City University of Hong Kong. Course Syllabus. offered by Department of Applied Social Sciences with effect from Semester A 2017/18

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1 City University of Hong Kong offered by Department of Applied Social Sciences with effect from Semester A 2017/18 Part I Course Overview Course Title: Psychology for Young Professionals Course Code: GE2129 Course Duration: One Semester Credit Units: 3 units Level: Proposed Area: (for GE courses only) B2 Arts Humanities Study of Societies, Social Business Organations Science Technology Medium of Instruction: Englh Medium of Assessment: Englh Prerequites: (Course Code Title) Nil Precursors: (Course Code Title) Nil Equivalent Courses: (Course Code Title) Exclusive Courses: (Course Code Title) GE2203 Psychology for Young Professionals Nil 2

2 Part II Course Details 1. Abstract Th course aims to prepare students for entering their professional world with knowledge of competence in understing dealing with people. Through th course, students will learn to apply knowledge to describe explain everyday human behaviours in general work-related behaviours in specific. In addition, th course will guide students from various, including sciences, business, humanities, to relate to their own, leading to development of cross-dcipline competence. 2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student expected to be able to do at the end of the course according to a given stard of performance.) Upon successful completion of th course, students should be able to: No. CILOs # Weighting* (if applicable) 1. Apply knowledge to describe explain personal experiences everyday observations which are relevant to professional development. Dcovery-enriched curriculum related learning outcomes (please tick where appropriate) A1 A2 A3 70% 2. Synthesize knowledge with their own dcipline knowledge. 30% * If weighting assigned to CILOs, they should add up to 100%. 100% # Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex. A1: Attitude Develop an attitude of dcovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers. A2: Ability Develop the ability/skill needed to dcover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across or applying academic knowledge to self-life problems. A3: Accomplhments Demonstrate accomplhment of dcovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes. 3

3 3. Teaching Learning Activities (TLAs) (TLAs designed to facilitate students achievement of the CILOs.) TLA Brief Description CILO No. Hours/week (if applicable) Lectures Lectures are organized in learning modules (see keyword syllabus) so that students have clearer focuses of learning. In each module, concepts theories that relate everyday human phenomena to will be introduced. Students will be guided to apply the concepts theories to the sues addressed in the particular module. Assigned readings In-class dcussion In each module, selected readings will be assigned to students so that they can learn how to observe human behaviours systematically to apply knowledge to explain the observed behaviours. To cultivate an active thinking among students, there will be guided dcussion in class, through which students can learn howto apply knowledge in explaining their personal experiences observed behaviours step-by-step. Poster booklet Students are required to design a poster a booklet that introduce how knowledge integrated into the knowledge of their own. 3

4 4. Assessment Tasks/Activities (ATs) (ATs are designed to assess how well the students achieve the CILOs.) Assessment Tasks/Activities CILO No. Weighting* Remarks Continuous Assessment: % Quizzes 70% There will be two in-class quizzes (typically upon completion of second third modules, depending on the time schedule of each semester) to assess students learning in th course. Poster booklet Students are required to present their posters booklets to the class at the end of the course. Assessment will be based on their oral in-class poster presentation, as well as the content organization of the printed booklet, with reference to cross-dcipline synthes. 30% Examination: % (duration:, if applicable) * The weightings should add up to 100%. 100% 3

5 5. Assessment Rubrics (Grading of student achievements based on student performance in assessment tasks/activities with the following rubrics.) Grading pattern: Stard (A+ A A- F) Grading assigned based on student s performance in assessment tasks/activities. (details as described below) Below are the performance stards based on which students work will be graded: Assessment Task 1. Quizzes (70%) Criterion Students are required to complete two scheduled in-class Quizzes. Excellent (A+, A, A-) The student can correctly apply integrative knowledge to address the given sue. Descriptions explanations from the student are clear concrete. The level of understing shown by the student deeper than what were taught in classes or texts. Good (B+, B, B-) The student can correctly apply knowledge to address the given sue. Descriptions explanations from the student are systematic, clear concrete. Fair (C+, C, C-) The student can describe some knowledge but it either incorrect or not really applied to the given sue. Marginal (D) The student fails to demonstrate knowledge. It shown by either no description of knowledge or dorganized presentations of ideas. Failure (F) The student demonstrates nothing meaningful or found to commit plagiarm. 2. Poster booklet (30%) Students are required to design, make, present their posters booklets to the class The student describes clearly how knowledge related to their own personal experiences. Psychology concepts The student describes clearly how knowledge related to their own experiences. personal The addresses knowledge student how related to their own experiences personal but The student shows poor effort in making the poster booklet, such that the content not focusing on a proper sue, knowledge poorly The assignment so poorly done that nothing meaningful demonstrated, or the assignment found to be plagiarized. 4

