College of Doctoral StudiesBackground Inform.docx

College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to
incivility in nursing education?
· What are some of the causes of incivility in nursing
education?
· What remedies might be effective in preventing or reducing
incivility?
They gathered responses from the Incivility in Nursing
Education Survey (INE), which included both Likert-scale and
open-ended questions from 36 nursing faculty and 168 nursing
students. Each of the researchers reviewed all comments and
organized them by themes.
For this PSY-850 class, you will design a “mock” replication of
the Clark and Springer (2007) study on student and faculty
perceptions of incivility in a university nursing program.
However, the doctoral students will investigate student and
faculty perceptions in undergraduate psychology classes in one
university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey,
developed by Clark (2007; 2011) for the purposes of this study.
Questions on the survey measure faculty and student
perceptions of uncivil actions (disruptive and threatening), how
often those behaviors occur and strategies for improving civil
behaviors in university settings. The IHE was adapted from the
INE, with minor rewording, is similar in structure to the survey
used by Clark and Springer, but is appropriate for any academic
discipline within higher education (Wagner, 2014).

The IHE has three parts. Part 1 collects demographic
information, such as major, gender, age, and years of teaching
experience for faculty. Part 2 asks individuals to rank 16
different behaviors exhibited by students that both students and
faculty may perceive as disruptive. Part 3 focuses on 20 faculty
behaviors that may be perceived as disruptive. Both parts 2 and
3 also investigate how often the faculty has experienced the
behavior in the past 12 months (often to never on Likert scale),
and if the faculty members have experienced any of the 13
threatening behaviors (yes or no) by students or other faculty
respectively. Five open-ended questions give the faculty
member the opportunity to add contributing factors related to
student and faculty incivility, and how students or faculty in
particular contribute to incivility. A final question asked if the
faculty member would like to add comments. The survey is
designed in a manner that allows for gathering data from faculty
and students or from only faculty or only students (C. Clark,
personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a
10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points
document to outline the key components of a research study.
For the Week 2 assignment, you will use the original Clark and
Springer (2007) to identify and construct a 10 key points
document in preparation for the mock study on incivility in
psychology classes.
Steps:
1. ReadClark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior.
Nursing Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
2. As you read, highlight information that relates to the 10 key
points, such as the purpose, problem, sample, research question,
etc.

3. After reading and highlighting the components of the article,
complete the 10 key points table based on the Clark and
Springer (2007) study in nursing education.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review
Problem Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both student
and faculty perspectives” (Clark and Springer, 2007, p. 94).
Rewrite this in “GCU” format.
Research Questions
Sample
Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement

“Its purpose was to consider possible causes of incivility and to
recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach
Describe instruments used for the Clark and Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
Data Analysis Approach
Discuss the data analysis approach used in the Clark and
Springer study.
Week 5 Assignment: In Week 2, you constructed a 10 key points
document based on the Clark and Springer (2007) study
conducted on incivility in nursing education. In preparation for
the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10
key points document for your own study. This must meet GCU
criteria in terms of problem, purpose, and research question
format. This would be a descriptive case study at GCU.
Steps:
· Review the 10 key points constructed in Week 2 and the Clark
and Springer (2007) study. Additionally, review the feedback
provided by the instructor.
· Use the following template to develop 10 key points for your
replication study in an undergraduate psychology program. Be
sure to use resources in the DC network>Research/Dissertation
tab> Prospectus templates to review the criteria for the purpose,
problem, research questions and other key points.
· Use the prompts and suggestions contained in the template to
guide your work.

Ten Strategic Points
Comments or Feedback
Broad Topic Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem Statement
Write a problem for the psychology study, in the GCU required
format.
Research Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study in
an undergraduate psychology program. Define and justify the
sampling strategy from a research source. Justify the sample
size for a qualitative study from a research source and from the
GCU Core Design Document.
Describe the Phenomenon
Methodology and Design
Describe the method and design you would use and justify your
choice of both from a research source.
Purpose Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.

Data Collection Instruments and Approach
Describe the IHE instrument to be used in this study.
Describe the data collection approach you would use, including
getting informed consent and how you would protect the
confidentiality of participants.
Data Analysis Approach
Discuss a specific data analysis strategy you would use in your
replication study in an undergraduate psychology program. Cite
a specific researcher’s strategy such as Hatch, Miles and
Huberman, Bogden and Biklin, or Saldana.
Week 7 Assignment
You will analyze four transcribed interviews by inductively
coding the data and developing themes. This will be a miniature
version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
· Code the data: To analyze the data, you must first identify
categories or themes that appear in the data. To accomplish this,
do the following:
· Read the transcript of each participant’s responses and
identify words that strike you as important. Mark the words in
some fashion (highlight, circle, bold, underline).
· When you recognize words or phrases that appear frequently,
make note of them. That is, circle or highlight them in the text.
· After reading all participants’ responses, review the
words/phrases you marked or wrote down and identify a short
list of useful codes. See Table 1 below.
· Collapse these codes into four or five categories or themes and
name them. See Table 1, column 2, below.
· List the categories or themes and substantiate them with
quotations from the online focus group participant transcripts.
See Tables 2 and 3, below. You could put all of these in one
table, or you could use a table for each theme, and provide

several examples of quotes in the right-hand column for that
theme.
· Present your results in a table (below) formatted according to
the APA guidelines found in the “APA Style Guide,” located in
the Student Success Center.
· Identify your coding process in an appendix (an example is
included in the Appendix below).
Task 1: Code the transcript as described above, and color code
the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
Code
Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear
frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state

Name of participant/page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Task 4: Based on Table 1 and your coded transcript, create a
table based on Tables 2 and 3. Create a table for each theme.
Table 2
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.

