Revised fall, 2011 PSYC 2301. Introduction to Psychology Course Syllabus Outline PSYC 2301. Introduction to Psychology (3-3-0) A survey of the major topics in psychology. This course examines the study of behavior and the factors that determine and affect behavior. Prerequisite: TSI complete in Reading. F, Sp, Su (4201015125). INSTRUCTOR: Marcy Rhodes, M.A. Office: Longview North 205F Phone: 903-753-2642 Ext. 8391 Alternative Phone: 903-240-0588 Email: mrhodes@kilgore.edu Office Hours: To be posted COURSE RATIONALE: It is important for any well-educated person to understand to some degree how and why we, as human beings, behave and think the way we do. Psychology in general and Introductory Psychology in particular address the scientific approach to the study of behavior and mental processes. Students taking this course will be allowed to explore, discuss, and learn about important psychological principles and to apply these principles in understanding their own respective physical, mental, and social development. REQUIRED TEXT: Hockenbury, D. H., & Hockenbury, S. E. (2011). Discovering psychology (5 th ed.). New York, NY: Worth. COURSE REQUIREMENTS/EVALUATION: Your grade will be determined by performance on the following: Four (4) tests Comprehensive final examination Class preparation and participation Four (4) Tests (100 points each) Four (4) tests will be administered throughout the semester. Each test will cover ONLY the reading assignments, lectures, class discussions and activities since the previous test. They will consist of 50 multiple choice, matching, and true/false questions worth two (2) points each. You will need to provide your own scantron and #2 pencils on test days. Comprehensive Final Examination (200 points) The final examination will cover the last portion of class material as well as any material presented during the semester. The final exam will consist of 100 multiple choice, matching, and true/false questions worth two (2) points each. You will need to provide your own scantron and #2 pencils for the final exam.
Class Preparation and Participation Points (150 points) Success in this and every course requires careful preparation prior to attending class. To assess student preparation, various activities will be utilized throughout the semester. Such activities will include but will not be limited to pop quizzes, homework assignments, and in-class group and individual activities. Point values assigned to various participation and preparation activities will vary. There will be absolutely no opportunities to makeup missed participation and preparation activity points. COURSE GRADING Assignment Possible Points Percent of Final Grade Tests Test 1 100 13.33% Test 2 100 13.33% Test 3 100 13.33% Test 4 100 13.33% Cumulative Final Exam 200 26.67% Class Participation & Preparation 150 20.00% Total Possible Points 750 Grading Scale: A = 675-750 pts. B = 600-674 pts. C = 525-599 pts. D = 450-524 pts. F = Less than 450 pts. LATE ASSIGNMENTS AND MAKE-UP TESTS Absolutely NO late assignments will be accepted. MAKE-UP TESTS: You will have one opportunity at the end of the semester to make-up ONE AND ONLY ONE missed test. The date, time and classroom location for the makeup test will be announced well in advance. CLASSROOM POLICIES: Reading Assignments: READ EARLY AND READ OFTEN. You are responsible for completing all reading assignments prior to attending class in order to prepare questions about material you found difficult and to contribute meaningfully to class discussions. Attendance and Participation: You are expected to attend class regularly because lectures, activities, and discussions, as well as your unique contributions are valuable. Furthermore, studies have demonstrated that regular class attendance is associated with course success. If, however, you are unable to attend class, YOU will be responsible for acquiring all class content, assignments, and announcements.
Kilgore College expects punctuality and regular class attendance. An absence is defined as a student not being in class. An instructor may drop a student when either his lack of attendance prohibits him from meeting the course objectives or when a student accumulates excessive absences. Excessive absences is defined as the equivalent of two weeks instruction in a 16- week semester or no more than 12.5% of the total hours of instruction in any term. (Kilgore College Catalog, 2009-10, p. 49) IMPORTANT NOTE: If you accumulate more than 6 hours of absence during the course of the semester, you may be dropped from this course. If you are tardy, it is your responsibility to see me after class to make sure I have not marked you absent. Drop Date: (See Kilgore College Catalog)... All course drops, whether instructor or student initiated, shall result in a "W" during the first 12 weeks of a long term or 21 days of a summer term. During the thirteenth and fourteenth weeks of a long term, or the twenty-second through the twenty-fourth days of a summer term, such drops will result in a "W" if the student is passing or "F" if the student is failing. A student may not drop or withdraw during the last two weeks of a long semester or following the twenty-fourth class day of a summer term. It is the student's responsibility to drop or withdraw by the stated deadlines to ensure a grade of W. (Kilgore College Catalog, 2009-10, pp. 48-49) Student Conduct: Students are expected to conduct themselves in a professional manner. This means paying attention during class, making thoughtful, relevant comments, and respecting the thoughts and opinions of others. In an effort to reduce classroom disruptions, please turn off all electronic devices prior to the beginning of class, including cell phones, I-Pods, and laptop computers. If your cell phone rings during class, I get to answer it! NOTE: Students may request permission to use laptops for note-taking during class. Inappropriate or distractive classroom behavior is prohibited in order to assure that everyone has opportunity to gain from time spent in class. Should a disruptive classroom incident occur, the faculty member in charge may remove the student on either a temporary or permanent basis. Students have the right to appeal through appropriate channels. (Kilgore College Catalog, 2009-10, p. 36) Academic Dishonesty: It is the responsibility of students and faculty to help maintain scholastic integrity at the college by refusing to participate in or tolerate scholastic dishonesty. Plagiarism and other forms of academic dishonesty undermine the very purpose of the college and diminish the value of an education. Specific sanctions for academic dishonesty are outlined in the Kilgore College Student Handbook available in the Office of the Vice President of Student Development, located in the Devall Student Center. Phone (903) 983-8189. (Kilgore College Catalog, 2009-10, p. 36) Please note that students are responsible for scantron errors. Please bring an effective eraser on test days!
