General Psychology Syllabus for 2013-2014
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Instructor Information
Instructor
Jeffery Kee (Curriculum Vitae)Phone
8063715183Office Location
Dutton Hall 202NOffice Hours
Course Information
Recording Policy
Disability Statement
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.
Statement for Mental Health and Advocacy & Resource Center:
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Amarillo College Tutoring for Success Policy:
Administrative Drop Policy
N/A
Student Withdrawal Procedures
N/A
Privacy Statement
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
Course
PSYC-2301-006 General Psychology
Prerequisites
RDNG 0331-minimum grade of C or a score on a state-approved test indicating college-level reading skills
Course Description
General Psychology is a survey of the major psychological topics, theories and approaches to the scientific study of behavior and mental processes.
Student Resources Student Resources Website
Department Expectations
\N
Occupational License Disclaimer
Hours
(3 sem hrs; 3 lec)
Class Type
Hybrid
Syllabus Information
Textbooks
\ Myers, D.G. (2011). Exploring Psychology (8th ed.) Worth Publishers. (Required)
\\ Straub, R.O. (2011). Study Guide to Accompany Exploring Psychology (8th ed. or 7th ed.), Worth Publishers. (This book is suggested because it has many example test questions. It is not required. You should be able to get this used on Amazon for as little as $3. An older edition of the study guide will work for this class.)
\\ * REBT articles – (This information is provided in the web course under the Lessons Tab, then click on Supplemental Reading.)
Supplies
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Student Performance
\ COURSE DESCRIPTION:
\\ The course is an introduction to psychology covering the principles of human behavior relating to heredity, maturation, intelligence, learning, motivation, perception, emotions, personality, psychological disorders, therapies, and social context.
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\\ Learning Outcomes:
\\ Upon successful completion of this course, students will:
\\ 1. Identify various research methods and their characteristics used in the scientific study of psychology.
\\ 2. Describe the historical influences and early schools of thought that shaped the field of psychology.
\\ 3. Describe some of the prominent perspectives and approaches used in the study of psychology.
\\ 4. Use terminology unique to the study of psychology.
\\ 5. Describe accepted approaches and standards in psychological assessment and evaluation.
\\ 6. Identify factors in physiological and psychological processes involved in human behavior.
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog in using the AC Connect Portal
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Expected Student Behavior
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\\ Critical Information on How To Use Email in This Course!
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\\ In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor.
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\\ There is one way to email your instructor. You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking. Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course. Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course).
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\\ Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis. The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account. These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.
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\\ If you do not follow these instructions, you email is at risk of getting lost. I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class. If you follow the instructions about your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner.
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\\ You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.
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\\ http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w
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\\ http://screencast.com/t/0jlcsuLrdj
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\\ What are the ground rules for group discussion in class and any online discussion?
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The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
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• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
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• The purpose of class discussions is to generate greater understanding about different topics. The ex
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Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
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Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
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• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
\ • Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
\\ • Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
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\\ What is expected in terms of classroom etiquette?
\\ In order to maximize the group’s learning, some basic guidelines for the class are helpful. The following issues rarely occur in class. However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.
\\ 1. Turn off all pagers and cell phones before class. Do not text message during class. It is distracting and sends the message that you are not present for our discussions. Similarly, do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. If you are texting or emailing during class time you will not receive credit for that day of class.
\\ 2. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting. Students report that they could not concentrate on the discussion.
\\ 3. When a student has the floor, please do not have side conversations with other students. I believe it is disrespectful to that student who has the floor. And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.
\\ 4. I will do all I can to make sure each class is done by 2:45, but I need everyone else’s cooperation to do this. Please arrive to class on time, if not a few minutes early.
Grading Criteria
HOW DO I PREPARE FOR THE EXAMS?
1. This is a three hour course. An estimate of study time outside of class is 3 hours for every 1 hour in class. Therefore, you need to plan on spending at least 9 hours per week in studying for this class outside of class.
2. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC (First Year Seminar), which teaches important areas such as study skills, motivation, time management, and stress management.
3. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.
4. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
5. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
6. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.” This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.
7. Students report that it is helpful to make a flash card for each paragraph of reading material. They ask a question on one side of the card and answer it in their own words on the other side of the card. Then, they have a way of testing their understanding of the content.
EXAMINATIONS:
1. There will be four multiple choice EXAMS. All exams will be taken online. Each exam is scored on a 100 point scale. The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. The lowest exam score out of the four is automatically dropped. Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam. The three exams that are not dropped will count for a total of 80% of your grade in the course.
2. The lowest exam score will be dropped. Because the lowest exam score is dropped, there will be no make-up exams. If you miss a scheduled exam for any reason, that exam will be the exam score that will be dropped. The purpose for the drop grade is so that you can miss an exam for any reason, such as death in the family, illness, vacation, having a baby, not able to get your books on time, not having access to a computer, having to work, forgetting to take an exam, etc.
3. Each exam will have approximately 50 questions that will be randomly selected from a test generator. The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes.
4. You will be able to see only one question at a time, and you will have one attempt for each question. You are not penalized for guessing. You will not be able to go back and review or answer questions. Remember to click the “submit” button at the end of your exam.
5. For test security purposes I do not release the tests or allow additional time to go back and review the exams. I offset this policy with open book / open note exams, simulated practice test questions, participation grade, and grade adjustments for each exam based on the number of questions missed by the class. Also, there is a recommended study guide with many similar practice test questions.
6. There is not an “extra credit” option. I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit. I want you to learn the study skills necessary to be successful as you continue taking courses in college. I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class. That course teaches you how to study and take exams so you can be successful in your future college courses.
7. I round up grades that are “borderline,” for example, 79.5 would be rounded up to a B, and a 79.4 would round to a C.
8. In order to check your grades, you can go to the Home Page and click on “My Grades.”
9. Each online exam will consist of about 50 questions. Each online exam will have a time limit. You will be notified of the amount of time when you start your exam. You will have approximately 1.5 minutes per test item. After you answer a test item, you may not go back to that test item at a later time during the exam. The questions for each exam will be presented to you one at a time. The questions must be answered in the order given. Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing. For test security reasons, the exams are not released for review.
10. All exams will be taken online. You are allowed to use your notes on the exams. The exams are timed (approximately 1.5 minutes per test item) so you will not have much time to look up the answers. In other words, you will need to know the information well before you take the online exams.
You may not have another person with you at the time that you are taking one of the online exams. If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from Amarillo College.
11. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
12. How do I calculate my grade?
An example of how to calculate your grade: if you, for example, made an 82 on exam 1, 89 on exam 2, a 93 on exam 3, and you have the following daily participation grades: 100 + 80 + 50 + 100 + 100 + 100 + 0 + 50 + 100 + 100.
Remember, the exams are worth 80% of the course grade and participation is worth 20% of the course grade. We are assuming in this example that you were happy with your scores on exam 1, exam 2, and exam 3, so your final exam could count as your drop grade. Here is how you do the math: 82 + 89 + 93 = 264/3 = 88.00 (your average for your exams). 100 + 80 + 50 + 100 + 100 + 100 + 0 + 50 + 100 + 100 = 780/10 = 78.00 (your average for participation). Then complete the following equation: 88.00 x .7 + 78.00 x .2 = 61.60 + 15.6 = 77.20 Your grade for the course would be a “C.”
13. Final Grades
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
14. An explanation of how Blackboard (the software that runs the exams in your course) grades your exams.
The lowest exam grade out of the four exams will be automatically dropped. After you have taken exam 1, that test grade will NOT be calculated in the Course Average until you have completed exam 2. If you have only taken exam 1, then that exam score is being dropped for now, meaning that it will not show in the Course Average.
Let’s look at another example. Let us say that you have only taken exam 1 and exam 2 and that you made an 82 on exam 1, and a 79 on exam 2. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 82 at that time because it is automatically dropping the lowest exam grade (the grade of 79).
Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, and a 93 on exam 3. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 87.5 at that time because it is automatically dropping the lowest exam grade (the grade of 79). Here, Blackboard is averaging the 82 and the 93 to get an Exams Average grade of 87.5.
Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, a 93 on exam 3, and a 63 on the final exam. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 84.67 at that time because it is automatically dropping the lowest exam grade (the grade of 63). Here, Blackboard is averaging the 82, 79, and the 93 to get an Exams Average grade of 84.67.
Please be careful toward the end of the semester after you have taken the first three exams because the Course Average grade will not be accurate until after the final exam has been completed for the class. Here is an example. Let us say that you have a 50 on exam 1, a 75 on exam 2, and an 80 on exam 3. Let us also say you have a 100 on all of your Discussions. Your Course Average will say you have a 97.5. If you think at this point that you will not need to take the final exam because your score in the course is 97.5, you will mistaken! This score of 97.5 is actually not accurate because it is dropping the lowest of the exams you have taken so far. If you have not taken the final, then it is dropping the lowest of the first three exams. After the class takes the final exam, your score for the final would be a 0. The zero on the final exam would be the lowest grade, so it would be the grade that is dropped. Now, when we do the math, you get a 74.67 for your Course Average: [50+75+80=205 and 205/3=68.33. 68.33x.8=54.67 (exams average) and 100x.2=20 (discussions average). 54.67+20=74.67] As you can see from this example, you would have wanted to take the final exam hoping you could have done well enough on it do make your 50 on exam 1 your drop grade!
I hope this will help you interpret your grade as you begin taking exams in this course! If you have any questions call me at 336-2143.
Practice Test Questions:
I recommend you use the Study Guide To Accompany Exploring Psychology by Richard Straub; it will have many example test questions that will be similar to your actual exams. The Study Guide To Accompany Exploring Psychology is not required for this course. You should be able to order a used copy inexpensively. You could even order an older edition of the study guide and it would still be of great help.
If you do not have the Study Guide To Accompany Exploring Psychology, then you may use the Book Companion Website for Exploring Psychology. I recommend the study guide over the Book Companion Website for Exploring Psychology; the study guide book has more examples of test questions.
You can access the Book Companion Website for Exploring Psychology by going to
www.worthpublishers.com/myers and click on your textbook. You will need to register before you can access the Book Companion Site for Exploring Psychology. You have to have an email address in order to register. Once you get into the Book Companion Site for Exploring Psychology, you can you can review the concepts by doing the practice Quizzes. You do not turn in any of the assignments from the Study Guide To Accompany Exploring Psychology or from the Book Companion Site for Exploring Psychology. These resources provide similar practice exam questions. They are not required, but they are highly recommended.
GENERAL QUESTIONS AND ANSWERS:
The discussion board has two purposes: 1) to provide a way to participate online, and 2) to allow students to post questions about the reading and have other students and/or the instructor respond to the questions.
If you have general questions (and answers) that other students may benefit from, please direct them to the instructor by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in General Questions and Answers, all students will be able to see my (and your) responses.
DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:
How do we participate in this class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assignment before you come to class. You need to be prepared to discuss your connections when you come to class.
The reason for assigning the discussions (participation homework) is because it will help you become more actively involved in the reading. This greater activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Where do we go to post our response in the class?
Participation occurs in this class by clicking on the lessons tab, then go to Discussions, and then click on the specific chapter. You will then be able to post your discussion into the specific assigned chapter. In order to receive credit for your connections (participation homework) you must post it in the Discussions.
Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.
What types of homework assignments will we have?
Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, and completing discussion assignments. There are two types of discussion assignments that are designed to facilitate your critical thinking about the reading: 1) a structured discussion question or 2) a connection response.
Can you explain the difference between a structured discussion question and a connection response?
The structured discussion question is very straightforward in that it is a structured question that I design and you answer based on the reading assignment. The directions for each critical thinking exercise / discussion question is found in your course schedule.
The connection response is a detailed response consisting of your reaction and opinion to a reading assignment. The connection response is more open-ended (less structured) than the discussion question.