Table 3
Theme
Sample Responses
Name another theme.
Provide a quote that exemplifies this theme.
Provide another quote here.
Note: You would put notes here if needed. See pages 130-131 of
your APA manual.
Write-up the Results
A research report is not complete without a written summary of
the research findings. To complete the research report, follow
the instructions below and include the components outlined.
Include the table and the chart you have created to show the
data graphically/visually.
Introduction
Discuss the background information and the fact that this study
was modeled after a study conducted by Clark and Springer in
2007. Discuss the data Clark and Springer collected and their
results. Then discuss how your “mock or replication” study
conducted in an undergraduate psychology program will add to
these results.
Sample -- discuss who participated in your study.
Instruments...describe the structure and purpose of instrument

you used: the IHE (the interview transcript).
Data Analysis
Discuss your own initial analysis and the codes that you came
up with. Collapse these codes into three to four themes as Clark
and Springer did. However, this must be based on the “mock”
data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when
analyzing the faculty comments about in-class disruptions.
Include the table and the chart you have created to show the
data graphically/visually.
Recommendations
Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Clark and Springer used the Incivility in
Nursing Education survey along with open-ended questions to
collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized
them by themes. Clark and Springer noted four major themes of
responses:
· Faculty perceptions of in-class disruption and incivility by
students
· Faculty perceptions of out-of-class disruption and incivility by
students
· Student perceptions of uncivil behaviors by faculty
· Faculty and student perceptions of possible causes of
incivility in nursing education
A total of eight codes were identified among the faculty
comments on types of in-class disruptions. These were the
following:
· Disrupting others by talking in class
· Making negative remarks/disrespectful comments toward
faculty
· Leaving early or arriving late

· Using cell phones
· Sleeping/not paying attention
· Bringing children to class
· Wearing immodest attire
· Coming to class unprepared
Based on your findings, discuss some strategies that these
faculty members can use to reduce the incidences of
disrespectful behaviors. Cite the recommendations from peer-
reviewed sources.
Discuss how you would also use the data analysis strategy listed
in your 10 key points to code and theme the open-ended
comments from faculty.
Discuss the benefits and limitations of using SPSS and
frequency counts in qualitative data analysis, along with why
additional analysis is required.
References
Include a reference list of the sources used.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative
data. New York, NY: Sage Publications.
Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility:
Student and faculty perceptions of uncivil behavior. Nursing
Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
Grand Canyon University. (2013). Template for coding and
summary tables.
Groenewald, T. (2004). A phenomenological research design
illustrated. International Journal of Qualitative Methods, 3(1),
15-16
Hatch, J. A. (2002). Doing qualitative research in education
settings. Albany, NY: SUNY Press.
Moustakas, C. (1994). Phenomenological research methods.
New York, NY: Sage Publications.
Yin, R. (2014). Case study research design and methods. New
York, NY: Sage Publications.

© 2016. Grand Canyon University. All Rights Reserved.
Israelite Healthcare and the Jesus Model
Genesis 17.23-18.5. Then Abraham took his son Ishmael and all
the slaves born in his house or bought with his
money, every male among the men of Abraham’s house, and he
circumcised the flesh of their foreskins that
very day, as God had said to him. Abraham was ninety-nine
years old when he was circumcised in the flesh of
his foreskin. And his son Ishmael was thirteen years old when
he was circumcised in the flesh of his foreskin.
That very day Abraham and his son Ishmael were circumcised;
and all the men of his house, slaves born in the
house and those bought with money from a foreigner, were
circumcised with him. The LORD appeared to
Abraham by the oaks of Mamre, as he sat at the entrance of his
tent in the heat of the day. He looked up and
saw three men standing near him. When he saw them, he ran
from the tent entrance to meet them, and bowed

down to the ground. He said, ‘My lord, if I find favour with
you, do not pass by your servant. Let a little water
be brought, and wash your feet, and rest yourselves under the
tree. Let me bring a little bread, that you may
refresh yourselves, and after that you may pass on—since you
have come to your servant.’
Exodus 7.3. “I will harden Pharaoh’s heart.”
Leviticus 14. The Lord spoke to Moses, saying: This shall be
the ritual for the leprous person at the time of his
cleansing: He shall be brought to the priest; the priest shall go
out of the camp, and the priest shall make an
examination. If the disease is healed in the leprous person, the
priest shall command that two living clean birds
and cedar wood and crimson yarn and hyssop be brought for the
one who is to be cleansed. The priest shall
command that one of the birds be slaughtered over fresh water
in an earthen vessel. He shall take the living bird
with the cedar wood and the crimson yarn and the hyssop, and
dip them and the living bird in the blood of the
bird that was slaughtered over the fresh water. He shall sprinkle
it seven times upon the one who is to be
cleansed of the leprous disease; then he shall pronounce him
clean, and he shall let the living bird go into the