EXEMPLARY EDUCATIONAL OBJECTIVES: The student must be able to: 1) to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2) to use and critique alternative explanatory systems or theories. 3) to develop and communicate alternative explanations or solutions for contemporary social issues. 4) To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. STUDENT LEARNING OUTCOMES Listed below are the units to be addressed in class, including student learning outcomes and the number for the Exemplary Educational Objective. Class lecture, discussion, and activities will include, but shall certainly not be limited to the enumerated outcomes. Introduction to Psychology Reading Assignment: Chapter 1 1. Briefly outline the evolution of modern psychology. (1, 2, 4) 2. Explain the scientific assumptions and attitudes of psychologists. (1) 3. Discuss the various research methodologies involved in the study of Psychology. (1) 4. Briefly describe the key provisions of the APA s code of ethics for research with human subjects. (1, 3) Neuroscience and Behavior Reading Assignment: Chapter 2 1. Discuss the physical processes that underlie psychological experience and behavior. (1) 2. Describe the construction of the central and peripheral nervous system. (1) 3. Name the physiological structures of the brain and differentiate the functions of each. (1, 3) 4. Compare and contrast specialization in the cerebral hemispheres of the brain. (1, 2)
Learning Reading Assignment: Chapter 5 1. Explain associative learning; identify the primary types of associative learning. (2) 2. Provide a definition and explanation of classical conditioning. (2, 4) 3. Provide a definition and explanation of operant conditioning. (2) 4. Provide a definition and explanation of oberservational learning (2) 5. Identify and discuss the assumptions of the Behavioral Approach to Psychology. (2, 4) Memory Reading Assignment: Chapter 6 1. List and define the three aspects or stages of memory. (1) 2. Discuss sensory memory; define durability and capacity (2) 3. Discuss short-term memory; define durability, capacity and encoding. (2) 4. Describe long-term memory; discuss information transfer and organization of LTM (1) 5. Explain how context, mood and serial position affect the memory process. (1,2) Personality Reading Assignment: Chapter 10 1. Discuss the trait approach to the study of personality development. (2) 2. Discuss the psychoanalytic approach to the study of personality development. (2) 3. Discuss the humanistic approach to the study of personality development. (2,4) 4. Contrast Freud s and Roger s view of human nature. (2, 4) Social Psychology Reading Assignment: Chapter 11 1. Define social psychology. (1,4) 2. Identify and discuss the components of attitudes. (3,4) 3. Define prejudice, discrimination and stereotypes, discussing the roles of in-groups and out-groups in stereotype formation (3, 4) 4. Compare and contrast conformity, compliance and obedience. (4)
Psychological Disorders Reading Assignment: Chapter 13 1. Explain the difficulty of separating normal from abnormal behavior. (1,2) 2. Discuss the mood disorders, including unipolar and bipolar disorders. (1,2) 3. Discuss anxiety disorders, including panic disorders, phobias, and OCD. (1,2) 4. Identify the primary characteristics of schizophrenia. (1,4) Listed below are optional units, including student learning outcomes and the number for the Exemplary Educational Objective. Inclusion of the following topics may vary each semester. Class lecture, discussion, and activities may include, but shall certainly not be limited to the enumerated outcomes. Sensation and Perception Reading Assignment: Chapter 3 1. Identify size constancy and how it effects perception. (1) 2. Discuss how monocular cues and binocular cues contribute to depth perception. (1) 3. Enumerate and explain the processes associated with perceptual constancies and illusions. (2) 4. Summarize the effects of experience on perceptual interpretations. (1,4) Consciousness and Its Variations Reading Assignment: Chapter 4 1. List and define the various altered states of consciousness. (2,3) 2. Discuss sleep, including: levels of sleep and dreaming. (1) 3. Outline the major types of drugs and explain their effects. (3,4) 4. Compare and contrast the states of hypnosis and meditation. (3) Thinking, Language and Intelligence Reading Assignment: Chapter 7 1. Identify and describe three major problem-solving strategies. (1, 2) 2. Describe three cognitive strategies used in making decisions. (3) 3. Define intelligence, and discuss the history of the development of intelligence testing. (2, 4) 4. Explain the importance of test reliability and validity. (1)
Lifespan Development Reading Assignment: Chapter 9 1. Compare and contrast the concepts of nature and nurture. (3,4) 2. Outline the theory of cognitive development as postulated by Piaget. (2) 3. Enumerate and explain the stages of Erik Erikson's theory of psychosocial crises. (2) 4. Define and differentiate the terms sex typing and gender identity. (2,3) Stress, Health and Coping Reading Assignment: Chapter 12 1. Describe stress and discuss the role of cognitive appraisal in the experience of stress. (4) 2. Describe at least two sources of stress. (2) 3. Describe the sequence of physiological changes involved in the fight-or-flight response (2) 4. Describe the stages of Han Selye s general adaptation syndrome. (2) 5. List problem-focused coping strategies and emotion-focused coping strategies, and give an example of each. (2, 3) Therapies Reading Assignment: Chapter 14 1. Discuss psychoanalytic therapy, including the work of Freud and psychoanalysis. (2,4) 2. Explain the client-centered therapy of Carl Rogers. (2,4) 3. Discuss behavior therapy, explain classical and operant conditioning. (2) 4. Briefly outline the theories of Albert Ellis and Aaron Beck. (2,4) DISCLAIMER: This document does not constitute a contract, expressed or implied, and the instructor reserves the right to make modifications in content and schedule as necessary to promote the best education possible within prevailing conditions affecting this course.