Each connection response should reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to a major concept from the chapter. You can also talk about how concepts from other readings from any source relate to a concept in your assigned reading. It is critical that you title each connection response with your name and the chapter that you are responding to.
Connection responses (like the structured discussion question) help students find meaning in what they read. The process of making connections to the main concepts in the reading helps with remembering the concepts. If you can remember a concept, you can then apply that knowledge in your life.
These connection responses are not a summary of the reading. No credit is provided for a summary of the reading. You may want to ask yourself the following questions as a way to help you create a connection response:
1) How does this concept (a concept from the reading that you choose) help you to cope with stress or to enrich your life?
2) How does the reading relate to your community, or your family?
3) Is there something in the news (or online) or something a friend has experienced that directly relates to something in the reading?
4) How does the reading relate to other books, films, web sites, or articles you have read?
5) You may also take one side or another with an issue in the reading. If you choose to take one side or another, you must support your opinion or viewpoint with facts either from the textbook or from another reputable source.
Your discussion assignments (connection responses or structured discussion question) requires an in-depth connection e.g., by explaining in greater detail how your experience relates to aspects of the reading. You can also connect the material from the assignment to other material we have covered in the class or to outside sources that relate to the topic.
Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course. I also recommend that you take advantage of the Writers Corner at AC; they will help you with your grammar and writing skills.
How much will participation count in terms of the overall grade in the course?
Active and engaged participation is critical for this class! It makes it more fun and interesting. What we are going to do here is devote all our time and attention to the study of psychology, it is difficult and it needs all our attention. Therefore, it is critical that you show up on time to class. Also, please do not text in class. Participation is accrued over the course of the semester i.e., you get points for showing up and being actively engaged in the discussions.
In order to receive full credit for participation on any given day, you will need to bring your hard copy of the discussion assignment and actively discuss your ideas in class. Each day is worth 100 points. For that day you will receive 50 points for posting the discussion assignment and you will receive 50 points for attendance and actively discussing your ideas in class. There will be a 30 point penalty for turning in a late discussion assignment. Participation will count as 20% of your final grade.
What rubric is used to grade the discussion assignments?
The "A/B" response (50 points) contains clear, thorough responses to the items identified in the assignment. It provides evidence that the student has diligently applied concepts from the assigned reading. It follows normal written conventions for good sentence construction, paragraph development and spelling.
The "C" response (35 points) meets only the basic criteria, and those in a minimal way. It responds to the items of the assignment, but leaves questions for the reader as to the facts and impressions of the writer. Generally avoids both the monotony created by series of choppy, simple sentences and the incoherence caused by long, tangled sentences. There is indication of minimal application of concepts from the assigned reading.
The '"D/F"' response (20 points) does not adequately address all of the items in the assignment. It does not provide evidence of the student’s reflective thought and it contain errors in sentence structure, paragraph development. It lacks a clear organizational plan. It does not develop its points or develops them in a repetitious, incoherent, or illogical way. There may be little, if any, development of supporting examples from the assigned reading. There is no indication that the student applied concepts from the assigned reading.
Is there a penalty for texting during the class?
Yes. If you are texting in the class, then you are not really present and actively participating. Consequently, you will receive a 30 point penalty from your attendance / participation grade for that day.
Can we use laptops or ipads in class?
Please do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. All of the lectures in this class are online and we do discussions in the classroom. Therefore, you will not need to use your laptop or ipad to take notes. You need to take all of your notes from the reading and lectures before you come to class. The exception to this rule is when we see a film in the classroom.
The quality of your participation is based on what you bring to the course with regard to your responses and your responses to other persons responses. You will be able to determine the student who puts his or her heart into the discussion in contrast to the student who provides very little to the group. In addition, you will be able to see other students' connection responses (online) which will help you to improve your own responses.
How long should each response be?
Each response, whether it is a structured discussion question or a connection response, should have a main idea and several supporting statements. Make each connection response at least 350 – 600 words single-space and in 12 point character size.
Is there a penalty if my discussion does not meet the 350 word required minimum?