open field. The one who is to be cleansed shall wash his
clothes, and shave off all his hair, and bathe himself in
water, and he shall be clean. After that he shall come into the
camp, but shall live outside his tent for seven
days. On the seventh day he shall shave all his hair: of head,
beard, eyebrows; he shall shave all his hair. Then
he shall wash his clothes, and bathe his body in water, and he
shall be clean. On the eighth day he shall take two
male lambs without blemish, and one ewe lamb in its first year
without blemish, and a grain-offering of three-
tenths of an ephah1 of choice flour mixed with oil, and one log
of oil. The priest who cleanses shall set the
person to be cleansed, along with these things, before the Lord,
at the entrance of the tent of meeting. The priest
shall take one of the lambs, and offer it as a guilt-offering,
along with the log of oil, and raise them as an
elevation-offering before the Lord. He shall slaughter the lamb
in the place where the sin-offering and the burnt-
offering are slaughtered in the holy place; for the guilt-
offering—like the sin-offering—belongs to the priest: it
is most holy. The priest shall take some of the blood of the
guilt-offering and put it on the lobe of the right ear
of the one to be cleansed, and on the thumb of the right hand,
and on the big toe of the right foot. The priest

shall take some of the log of oil and pour it into the palm of his
own left hand, and dip his right finger in the oil
that is in his left hand and sprinkle some oil with his finger
seven times before the Lord. Some of the oil that
remains in his hand the priest shall put on the lobe of the right
ear of the one to be cleansed, and on the thumb of
the right hand, and on the big toe of the right foot, on top of the
blood of the guilt-offering. The rest of the oil in
the priest’s hand he shall put on the head of the one to be
cleansed. Then the priest shall make atonement on his
behalf before the Lord: the priest shall offer the sin-offering, to
make atonement for the one to be cleansed from
his uncleanness. Afterwards he shall slaughter the burnt-
offering; and the priest shall offer the burnt-offering
and the grain-offering on the altar. Thus the priest shall make
atonement on his behalf and he shall be clean.
But if he is poor and cannot afford so much, he shall take one
male lamb for a guilt-offering to be elevated, to
make atonement on his behalf, and one-tenth of an ephah of
choice flour mixed with oil for a grain-offering,
and a log of oil; also two turtle-doves or two pigeons, such as
he can afford, one for a sin-offering and the other
for a burnt-offering.

1 An ancient dry measure roughly equivalent to a bushel (about
64 pints).
21 Numbers 4-9. From Mount Hor they set out by the way to the
Red Sea, to go around the land of Edom; but
the people became impatient on the way. 5The people spoke
against God and against Moses, ‘Why have you
brought us up out of Egypt to die in the wilderness? For there is
no food and no water, and we detest this
miserable food.’ 6Then the Lord sent poisonous serpents among
the people, and they bit the people, so that
many Israelites died. 7The people came to Moses and said, ‘We
have sinned by speaking against the Lord and
against you; pray to the Lord to take away the serpents from
us.’ So Moses prayed for the people. 8And
the Lord said to Moses, ‘Make a poisonous serpent, and set it on
a pole; and everyone who is bitten shall look at
it and live.’ 9So Moses made a serpent of bronze, and put it
upon a pole; and whenever a serpent bit someone,
that person would look at the serpent of bronze and live.
1 Samuel 5. When the Philistines captured the ark of God, they
brought it from Ebenezer to Ashdod; then the

Philistines took the ark of God and brought it into the house of
Dagon and placed it beside Dagon. When the
people of Ashdod rose early the next day, there was Dagon,
fallen on his face to the ground before the ark of the
Lord. So they took Dagon and put him back in his place. But
when they rose early on the next morning, Dagon
had fallen on his face to the ground before the ark of the Lord,
and the head of Dagon and both his hands were
lying cut off upon the threshold; only the trunk of Dagon was
left to him. This is why the priests of Dagon and
all who enter the house of Dagon do not step on the threshold of
Dagon in Ashdod to this day. The hand of the
Lord was heavy upon the people of Ashdod, and he terrified and
struck them with tumours, both in Ashdod and
in its territory. And when the inhabitants of Ashdod saw how
things were, they said, ‘The ark of the God of
Israel must not remain with us; for his hand is heavy on us and
on our god Dagon.’ So they sent and gathered
together all the lords of the Philistines, and said, ‘What shall we
do with the ark of the God of Israel?’ The
inhabitants of Gath replied, ‘Let the ark of God be moved on to
us.’ So they moved the ark of the God of Israel
to Gath. But after they had brought it to Gath, the hand of the
Lord was against the city, causing a very great

panic; he struck the inhabitants of the city, both young and old,
so that tumours broke out on them. So they sent
the ark of the God of Israel to Ekron. But when the ark of God
came to Ekron, the people of Ekron cried out,
‘Why have they brought across to us the ark of the God of Israel
to kill us and our people?’ They sent therefore
and gathered together all the lords of the Philistines, and said,
‘Send away the ark of the God of Israel, and let it
return to its own place, that it may not kill us and our people.’
For there was a deathly panic throughout the
whole city. The hand of God was very heavy there; those who
did not die were stricken with tumours, and the
cry of the city went up to heaven.
2 Chronicles 26.16-21. But when he [King Uzziah] had become
strong he grew proud, to his destruction. For
he was false to the Lord his God, and entered the temple of the
Lord to make offering on the altar of incense.
But the priest Azariah went in after him, with eighty priests of
the Lord who were men of valour; they
withstood King Uzziah, and said to him, ‘It is not for you,
Uzziah, to make offering to the Lord, but for the
priests the descendants of Aaron, who are consecrated to make
offering. Go out of the sanctuary; for you have

