PSY 2012: General Psychology Contributed by Nathalie Franco, Ph.D.

PSY 2012: General Psychology Contributed by Nathalie Franco, Ph.D. Course Description General Psychology reviews the scientific principles related to human behavior and mental processes. Topics include the scientific method, neuroscience, learning & memory, emotions, motivation & health, life span development, personality, psychological disorders, and social psychology. Requires Text Yes, you need the book! The required course text is the 9 th edition of Exploring Psychology (2014) by David Myers (loose leaf edition packaged with LaunchPad access card). Bring your text with you to class since we may refer to the text during class discussion and for the completion of critical thinking assignments. Learning Objectives Upon successful completion of this course, students should be able to: 1. Identify, differentiate, and summarize the various perspectives and subfields relating to psychology s history. 2. Identify and evaluate scientific designs and psychology s major issues. 3. Analyze and evaluate the relationships between biological and neurological processes and behavior. 4. Differentiate and compare types of learning, memory, cognition, and intelligence. 5. Comprehend and infer how motivation and emotion affect both physical and mental health, while utilizing and applying this knowledge for solving problems in their situations and lives. 6. Recognize and compare the various personality theories and evaluate the strengths and weakness of each theory. 7. Evaluate the characteristics, symptoms, and diagnostic criteria relating to the various psychological disorders. 8. Identify and describe the stages of human development through the lifespan and recognize theories that explain it. 9. Describe, apply, and evaluate variables that determine social cognition, social influence, and social relations. Critical Thinking Course Design This course has been designated as a Critical Thinking course. In other words, everything we do this semester will in some way relate to improving your understanding of and thinking critically about psychological principles, theories, practice, and application. The primary goal is for you to come to think as a psychologist would think. To think deeply about the field of psychology, one must think clearly about the questions which face psychologists, one must gather relevant and valid information which relates to those questions, one must accurately analyze the value of information gathered and one must understand the complexity of human nature. 1

The textbooks and reading materials will be used as a general resource for the course. You will learn to connect the logic of psychology to the logic of your own thinking so that the subject becomes relevant to you. While you will learn "facts" about psychology, they will be learned in the context of learning about the logic of psychology, rather than being memorized for test time. You will be asked to prepare for 6 critical thinking assignments, but each class period will consist of activities designed to enhance your critical thinking skills. In addition, each class period will build upon work done in the previous class period. Each student will actively participate in class sessions, as you are asked to continually process information by restating information, giving examples, offering alternate points of view, etc. You will also be involved in daily group work, self-assessment, and peer assessment. The ultimate goal is for you to learn to think critically about your thinking, so that you are able to accurately assess your strengths and weaknesses and to take charge of your thinking. Honors students are expected to attend class prepared to engage in seminar-style discussions and to avail themselves of opportunities for academic enrichment. Students must earn a minimum grade of B to receive Honors credit. Broward College s Definition of Critical Thinking: To support Broward College s Quality Enhancement Plan (QEP), critical thinking is defined as a process of evaluating information by questioning and testing assumptions, accepting and rejecting arguments and/or perspectives, and applying reasoning to make informed decisions. Critical Thinking Learning Outcome Statements: Goal 1: The QEP will enhance students critical thinking skills. Students will be able to: 1.1. Explain questions, problems, and/or issues 1.2. Analyze and interpret relevant information 1.3. Evaluate information to determine potential conclusions 1.4. Generate a well-reasoned conclusion Critical Thinking Learning Experiences Grid: Student Learning Outcome Explain questions, problems, and/or issues Analyze and interpret relevant information Evaluate information to determine potential conclusions Generate a well-reasoned conclusion Teaching & Learning Experiences/Activities/ Assignments CT # 1 SEE-I Research Methods CT # 2 SEE-I Psychoactive Drugs CT # 4 SEE Model Thinking Article Presentation CT # 3 Classical Conditioning CT # 5 Stress Guided Questions Article Presentation CT # 6 Personality Theories Article Presentation Article Presentation Intellectual Standards Clarity, Accuracy, Precision, Relevance Clarity, Accuracy, Relevance, Depth, Breath, Significance Clarity, Accuracy, Breath, Logic, Fairness; Clarity, Accuracy, Precision, Relevance, Depth, Breath, Logic, Significance 2