I will not take a paper that does not meet the 350 word required minimum. You may redo the paper and incur a 30 point penalty. Your word processor should give you a word count for your discussion papers.
What are the ground rules for group discussion in class?
The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.
Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
What is expected in terms of classroom etiquette?
In order to maximize the group’s learning, some basic guidelines for the class are helpful. The following issues rarely occur in class. However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.
1. Turn off all pagers and cell phones before class. Do not text-message during class. It is distracting and sends the message that you are not present for our discussions. Similarly, do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. If you are texting or emailing during class time you will incur a 30 point penalty for your attendance / participation grade for that day of class.
2. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting. Students report that they could not concentrate on the discussion.
3. When a student has the floor, please do not have side conversations with other students. I believe it is disrespectful to that student who has the floor. And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.
4. I will do all I can to make sure each class ends on time, but I need everyone else’s cooperation to do this. Please arrive to class on time, if not a few minutes early.
TECHNICAL PROBLEMS:
If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.
Attendance
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
MAKEUP POLICY:
Please review the test dates in the course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
TECHNICAL PROBLEMS:If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.
Calendar
Dr. Alan Kee
Professor of Psychology
Amarillo College
Tentative Course Schedule
General Psychology (On Campus/Hybrid)
Summer, 2014
MW 6:00pm - 8:00pm
Welcome to General Psychology!
Please read and review carefully all of the policies in the syllabus. Then, read and review carefully this course schedule. These two documents are your roadmap to the entire course. Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
You will find the lectures under Lessons Tab on the Home Page of the course. I have recorded the lecture with a PowerPoint presentation to help explain the assigned reading. I recommend that you read and outline the assigned reading first and then complete the recorded lectures. The recorded lectures will help reinforce your learning in the assigned readings. Your examinations will cover both the assigned reading and the recorded lectures.
In order to be prepared to discuss the assigned readings, please make every effort to read and outline the assigned chapters and listen to the recorded lectures before you come to class.
Unit One
Monday 7/7:
Orientation / Introductions / Study Skills
Wednesday 7/9:
Introduction: Chapter 1 in Myers is an introduction to the science of psychology. The purpose of the chapter is to get you to think about how you think. It is common for people to accept things they read and hear in the media as the “truth” without asking how they reached such a conclusion. This chapter teaches us how to think critically about the information we receive in many different forms.
Read and Outline Ch. 1 - Thinking Critically with Psychological Science (Myers)
View Lecture 1: What Is Psychology?
View Lecture 2: Why Do Psychology?
View Lecture 3: The Scientific Method
Monday 7/14:
Your Body: We cannot understand our psychological selves without understanding our physical selves. These chapters describe how brain activity, neurons, drugs, and hormones affect your psychological functioning.
Read and Outline Ch. 2 - The Biology of Mind (Myers)
View Lecture 1: Neural Communication
View Lecture 2: The Nervous System
View Lecture 3: The Endocrine System
View Lecture 4: The Brain
Read and Outline Ch. 3 - Consciousness and the Two-Track Mind (Myers)
View Lecture 1: The Brain and Consciousness
View Lecture 2: Sleep and Dreams
View Lecture 3: Consciousness and Hypnotherapy
View Lecture 4: Drugs and Consciousness
Discussion Assignment #1:
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
The Brain and Consciousness
Question 1: Explain the concept of dual processing. How does this connect to the role of memory and the effect of trauma? Explain.
Question 2: Explain how selective attention works. How does selective attention pertain to accidents?
Sleep / Dreams
Question 3: Describe the cycle of our circadian rhythm, and explain the role of melatonin in sleep.
Question 4: Describe the stages of the sleep cycle, and explain how they differ.
Question 5: Describe individual differences in sleep duration and the effects of sleep loss, noting five reasons that we need sleep.
Question 6: Briefly describe the major sleep disorders. Also describe any personal observations you have had with sleep problems.
Question 7: Describe the most common content of dreams, and compare the five major perspectives on why we dream.
Hypnotherapy
Question 8: Evaluate claims that hypnosis (hypnotherapy) can influence people’s memory, will, health, and perception of pain.