done wrong, and it will bring you no honour from the Lord
God.’ Then Uzziah was angry. Now he had a censer
in his hand to make offering, and when he became angry with
the priests a leprous disease broke out on his
forehead, in the presence of the priests in the house of the Lord,
by the altar of incense. When the chief priest
Azariah, and all the priests, looked at him, he was leprous in his
forehead. They hurried him out, and he himself
hurried to get out, because the Lord had struck him. King
Uzziah was leprous to the day of his death, and being
leprous lived in a separate house, for he was excluded from the
house of the Lord. His son Jotham was in charge
of the palace of the king, governing the people of the land.
Selections from Job.
One day the heavenly beings came to present themselves before
the Lord, and the Accuser also came among
them. The Lord said to the Accuser, ‘Where have you come
from?’ The Accuser answered the Lord, ‘From
going to and fro on the earth, and from walking up and down on
it.’ The Lord said to the Accuser, ‘Have you
considered my servant Job? There is no one like him on the
earth, a blameless and upright man who fears God
and turns away from evil.’ Then the Accuser answered the Lord,
‘Does Job fear God for nothing? Have you not

put a fence around him and his house and all that he has, on
every side? You have blessed the work of his
hands, and his possessions have increased in the land. But
stretch out your hand now, and touch all that he has,
and he will curse you to your face.’ The Lord said to the
Accuser, ‘Very well, all that he has is in your power;
only do not stretch out your hand against him!’… After all of
Job’s family and flocks are killed: The Lord said
to the Accuser, ‘Have you considered my servant Job? There is
no one like him on the earth, a blameless and
upright man who fears God and turns away from evil. He still
persists in his integrity, although you incited me
against him, to destroy him for no reason.’ Then the Accuser
answered the Lord, ‘Skin for skin! All that people
have they will give to save their lives. But stretch out your hand
now and touch his bone and his flesh, and he
will curse you to your face.’ The Lord said to the Accuser,
‘Very well, he is in your power; only spare his life.’
So the Accuser went out from the presence of the Lord, and
inflicted loathsome sores on Job from the sole of his foot to the
crown of his head. Job took a potsherd with which to scrape
himself, and sat among the ashes. After Job is visited by three

friends who are convinced that Job's suffering is a punishment
for his sin because—they believe—God does not cause innocent
suffering. They advise him to repent, which angers him because
he does not believe that God would cause an innocent person to
suffer: ‘As for you, you whitewash with lies; all of you are
worthless physicians. If you would only keep silent, that would
be your wisdom! … I have heard many such things; miserable
comforters are you all.”
Isaiah 38.1-6. In those days Hezekiah became sick and was at
the point of death. The prophet Isaiah son of
Amoz came to him, and said, ‘Thus says the Lord: Set your
house in order, for you shall die; you shall not
recover.’ Then Hezekiah turned his face to the wall, and prayed:
‘Remember now, O Lord, I implore you, how I
have walked before you in faithfulness with a whole heart, and
have done what is good in your sight.’ And
Hezekiah wept bitterly. Then the word of the Lord came to
Isaiah: ‘Go and say to Hezekiah, Thus says the
Lord, the God of your ancestor David: I have heard your prayer,
I have seen your tears; I will add fifteen years

to your life. I will deliver you and this city out of the hand of
the king of Assyria, and defend this city.
Mark 1. The beginning of the good news of Jesus Christ, the
Son of God. 2 As it is written in the prophet
Isaiah, "See, I am sending my messenger ahead of you, who will
prepare your way; 3 the voice of one crying
out in the wilderness: 'Prepare the way of the Lord, make his
paths straight,'" 4 John the baptizer appeared in the
wilderness, proclaiming a baptism of repentance for the
forgiveness of sins. 5 And people from the whole
Judean countryside and all the people of Jerusalem were going
out to him, and were baptized by him in the river
Jordan, confessing their sins. 6 Now John was clothed with
camel's hair, with a leather belt around his waist,
and he ate locusts and wild honey. 7 He proclaimed, "The one
who is
more powerful than I is coming after me; I am not worthy to
stoop down
and untie the thong of his sandals. 8 I have baptized you with
water; but
he will baptize you with the Holy Spirit." 9 In those days Jesus
came from
Nazareth of Galilee and was baptized by John in the Jordan. 10

And just
as he was coming up out of the water, he saw the heavens torn
apart and
the Spirit descending like a dove on him. 11 And a voice came
from
heaven, "You are my Son, the Beloved; with you I am well
pleased." 12
And the Spirit immediately drove him out into the wilderness.
13 He was
in the wilderness forty days, tempted by Satan; and he was with
the wild
beasts; and the angels waited on him. 14 Now after John was
arrested,
Jesus came to Galilee, proclaiming the good news of God, 15
and saying,
"The time is fulfilled, and the kingdom of God has come near;
repent, and
believe in the good news." 16 As Jesus passed along the Sea of
Galilee, he
saw Simon and his brother Andrew casting a net into the sea—
for they
were fishermen. 17 And Jesus said to them, "Follow me and I
will make
you fish for people." 18 And immediately they left their nets