You will be asked to review the following websites. Critical Thinking Resources/References for Students The Critical Thinking Community: College and University Students http://www.criticalthinking.org/pages/college-and-university-students/799 The Miniature Guide to Critical Thinking: Concepts & Tools (limited download copy) http://www.criticalthinking.org/files/concepts_tools.pdf The Critical Thinking Community: Critical Thinking in Every Day Life: 9 Strategies http://www.criticalthinking.org/pages/critical-thinking-in-everyday-life-9-strategies/512 Online Environments Desire2Learn (D2L) LaunchPad Weekly online homework activities and quizzes are available through LaunchPad. Tips for using LaunchPad: 1. Fully supported browsers are Internet Explorer and Firefox. Safari and Chrome are NOT supported for this site. 2. Plan ahead: If you leave the week s entire lesson module until the final hour, tech support may not be able to help you to complete assignments by the due date. 3. Stay on top of your work: The web-enhanced nature of this course forces you to keep up. Since all activities are time sensitive, and there are no extensions on online assignments, you simply can t fall behind and be successful in this course. Grading and Assignments Activity Percentage Article Presentation* 10% CT Portfolio 10% CT Final Assignment 10% Launchpad 20% Exams 50% Total 100 A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 59 or below *Students in the Honors program will write a research paper and present the findings from the research paper in class. 3

Student Performance Evaluation 1. Class Participation Attendance will be taken on a regular basis. You will be asked to prepare and participate in discussions, demonstrations, group activities, presentations, etc. This participation will enhance your learning and make the material more meaningful. It is expected that you will read the assigned readings from Exploring Psychology. No make-up work is given for missed classes. 2. Presentation This activity allows you to demonstrate your ability to summarize and accurately present research based information related to topics covered in class. You will select a reading from Scientific American Mind Magazine published in the last 3-5 years and lead a discussion. The article must report on psychological research findings related to the topics covered in your textbook. You will be asked to o Explain the problem/issues o Analyze and interpret information o Evaluate the information to determine potential conclusions o Generate a well-reasoned conclusion regarding the problem/potential solutions You will need to ready other articles related to the topic to better inform yourself about your topic. You will have 8-10 minutes to summarize main points and to lead the discussion. Articles will be approved on a first come first serve basis. ALL ARTICLES MUST BE APPROVED BY NO LATER THAN 2/16. STUDENTS WHO DO NOT OBTAIN APPROVAL BY THIS DATE WILL RECEIVE A ZERO FOR THIS ASSIGNMENT. NO DUPLICATE ARTICLES/TOPICS WILL BE ACCEPTED, SO THE SOONER YOU GET THE ARTICLE, THE LESS WORK IT WILL BE TO APPROVE YOUR ARTICLE. Bring a copy of your article to class on 2/16 to turn in with your topic approval. Additional guidelines for this assignment will be provided in class. 3. Critical Thinking Portfolio (CTP) You will be asked to complete critical thinking assignment in preparation for class. These written assignments will involve disciplined thinking. They must be typed so that they can be easily revised. I will stamp each critical thinking assignment at the beginning of class. Students who come to class prepared will have the opportunity to participate in discussions, group activities, presentations, role-plays, etc. This participation will enhance your learning and make the material more meaningful. DO NOT EMAIL ME YOUR WRITING ASSIGNMENTS. YOU MUST TO TURN IN YOUR WRITING ASSIGNMENT AND PARTICIPATE IN CLASS TO RECEIVE CREDIT. Students who do not have a typed critical thinking assignment will not be allowed to participate in the activity until they complete it. They will be asked to go to a designated area in the room to complete it. Students will only be allowed to join in the activity if this does not interrupt the flow of the activity. Only partial credit can be obtained for in-class completion of the writing portion. You will be given a folder. Use this folder as your CTP to keep your writing activities for the semester. Students will be asked to evaluate each other s assignments using criteria and standards discussed in class. If you decide to revise your critical thinking assignments based on peer feedback, make sure to keep the stamped original assignment in your portfolio. 4

