the policy is strict and involves reporting and potential failing the exam.
Consequences for cheating can include a formal report and a failing grade on the affected component; policy is case-by-case and at the professor’s discretion.
The instructor encourages transparency about AI use and other study aids.
The course emphasizes integrity, personal growth, and transformation rather than punitive measures.
Course withdrawal and completion policies
There is an official withdrawal date; if a course isn’t going well, withdrawal is preferable to a failing grade and will appear as a withdrawal (W) on the transcript.
Incomplete grades are possible only if most coursework is completed and a valid reason (e.g., illness) prevents completion by the deadline; timeframes apply per institutional policy.
Repeating a course uses the better grade for the transcript; the goal is mastery, not punishment for a rough start.
Grading scheme and deadlines
Grade components:
One serious introduction discussion: 100 points
Three exams: each 100 points → total 300 points
Eight positive psychology homework assignments/interventions
Total points: 500
Assignment policy and submission: all submissions are through Canvas; there is a 10:00 PM Sunday deadline for each item.
Study guides are provided for exams; exams are multiple-choice taken in a computer lab; typical exam length is around 50 questions.
If you do not submit on time, points are deducted (e.g., a 10-point penalty described for late submissions), and it can affect the overall grade.
The instructor emphasizes consistency and planning ahead to avoid last-minute stress; staying ahead is recommended for well-being and success.
Grading is not about favoritism; weights are fixed and rounding is done (e.g., 89.5 rounds to 90).
The syllabus addendum includes essential policies (withdrawal, incomplete, academic integrity, sexual misconduct resources, etc.).
Week-by-week planning and expectations
A detailed week-by-week plan is provided in the syllabus and the course module; the instructor aims to minimize deviations once the plan is set.
Deadlines are structured to promote good sleep and avoid burnout (e.g., 10 PM Sunday deadlines rather than late-night deadlines).
The Serious Introduction: purpose and example from the teacher’s perspective
Serious introduction is a classroom tradition in psychology, especially positive psychology, where students share a story about themselves that reveals foundational traits rather than achievements.
The exercise helps reveal how you’ve been shaped over time and how you might endure or adapt in the future.
Example context provided by the instructor: Martin Seligman, the father of positive psychology, shifted focus from depression to well-being after a pivotal incident with his daughter Nikki.
Nikki’s story: as a five-year-old, she responded to his scolding by challenging his tendency to complain, saying, in effect, if she can stop complaining, he can stop being a grouch; this moment influenced Seligman’s pivot toward positive psychology.
Seligman later became the president of the American Psychological Association, which influenced funding decisions toward happiness and positive functioning; Nikki’s message helped redirect his research priorities.
The serious introduction frames who you are at a foundational level and connects personal narrative to broader themes in psychology.
Class discussion and student intros
Time is set aside for students to introduce themselves in small groups (e.g., two students) to begin forming a community.
Sharing examples related to personal growth, identity, perseverance, and turning points provides a basis for understanding one another’s strengths and experiences.
Instructor background and philosophy
The instructor is a clinical psychologist with training in diagnosing and understanding mental health problems, plus specialization in depression and prevention.
Early research connected character strengths with preventing depression; strengths-based approaches align with positive psychology.
The class emphasizes practical application: how to implement tools and habits that promote well-being and resilience.
Metaphor and practical guidance from the instructor
The course emphasizes “systems” and practical tools to implement changes in daily life (e.g., changes in routines, environment, and habits).
Readers are encouraged to see habits as changeable via deliberate practice and reflection, not as fixed traits.
Hypothetical and real-world relevance
The content connects academic theory with real-life application (habits, routines, relationships, academic performance, and mental health).
The course aims to equip students with skills to manage life’s busyness and improve overall well-being through evidence-based interventions.
Ethical and philosophical implications
Emphasis on consent, privacy, and appropriate use of mental health resources; destigmatizes seeking support.
Recognition that not every student is ready or able to engage with positive psychology concepts immediately; the instructor acknowledges varied readiness and mental health states.
The value of integrity and transparency in academic work, including AI usage and data handling.
Summary of key takeaways for Day 1
Clear expectations about policies, attendance, and classroom environment.
Introduction to the structure of the course: readings (including foundational articles and Atomic Habits), eight interventions, seminars, and three exams.
Emphasis on a collaborative and supportive classroom culture and accessible resources for student success.
Quick reference math and logistics summary
Grading components (points):
Serious introduction: 100 points
Exams: 3 × 100 = 300 points
Assignments: total 100 points distributed across 8 assignments (average ~12.5 points each, if evenly distributed)
Total: points
Deadlines: Sundays at 22:00 (10 PM): all submissions due via Canvas
Office hours: after class (approx. 15 minutes), then Tue/Thu 11:00–12:30 and 01:45–02:15
Canvas modules: Week-by-week structure, with content posted up to the first exam
AI policy: disclosure required; AI use is allowed and encouraged to supplement personal voice
Accessibility: use the Access Center for accommodations; resources for mental health and crisis support are available on campus
Quick glossary and core concepts
Serious introduction: a storytelling exercise to reveal core traits and identity, not achievements, used to foster deeper class connection.
Positive psychology: a focus on strengths and well-being as opposed to solely treating mental illness; founder Martin Seligman played a pivotal role in shaping the field.
Character strengths: a construct central to the prevention and flourishing framework in positive psychology; linked to resilience and reduced risk of depression.
Atomic Habits: a practical book by James Clear on habit formation and behavioral change; integrated into the course to provide actionable tools for personal growth.
Access Center: campus resource for accommodations to support equal access and success in coursework.
Counseling Center and crisis resources: essential supports for mental health and well-being; free services with waitlists; crisis evaluation available on campus.
Academic integrity: strict policies against cheating; consequences can include formal reports and failure on the affected assessment; emphasis on personal accountability and honesty.
Deadlines and pacing: 10 PM Sunday deadlines help promote balanced work and better sleep, reinforcing well-being in a rigorous course.
AI usage policy: students may use AI tools to assist in articulation, with transparency about usage; the instructor views AI as an additive tool when it helps express the student’s authentic voice.
Environment and safety: emphasis on a distraction-free classroom to foster social connection and effective learning.
Notes for exam preparation (how Day 1 content maps to exams):
Expect questions about: attendance and classroom policies, the role of the TA, office hours and contact expectations, syllabus usage, structure of the course (intro discussion, exams, assignments), the Atomic Habits integration, AI policy, accommodations, mental health resources, academic integrity, and the Serious Introduction activity.
Understand the grading framework and how points are allocated; be able to compute total points and breakdowns from given data.
Be familiar with the philosophical and empirical rationale behind positive psychology and the origin story of Martin Seligman, including the Nikki anecdote and its impact on the field.