and followed
Figure 1: Job's Tormentors, by William Blake.
him. 19 As he went a little farther, he saw James son of Zebedee
and his brother John, who were in their boat
mending the nets. 20 Immediately he called them; and they left
their father Zebedee in the boat with the hired
men, and followed him. 21 They went to Capernaum; and when
the Sabbath came, he entered the synagogue
and taught. 22 They were astounded at his teaching, for he
taught them as one having authority, and not as the
scribes. 23 Just then there was in their synagogue a man with an
unclean spirit, 24 and he cried out, “What have
you to do with us, Jesus of Nazareth? Have you come to destroy
us? I know who you are, the Holy One of
God.” 25 But Jesus rebuked him, saying, “Be silent, and come
out of him!” 26 And the unclean spirit,
convulsing him and crying with a loud voice, came out of him.
27 They were all amazed, and they kept on
asking one another, "What is this? A new teaching—with
authority! He commands even the unclean spirits, and
they obey him." 28 At once his fame began to spread throughout
the surrounding region of Galilee. 29 As soon

as they left the synagogue, they entered the house of Simon and
Andrew, with James and John. 30 Now Simon's
mother-in-law was in bed with a fever, and they told him about
her at once. 31 He came and took her by the
hand and lifted her up. Then the fever left her, and she began to
serve them. 32 That evening, at sundown, they
brought to him all who were sick or possessed with demons. 33
And the whole city was gathered around the
door. 34 And he cured many who were sick with various
diseases, and cast out many demons; and he would not
permit the demons to speak, because they knew him. 35 In the
morning, while it was still very dark, he got up
and went out to a deserted place, and there he prayed. 36 And
Simon and his companions hunted for him. 37
When they found him, they said to him, "Everyone is searching
for you." 38 He answered, "Let us go on to the
neighboring towns, so that I may proclaim the message there
also; for that is what I came out to do." 39 And he
went throughout Galilee, proclaiming the message in their
synagogues and casting out demons. 40 A leper came
to him begging him, and kneeling he said to him, "If you
choose, you can make me clean." 41 Moved with pity,
Jesus stretched out his hand and touched him, and said to him,
"I do choose. Be made clean!" 42 Immediately

the leprosy left him, and he was made clean. 43 After sternly
warning him he sent him away at once, 44 saying
to him, "See that you say nothing to anyone; but go, show
yourself to
the priest, and offer for your cleansing what Moses
commanded, as a testimony to them." 45 But he
went out and began to proclaim it freely, and to
spread the word, so that Jesus could no longer go
into a town openly, but stayed out in the country;
and people came to him from every quarter.
Mark 2 When he returned to Capernaum after some
days, it was reported that he was at home. 2 So
many gathered around that there was no longer room
for them, not even in front of the door; and he was speaking the
word to them. 3 Then some people came,
bringing to him a paralyzed man, carried by four of them. 4 And
when they could not bring him to Jesus
because of the crowd, they removed the roof above him; and
after having dug through it, they let down the mat
on which the paralytic lay. 5 When Jesus saw their faith, he said

to the paralytic, "Son, your sins are forgiven."
6 Now some of the scribes were sitting there, questioning in
their hearts, 7 "Why does
this fellow speak in this way? It is blasphemy! Who can forgive
sins but God alone?"
8 At once Jesus perceived in his spirit that they were discussing
these questions
among themselves; and he said to them, "Why do you raise such
questions in your
hearts? 9 Which is easier, to say to the paralytic, 'Your sins are
forgiven,' or to say,
'Stand up and take your mat and walk'? 10 But so that you may
know that the Son of
Man has authority on earth to forgive sins”—he said to the
paralytic—11“I say to
you, stand up, take your mat and go to your home.” 12 And he
stood up, and
immediately took the mat and went out before all of them; so
that they were all
amazed and glorified God, saying, "We have never seen
anything like this!" 13 Jesus
went out again beside the sea; the whole crowd gathered around
him, and he taught
them. 14 As he was walking along, he saw Levi son of Alphaeus

sitting at the tax
booth, and he said to him, "Follow me." And he got up and
followed him. 15 And as
he sat at dinner in Levi's house, many tax collectors and sinners
were also sitting with Jesus and his disciples--
for there were many who followed him. 16 When the scribes of
the Pharisees saw that he was eating with
sinners and tax collectors, they said to his disciples, "Why does
he eat with tax collectors and sinners?" 17
When Jesus heard this, he said to them, "Those who are well
have no need of a physician, but those who are
sick; I have come to call not the righteous but sinners."…
Mark 3 Again he entered the synagogue, and a man was there
who had a withered hand.
2 They watched him to see whether he would cure him on the
Sabbath, so that they
might accuse him. 3 And he said to the man who had the
withered hand, "Come
forward." 4 Then he said to them, "Is it lawful to do good or to
do harm on the Sabbath,
to save life or to kill?" But they were silent. 5 He looked around
at them with anger; he

was grieved at their hardness of heart and said to the man,
"Stretch out your hand." He
stretched it out, and his hand was restored…
Mark 5 They came to the other side of the sea, to the country of
the Gerasenes. 2 And
when he had stepped out of the boat, immediately a man out of
the tombs with an
unclean spirit met him. 3 He lived among the tombs; and no one
could restrain him
anymore, even with a chain; 4 for he had often been restrained
with shackles and chains, but the chains he
wrenched apart, and the shackles he broke in pieces; and no one
had the strength to subdue him. 5 Night and
day among the tombs and on the mountains he was always
howling and bruising himself with stones. 6 When
he saw Jesus from a distance, he ran and bowed down before
him; 7 and he shouted at the top of his voice,
"What have you to do with me, Jesus, Son of the Most High
God? I adjure you by God, do not torment me." 8
For he had said to him, "Come out of the man, you unclean
spirit!" 9 Then Jesus asked, "What is your name?"
He replied, "My name is Legion; for we are many." 10 He
begged him not to send them out of the country. 11
Now on the hillside a great herd of swine was feeding; 12 and