You are responsible for making sure your critical thinking portfolio will remain with you at all times. You will receive a zero for your CTP grade if your portfolio is missing. You are responsible for making sure all assignments are in your folder AND the grade log is in your portfolio. Bring your critical thinking portfolio to class. I will collect portfolios twice during the semester. All of us will work together to ensure the classroom is a safe environment for exploring ideas, challenging our assumptions, and evaluating our reasoning skills. CT Assignments and Activities CT Writing Assignments are due at the beginning of class. The In-class activities are to be completed in class. You must participate in both to receive full credit. Chapter Topic CT Writing Assignment CT In-Class Activity Ch. 1 Bio-Psychosocial Approach N/A In-class writing analysis of article using Biopsychosocial Approach Ch. 1 # 1 Research Methods SEE-I Model; Experimental and Correlational design Design study to test research questions. Present to other groups. Use IS to evaluate research proposals. Ch. 3 # 2 Psychoactive Drugs SEE-I Model Jigsaw Puzzle/Teaching activity/quiz Psychoactive Drugs Ch. 7 # 3 Learning Principles Classical Conditioning personal experience Identify UCS, UCR, CS, CR for partner s experience. Use Intellectual Standards to give feedback to partner. Ch. 9 # 4 Thinking SEE Model flashcards Studying SEE flashcards with partner and oral quiz. Ch. 11 # 5 Stress Guided Questions Discussion of questions by group. Analysis of TEDx Video on How to Make Stress your Friend. Ch. 12 # 6 Personality Theories Chart Comparing 2 theorists ALL CHAPTERS Final CT Writing Assignment Role Play/Dialogue between Freud and Rogers and between Bandura and Allport. Synthesis of best theory We will discuss the topics prior to writing the paper 4. Final Critical Thinking Writing Assignment: You will be asked to write a 2-page paper For this assignment, you are being asked to do the following: o Explain why psychology is a science and introduce one psychological concept from your textbook to provide support for this idea. Your thesis statement should clarify the perspective of psychology as a science and the concept you chose to illustrate this idea. o Analyze and interpret the research findings presented in your textbook to support your psychological concept. o Evaluate the significance or impact your psychological concept and the research findings have on your life. o Generate well-reasoned conclusions based on your analysis and evaluation to support the idea that psychology is a science and how it has impacted your life. 5

Topics for this paper must be approved by no later than 4/8. 5. LaunchPad Online Activities I strongly encourage you to complete these assignments on a weekly basis. Failure to submit assignments will result in a zero grade for the assignment. Allow yourself enough time to complete Launchpad activities. Technical issues can happen and excuses about technical problems will not be accepted from students who wait until the last minute to take complete activities. I will NOT be able to extend deadlines for Learning Curve Activities or Quizzes. Your grade will be based on the average score for each of the following categories. Learning Curve (LC) Activities LC activities include quiz type questions designed to help you learn the material. It is highly recommended that you read each section of the chapter before attempting the LC assignment for that section. You will save a lot of time if you read before you attempt the LC. The more you know the faster you get through each section. If you don t know the answers, you will spend more time until completing the points you need to get credit. For each LC activity you complete before the due date (by reaching a predetermined target score), you will earn 5 points. If you don t complete the LC you will receive a zero. The 3 lowest LC grade will be dropped at the end of the semester. Chapter Summative Quizzes Summative/Mastery Quizzes consist of multiple choice questions. They can be taken any time prior to the due date. They are usually due on Sunday before the exams and they will serve as preparation for the exams. The quizzes are timed (30 minutes). You will have 2 attempts to complete each quiz. The highest grade of the 2 attempts will be recorded. Collaboration between students and discussion of quiz answers are NOT permitted. The lowest summative quiz grade will be dropped at the end of the semester. 6. Exams There will be three exams, each covering one third of the course. All students are required to take the in-class exams on the dates they are scheduled (see make-up policy under class policies). The questions require application of the material. Cell phones and laptops must be completely out of reach during exams. If your instructor is able to see your phone, regardless of the reason you will receive an automatic F on the exam. Use the restroom before the exam. You will not be allowed to leave the room once the exam begins. Class Policies Class Attendance and Withdrawal Policy Students non-attendance will be reported. If you withdraw through the Registrar s Office (online or in person) on or before that date, you will receive a grade of W. If you stop attending class, participating in class discussions, submitting assignments, or fail to take quizzes or exams, etc. prior to the withdrawal date noted above, you may be administratively withdrawn from class and a receive a W or an F if this is your third attempt. If you simply stop attending class, do not withdraw yourself through the proper channels, or are not administratively withdrawn, you will receive an F in the course. To avoid this situation, you should remain an active learner in this class and always communicate extenuating circumstances to me. Ongoing 6