6 theories are Psychology the link suggested integrated, /or integrated with concepts general. presentation of knowledge structures theories are Attempts are content of their own integrated with shown to integrate dorganized. knowledge personal experiences structures of concepts such integration their own theories with illustrated with knowledge of clear theoretical personal their own explanation experiences; concrete examples. however, such personal Apart from it, creative integration experiences but insight /or deep general but not such integration meaning generated adequately either too general presented specific in both or not correct. effectively to theoretical audience/readers. practical terms. 4

7 Part III Other Information (more details can be provided separately in the teaching plan) 1. Keyword Syllabus Module One: Managing yourself Personality competence Motivation satfaction in work life Emotion, stress, coping Thinking, decion making, problem solving Module Two: Working well with people Social behaviours Situational influences of behaviors The cultural mind Human diversity racial conflicts Module Three: Adapting well to the modern world Learning behavioral changes Attention, perception, design of environment Mental processing human-machine interactions 2. Reading Lt 2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of e-books, e-journals available from the CityU Library.) 1. Course Pack A course pack, which a compilation of all essential readings required in th course, available for GE2203 students for purchase. 2.2 Additional Readings (Additional references for students to learn to exp their knowledge about the subject.) 1. Gleitman, H., Fridlund, A. J., Reberg, D., (2004). Psychology. New York: W.W. Norton. 2. Griggs, R. A. (2009). Psychology: a conce introduction. New York: Worth Publhers. 3. King, L.A. (2008). The science of : an appreciative view. Boston: McGraw-Hill Higher Education. 4. Myers, D. G. (2008). Exploring Psychology. New York: Worth Publhers. 5. Smith, E. E., Nolen-Hoeksema, S., Fredrickson, B. L., Loftus G. R. (2003). Atkinson & Hilgards s Introduction to Psychology. CA: Wadsworth. 5

8 6. Mastsumoto, D., Juang, L. (2004). Culture Psychology. Belmont, CA: Wadsworth/ Thomson. 7. Vaughan, G. M., & Hogg, M.A., (2008). Introduction to social. Frenchs Forest, NSW: Pearson Education Australia. 8. Schultz, D., Schultz, S. E. (2010). Psychology work today: an introduction to industrial organizational. NJ: Prentice Hall. 5

9 Annex (for GE courses only) A. Please specify the Gateway Education Programme Intended Learning Outcomes (PILOs) that the course aligned to relate them to the CILOs stated in Part II, Section 2 of th form: GE PILO PILO 1: Demonstrate the capacity for self-directed learning PILO 2: Explain the basic methodologies techniques of inquiry of the arts humanities, social sciences, business, science technology PILO 3: Demonstrate critical thinking skills PILO 4: Interpret information numerical data PILO 5: Produce structured, well-organed fluent text Please indicate which CILO(s) /are related to th PILO, if any (can be more than one CILOs in each PILO) CILO 2: Achieving of CILO2 individualized in that student synthesize with THEIR OWN professional dcipline. Students must show self-directed learning to achieve th CILO. CILO1: For CILO1, students write assignments to apply concepts theories acquire proper means techniques of studying for. CILO1&2: For CILO1 & 2, critical thinking skill essential for when students critically analyze synthesize it with other dcipline knowledge sensibly in writing assignments. CILO1&2: To apply synthesize knowledge, students need to be able to interpret information from reading materials when completing assessment tasks for CILO 1 & 2. CILO1&2: For CILO1, students write essays to demonstrate knowledge application. For CILO2, students produce booklets to synthesize cross-dcipline knowledge. PILO 6: Demonstrate effective oral communication skills PILO 7: Demonstrate an ability to work effectively in a team PILO 8: Recogne important charactertics of their own culture(s) at least one other culture, their impact on global sues PILO 9: Value ethical socially responsible actions PILO 10: Demonstrate the attitude /or ability to accomplh dcovery /or innovation CILO1&2: Students present their creative ideas in poster booklet design in an open format within outside the classroom to achieve CILO 1 & 2. CILO1&2: Students acquire knowledge about team work process while achieving CILO1. Subsequently, in achieving CILO2, they apply what they learn to work in a team. CILO2: Achieving of CILO2 individualized in that student dcover synthesize with THEIR OWN professional dcipline. GE course leaders should cover the matory PILOs for the GE area (Area 1: Arts Humanities; Area 2: Study of Societies, Social Business Organations; Area 3: Science Technology) for which they have classified their course; for quality assurance purposes, they are adved to carefully consider if it beneficial to claim any coverage of additional PILOs. General advice would be to restrict PILOs to only the essential ones. (Please refer to the curricular mapping of GE programme: B. Please select an assessment task for collecting evidence of student achievement for quality assurance purposes. Please retain at least one sample of student achievement across a period of three years. Poster & Booklet Selected Assessment Task 5