the unclean spirits begged, "Send us into the
swine; let us enter them." 13 So he gave them permission. And
the unclean spirits came out and entered the
swine; and the herd, numbering about two thousand, rushed
down the bank into the
sea, and were drowned. 14 The swineherds ran off and told it in
the city and in the
country. Then people came to see what happened. 15 They came
to Jesus and saw
the demoniac sitting there, clothed and in his right mind, the
very man who had had
the legion; and they were afraid. 16 Those who had seen what
had happened to the
demoniac and to the swine reported it. 17 Then they began to
beg Jesus to leave
their neighborhood. 18 As he was getting into the boat, the man
who had been
possessed by demons begged him that he might be with him. 19
But Jesus refused,
and said to him, "Go home to your friends, and tell them how
much the Lord has
done for you, and what mercy he has shown you." 20 And he
went away and began
to proclaim in the Decapolis how much Jesus had done for him;

and everyone was
amazed. 21 When Jesus had crossed again in the boat to the
other side, a great crowd
gathered around him; and he was by the sea. 22 Then one of the
leaders of the synagogue named Jairus came
and, when he saw him, fell at his feet 23 and begged him
repeatedly, "My daughter is at the point of death.
Come and lay your hands on her, so she may be made well, and
live." 24 So he went with him. And a large
crowd followed him and pressed in on him. 25 Now there was a
woman who had been
suffering from hemorrhages for twelve years. 26 She had
endured much under many
physicians, and had spent all that she had; and she was no
better, but rather grew
worse. 27 She had heard about Jesus, and came up behind him
in the crowd and
touched his cloak, 28 for she said, "If I but touch his clothes, I
will be made well." 29
Immediately her hemorrhage stopped; and she felt in her body
that she was healed of
her disease. 30 Immediately aware that power had gone forth
from him, Jesus turned
in the crowd and said, "Who touched my clothes?" 31 And his

disciples said to him,
"You see the crowd pressing in on you; how can you say, 'Who
touched me?'" 32 He
looked all around to see who had done it. 33 But the woman,
knowing what had
happened to her, came in fear and trembling, fell down before
him, and told the truth.
34 He said, "Daughter, your faith has made you well; go in
peace, and be healed of your disease." 35 While he
was still speaking, some people came from the leader's house to
say, "Your daughter is dead. Why trouble the
teacher any further?" 36 But overhearing what they said, Jesus
said to the leader of the synagogue, "Do not fear,
only believe." 37 He allowed no one to follow him except Peter,
James, and John, the brother of James. 38
When they came to the house of the leader of the synagogue, he
saw a commotion, people weeping and wailing
loudly. 39 When he had entered, he said to them, "Why do you
make a commotion and weep? The child is not
dead but sleeping." 40 And they laughed at him. Then he put
them all outside, and took the child's father and
mother and those who were with him, and went in where the
child was. 41 He took her by the hand and said to

her, "Talitha cum," which means, "Little girl, get up!" 42 And
immediately the girl got up and began to walk
about (she was twelve years of age). At this they were overcome
with amazement. 43 He strictly ordered that no
one should know this, and told them to give her something to
eat.
Mark 7. ...From there he set out and went away to the region of
Tyre. He entered a house and did not want
anyone to know he was there. Yet he could not escape notice, 25
but a woman whose little daughter had an
unclean spirit immediately heard about him, and she came and
bowed down at his feet.
26 Now the woman was a Gentile, of Syrophoenician origin.
She begged him to cast
the demon out of her daughter. 27 He said to her, "Let the
children be fed first, for it is
not fair to take the children's food and throw it to the dogs." 28
But she answered him,
"Sir, even the dogs under the table eat the children's crumbs."
29 Then he said to her,
"For saying that, you may go--the demon has left your
daughter." 30 So she went home,
found the child lying on the bed, and the demon gone. 31 Then
he returned from the

region of Tyre, and went by way of Sidon towards the Sea of
Galilee, in the region of
the Decapolis. 32 They brought to him a deaf man who had an
impediment in his
speech; and they begged him to lay his hand on him. 33 He took
him aside in private,
away from the crowd, and put his fingers into his ears, and he
spat and touched his
tongue. 34 Then looking up to heaven, he sighed and said to
him, "Ephphatha," that is, "Be opened." 35 And
immediately his ears were opened, his tongue was released, and
he spoke plainly. 36 Then Jesus ordered them
to tell no one; but the more he ordered them, the more zealously
they proclaimed it.
Mark 8 In those days when there was again a great crowd
without anything to eat, he called his disciples and
said to them, 2 "I have compassion for the crowd, because they
have been with me now for three days and have
nothing to eat. 3 If I send them away hungry to their homes,
they will faint on the way--and some of them have
come from a great distance." 4 His disciples replied, "How can
one feed these people with bread here in the
desert?" 5 He asked, "How many loaves do you have?" They
said, "Seven." 6 Then he ordered the crowd to sit