communication with me is critical to your success in this course. I will use attendance, completion of tests, assignments, and other class activities as indicators of your participation in order to satisfy this federal reporting requirement. Make-up Test Policy Make-up tests will be permitted only under extenuating circumstances and only with prior notification and official documentation (original funeral notice, original doctor s note, etc.). The instructor reserves the right to create alternate make-up exams for students (with documented, excused absences) who are not able to take the scheduled exams. Academic Honesty Broward College expects its students to be honest in all of their course work and activities. A student s academic work must be the result of her or his own thought, research, and/or self-expression. Cheating will not be tolerated. This includes, but is not limited to, collaboration on exams or assignments and plagiarized papers. The research paper is subject to submission to Turnitin.com for the detection of plagiarism. The first incident will result in a grade of zero for the assignment. A second occurrence will result in a failing grade for the class, removal from the class, and possible additional sanctions as determined by the Dean of Students. Classroom Expectations and Climate In this class the expectations are that everyone will put forth their best effort and show mutual respect. Professionalism and courteous conduct contributes to your learning and the learning of others. Be respectful to others. TURN OFF cell phones. No text messaging, or engaging in behavior that distracts you or others from class activities or discussions. Courteous conduct also includes showing respect for others points of view and contributions. Discourteous conduct, on the other hand, distracts from your learning and the learning of others. Some examples of conduct that distract from learning are checking your phone for messages, engaging in side-bar conversations not related to course content, studying for other courses while in PSY 2012, and using a laptop in class for actions unrelated to our class. Expectations for Course Communication Email: Use the email tool only for private, personal, one-to-one communication with a specific individual or groups of individuals. Please do not send course related emails to the instructor's BC email address. Assignments sent to the instructor's BC email will not be accepted. Alternate Communication: In the event that the course communication tools are unavailable for more than 24 hours, the instructor will communicate with students (if necessary) via their BC email addresses. Faculty Response Policy: Course emails and discussion posts will be answered within 48 hours. Emails sent on Saturday or Sunday may not be answered until Monday. It is recommended that you post course-related questions in the discussion area. If you need info related to a test or assignment, plan ahead and submit your questions well ahead of the due date. Your instructor is not online 24 hours per day, so please allow time for responses. 7