down on the ground; and he took the seven loaves, and after
giving thanks he broke them and gave them to his
disciples to distribute; and they distributed them to the crowd.
Mark 12 …They came to Jericho. As he and his disciples and a
large crowd were leaving Jericho, Bartimaeus
son of Timaeus, a blind beggar, was sitting by the roadside. 47
When he heard that it was Jesus of Nazareth, he
began to shout out and say, "Jesus, Son of David, have mercy on
me!" 48 Many sternly ordered him to be quiet,
but he cried out even more loudly, "Son of David, have mercy
on me!" 49 Jesus stood still and said, "Call him
here." And they called the blind man, saying to him, "Take
heart; get up, he is calling you." 50 So throwing off
his cloak, he sprang up and came to Jesus. 51 Then Jesus said to
him, "What do you want me to do for you?"
The blind man said to him, "My teacher, let me see again." 52
Jesus said to
him, "Go; your faith has made you well." Immediately he
regained his sight
and followed him on the way.
Tables for Assignment 7
Table 1
Code

Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/Page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Table 3
Theme

Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme in each cell
in this table.
Interview 3
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.
One of the biggest problems I have experienced comes from
students who are disengaged from the class. Often students are
texting or have their cell phones out during the entire class.
Another common problem is students who try to appear that
they are engaged by having their laptops open but they are often
on social media sites or surfing the web rather than being truly
engaged in the class. I have found that many students rely on a
“core group” of students to participate in all the discussions and
in class assignments and sit back and let the learning happen
around them. I don’t know if it is because they are unprepared
for class, they aren’t interested in the subject, or they don’t like
to interact in a public setting, but I know that it is frustrating
for me and for the students that are always relied upon to be
prepared to answer the questions.

2. Based on teaching experiences, how would you define
incivility?
Incivility occurs when the actions of individuals including
actions or speech is rude or unsociable. In the classroom, I
think that this includes the disengagement from learning.
3. What are some behaviors that you would describe as uncivil?
When was the last time this occurred? What happened?
Cells phones are a big problem. Students are either on their
phones the whole class or phones are going off throughout the
class despite reminders to set them to silent. I understand that
there are emergencies and sometimes calls or texts have to
occur, but I ask that students be respectful and attend to their
phones outside of the class. Other common issues are students
with very strong beliefs/convictions that refuse to listen to the
opinions of others. Often these are the same students who are
surfing the web rather than engaging within the class
discussions until it is a topic they are passionate about. I have
also experienced students who do not feel that they have to
abide by the class policies in regards to the discussion forums
and assignment due dates. They feel that they should be able to
submit their work whenever they want and not receive any point
deductions. It is a spirit of entitlement in my opinion.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
Recently I had a student who failed to submit two of the last
assignments. I advised her many times both on the phone and
within the Individual Forum that assignments could only be
accepted until the final day of the course, which she
acknowledged within the forum. The final day of the course
came and she did not submit the assignment and was given a
zero. Several days later she e-mailed me the assignments and

wanted credit for the assignments. I advised her that she was
aware of the policy and had acknowledged the policy within my
conversations with her. She called me to plead her case again
and said yes she was aware of the policy she just didn’t think it
applied to her.
5. How do you feel when students are uncivil?
It depends on where the incivility occurs. If it is directed at me
I am angry. I spend a great deal of time within the class and
ensure that students are learning and it is very frustrating. I try
to be compassionate for my students, but the lack of civility
sometimes makes me feel like I should be less compassionate.
If the incivility is between students, I try to remind them that
they need to respect one another’s opinions and that even if we
don’t agree on a subject it does not mean that we should be
rude. Sometimes we can agree to disagree.
6. What factors or situations contribute to student incivility in
your classes?
Cell phones, lap tops, side conversations, being unprepared, and
unengaged are all factors within student incivility within the
class. I know that it frustrates me and the students who are
trying to learn and who are engaged.
7. What strategies do you use to handle incidents of student
incivility in your classes?
· Attempting to create a class culture where everyone’s opinion
is valued and respected.
· Having very detailed class polices and syllabus.
· Class discussions so that rather than a lengthy lecture students
are given the opportunity to digest the information and solidify
their learning through the discussion.
· Being active and present within the instruction and learning
myself and being sensitive to the needs of the students.

© Copyright 2016. Grand Canyon University. All Rights
Reserved.
PSY-850 Mock Interview Resource
Interview 1
Some problematic behaviors are negative attitudes, entitlement,
negative communication styles, and the tendency to argue.
These are problematic because they disrupt the flow of the
classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress.
Last week, I dealt with a negative attitude in one of my online
classes. My students were to exchange papers to provide
feedback on a 10-page paper they were working on. Students
were to provide feedback focused on content and there was a
rubric style feedback form for them to follow. One student
turned her paper in 48 hours late, so I posted in the classroom
asking if there was anyone willing to pick up the paper to
provide feedback.
Two students picked up the paper and they both provided
feedback that was mainly focused on content and writing
choice. The comments they gave were pretty similar -- both
picked up on problems with structure and organization, and
made some suggestions to strengthen a few areas. Both made a
general observation that although the feedback wasn’t supposed
to be based on grammar and mechanics, the paper’s grammar
and mechanical issues were detracting from the readability.
Both suggested careful editing. The feedback given was a good
mix of positive and constructive feedback, and it was delivered

in a professional manner.
The student receiving the feedback was not pleased. She posted
in the discussion board that she felt ridiculed and shamed. She
said she was going to contact her advisor and have the
assignment and the feedback reviewed because it wasn’t fair
and it wasn’t constructive. She also sent personal e-mails to
both of the students that provided the feedback (one of which,
she pointed out a couple of grammatical errors in the feedback
itself) telling them both that they needed to consider other
peoples’ feelings before tearing up and redlining somebody’s
work. She also e-mailed me and told me that she received
hurtful response e-mails from both students that were “full of
insults” and “degrading.” As it turned out, the student could not
produce a copy of those e-mails when asked by her advisor, and
subsequently she dropped the program.
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom.
· Arguing with someone in a discussion forum. I deal with this
once a term or so - the last time was about two weeks ago when
somebody responded to a post by simply saying “I disagree.”

The original poster managed to stay out of it, but before I even
got back in the classroom (and I sign in daily) three people had
responded negatively. I had to step in and redirect the focus.
· Rude comments. For the most part, students I’ve worked with
have been polite and courteous to one another. About six
months ago, I was on a group video conference with a cohort of
students, when one told another student she was “a good
looking woman, and maybe that’s why she is so cocky.”
Fortunately, I didn’t have to deal with that one on my own.
· I had a student that responded to a discussion post from
another student by saying that her post was too hard to read
because all of the errors in her writing. I handled it by e-
mailing the individual and asking her to remove her comment
and keep future comments focused on extending the discussion
or reflecting on the material.
I had a student complain in the discussion board about a writing
tutor associated with the university. He mentioned the tutor’s
name, and complained in detail about the advice that was being
given.
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom, and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.

your classes?
· If I am not present in my classroom and participating actively
in the discussion that can contribute to a culture of incivility.
· Use of sarcasm or sardonic comments.
· Allowing students to control the discussion.
· Making evaluative comments on student submissions where
other members of the class can see.
· Allowing for discussion to get off topic and away from the
material.
· I try to prevent it in the first place. At the beginning of every
class, I post an announcement just kind of giving an overview
of the expectations for classroom/discussion conduct and some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions in response to posts that keep the
conversation heading in the way I want it to go.
· If a problem does arise, I try to redirect the conversation and
return to an acceptable topic.
· If there is a problem, I address it individually with the
students involved, reminding them of the classroom discussion
and communication expectations.
· If it is something that I feel like I’m going to lose control of,
or is escalating, I will contact my course administrator and seek
the counsel and involvement of the necessary admin.
Reserved.

Interview 4
Some problematic behaviors are negative attitudes, side
conversations/cell phone use, and negative communication
styles. These are problematic because they disrupt the flow of
the classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress in the classroom for
individuals and group projects.
Last week, I assigned a group project for my classes. My
students were to work together to conduct research for a
presentation, to be given in two weeks. One of the groups
started talking about the project while I was giving instructions,
and then when it came time to work, they had missed some of
the instructions so there was some confusion about the
assignment. They began arguing about who was going to do
what in the assignment, and one of them got up and left the
group, refusing to work with the rest.
The problematic behavior in this situation was the side
conversation, first, followed by the negative communication
style. Both of these issues made it difficult for learning to take
place, and disrupted the collaborative nature and focus of my
classroom.
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any

learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom for both the teacher and students.
· Arguing or using an aggressive communication style
(interrupting, sarcasm) during classroom discussion. I tend to
see this happen if the discussion takes a controversial turn. The
last time it happened in my class, it was two people arguing
over a presidential candidate. One student called the other a
derogatory term so I had to redirect the conversation back to
topic.
· Cell phone use can be uncivil, especially when it is excessive.
I have students who forget to turn it off and it makes some type
of noise, or students who will text or be playing games
throughout class. This is probably the most common behavior I
have to address, and I usually just ask the student to step
outside and complete their conversation or task, and then join us
when they are done.
· I had a student that was not happy with a grade she received
on her test. She came in at the beginning of class and asked if
she could talk to me, but class was about to start so I asked if
she could come see me during my office hours. She said, “Of
course, I figured that’s what you would say.” Shen then went
and dropped her bag down by her chair, and left the classroom.
She came back about 20 minutes later and sat in her chair,
doodling all through the notes that I was giving the students for
the next test. Because of the negative attitude, she missed out
on an important review for the next test.

· I had a student in class that was upset with a teacher from
another class, and was talking to the students around him about
the situation. After a couple of negative comments, I walked
over and struck up a conversation with the group to redirect the
subject.
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
your classes?
· If I am not engaged in my own activities and participating
actively in the discussion, that can contribute to a culture of
incivility.
· Use of sarcasm or sardonic comments
· Allowing students to control the discussion
· Addressing minor issues publicly -- it can escalate the
situation
· Allowing for discussion to get off topic and away from the
material
· I try to prevent it in the first place. At the beginning of every

class, I distribute a syllabus just kind of giving of overview of
the expectations for classroom/discussion conduct and just some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions during discussions that keep the
conversation heading in the way I want it to go.
· If a problem does arise, I try to redirect the conversation and
return to an acceptable topic.
· If there is a problem, I address it individually with the
students involved, reminding them of the classroom discussion
and communication expectations.
· If it is something that I feel like I’m going to lose control of,
or is escalating, I will contact my course administrator and seek
the counsel and involvement of the necessary admin.
Reserved.
Interview 2
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.
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?
· 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.

· 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.
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.
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.
· 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.

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