Special Needs Students having special needs as defined by the Americans with Disabilities Act should notify the Office of Disability Services as early in the term as possible. It is the student's responsibility to contact the Disability Support Office prior to document disability prior to receiving services. Notify me after you have contacted the Office of Disability Services so that I can consult with the Office of Disability Services to discuss what reasonable accommodations would be appropriate for your situation. Course Outline Attached is a tentative outline of the topics and assignments for this semester. In most instances, the sequence of the course schedule is followed; however, due to extenuating circumstances, it is sometimes necessary for the instructor to make changes in either the schedule or assignments. It is your responsibility to know and follow the written guidance given in this syllabus and the course sequence. Changes will be announced in class and/or online via announcements and/or email. Students are responsible for all announced changes. TENTATIVE COURSE OUTLINE Topic Reading Assignment DUE Critical Thinking Assignment DUE 1 Introduction/Syllabus/D2L/LaunchPad Syllabus 2 Perspectives in Psychology Ch. 1 (p. 1-9) No Class 3 No Class: Martin Luther King Jr. Day - Research Methods Ch. 1 (p.10-33) Research Methods 4 Library Research Day (REQUIRED) The Biology of Behavior Chapter 2 5 Psychoactive Drugs Chapter 3 Consciousness, Sleep, Hypnosis 6 Developing Through the Life Span Chapter 4 Psychoactive Drugs 7 TBA (Article Approval DUE) Exam 1 (Ch. 1, 2, 3, 4, Critical Thinking, ) 8 Classical Conditioning Operant and Observational Learning Spring Break 9 Memory 10 Thinking & Intelligence 11 TBA Exam 2 (Ch. 7, 8, 9, CT, ) Chapter 7 Chapter 8 Chapter 9 Learning Principles CT Portfolio Check Thinking Concepts 12 Stress, Health, & Positive Psychology Chapter 11 Stress Guided Questions 13 Personality 14 Psychological Disorders 15 Therapies 16 Exam 3 (Ch. 11, 12, 14, 15, CT, ) Chapter 12 Chapter 14 Chapter 15 Famous Theorists CT Portfolio DUE & Draft CT Paper DUE Final CT Paper DUE on D2L 8

Critical Thinking Portfolio Assignments Critical Thinking Assignment Research Methods (SEE-I) Psychoactive Drugs (SEE-I) Learning Principles (1 page Essay) CT Portfolio Check Thinking Concepts (SEE Model Flashcards) Stress (Guided Questions) Famous Theorist (Chart) CT Portfolio DUE Important Deadlines Final CT Paper: Draft Psychology in my Life (include in your CT folder) Final (Submit on D2L) Exams Exam 1 (Ch. 1, 2, 3, 4, CT) Exam 2 (Ch. 7, 8, 9, CT, ) Exam 3 (Ch. 11, 12, 14, 15, CT, ) Library Research Day Article Approval DUE (8-10 minutes each) 9

Launchpad Activities & Quizzes Chapter Online Activity Max. Points Chapter 1 1a Psychology s Roots and Contemporary Psych. LC 5 1b The Need for Psychological Science LC 5 1c How do Psychologists Ask and Answer Questions LC 5 Chapter 1 Summative Quiz Quiz 10 Chapter 2 2a The Biology of Mind and Neural Communication LC 5 2c The Brain LC 5 Chapter 2 Summative Quiz Quiz 10 Chapter 3 3a The Brain, Consciousness, and Sleep LC 5 3b Hypnosis, Drugs, and Consciousness LC 5 Chapter 3 Summative Quiz Quiz 10 Chapter 4 4a Prenatal, Infant, and Child Development LC 5 4b Adolescence LC 5 4c Adulthood LC 5 Chapter 4 Summative Quiz Quiz 10 Chapter 7 7a How Do We Learn? And Classical Conditioning LC 5 7b Operant Conditioning LC 5 Chapter 7 Summative Quiz Quiz 10 Chapter 8 8a The Phenomenon and Study of Memory LC 5 8b Building and Stories Memories LC 5 8c Retrieval and Forgetting LC 5 8d Memory Construction and Improving Memory LC 5 Chapter 8 Summative Quiz Quiz 10 Chapter 9 9a Thinking LC 5 9c Intelligence LC 5 Chapter 9 Summative Quiz Quiz 10 Chapter 11 11a Stress LC 5 11b Health and Human Flourishing LC 5 Chapter 11 Summative Quiz Quiz 10 Chapter 12 12a Psychodynamic Theories LC 5 12b Humanistic and Trait Theories LC 5 12c Social and Cognitive Theories LC 5 Chapter 12 Summative Quiz Quiz 10 Chapter 14 14a Anxiety Disorders LC 5 14b Mood Disorders LC 5 14c Other Disorders and Rates of Disorders LC 5 Chapter 14 Summative Quiz Quiz 10 Chapter 15 15a Psychological Therapies LC 5 15b Evaluating Psychotherapies LC 5 Chapter 15 Summative Quiz Quiz 10 Total LC = Learning Curve. My Points 10