Question 9: Give arguments for and against hypnosis as an altered state of consciousness.
Drugs and Consciousness
Question 10: Describe the difference between tolerance, withdrawal and dependence. Also, clarify the difference between psychological alcohol withdrawal symptoms and physical alcohol withdrawal symptoms. What is the treatment for alcohol withdrawal? Have you any experience with anyone who has suffered withdrawal? Explain.
Question 11: What is addiction? Describe the three myths about addiction. Do you agree with the myths of addiction? What are you observations of addiction? Explain.
Question12: You have just been assigned the task of writing an article tentatively titled "Alcohol and Alcoholism: Roots, Effects, and Prevention." What information should you include in your article? Write a detailed response based on the information provided in your text. In addition to integrating the information provided in your textbook, talk about your own observations/experiences with alcohol and alcoholism; how do your own observations relate to the roots, effects, and prevention?
Question 13: What is methamphetamine? Why is it so powerfully addictive? What are you observations of addiction? To what degree do think it is a problem in our society?
Question14: What is nicotine? Why is it so powerfully addictive? What are you observations of addiction? To what degree do think it is a problem in our society?
Question 15: What is cocaine and ecstasy? How do they work? What are you observations of people using these drugs? To what degree do think these drugs are a problem in our society?
Question 16: What is marijuana? What are the effects of marijuana use and abuse? What are you observations of people using marijuana? To what degree do think marijuana is a problem in our society?
Question 17: Discuss the biological, psychological, and social-cultural factors that contribute to drug use. What do you think we should be doing to prevent drug addiction?
Question 18: For this participation assignment, post one Connection Response that relates to any topic in the assigned reading and lectures i.e., Ch. 3 - Consciousness and the Two-Track Mind (Myers) and related lectures. You will need to go to the syllabus for instructions on how to write a Connection Response.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 350 - 600 words in 12 point type size. Also, remember to post your response in the discussion forum under Introduction, and bring a hard copy to class.
The posted copy of this discussion assignment is due today!
Wednesday 7/16:
Your Mind: “I think, therefore I am,” said the philosopher Rene Descartes. This section discusses the impressive ways in which human beings think - and why they so often fail to think and reason well.
Read and Outline Ch. 9 - Thinking, & Intelligence (read only pages 291 – 301 and 313 - 334) (Myers)
View Lecture 1: Thinking
View Lecture 2: Intelligence
View Lecture: Wisdom
Discussion Assignment #2:
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Thinking
Question 1: Myers reports that there are two cognitive tendencies that often mislead our search for a solution. One is confirmation bias and the other is fixation. Describe in your own words the difference between these two concepts. Also, come up with examples that you have observed that help explain the difference between these two concepts.
Question 2: When we make decisions and form judgments about other people or situations, we are prone to making cognitive (thinking) errors. Some of the primary ways in which we make these errors include the representativeness heuristic, the availability heuristic, overconfidence, and belief perseverance. Describe in your own words the basic difference between these concepts. Then, come up with examples that you have observed that will help explain these concepts.
Intelligence
Question 3: Describe the differences between general intelligence, multiple intelligences, savant syndrome, emotional intelligence, and creativity. Describe the most creative person you know. How does this person connect to the description of creativity by Myers? What aspects of creativity do you possess?
Wisdom
Question 4: Review and summarize the four components of Salovey and Mayer’s Model of Emotional Intelligence. Reflect on your experience and describe a person who seems to have these components of emotional intelligence. In what ways do you see the four components in this person? In contrast, describe a person who you have observed to have a deficit in emotional intelligence. In what ways did this person lack emotional intelligence?
Question 5: Depending on the situation, practical intelligence requires that we do one of the following: Adapt (adjust to the environment), Shape (make the environment more compatible with ourselves), or Select (leave the environment and find a new one). Wisdom demands that we balance adaptation, selection, and shaping. In pursuing human strengths, Dr. Bolt talks about the importance of learning to strike an appropriate balance between knowing when to adapt and when to select a new environment. For example, it is important to know when to stay in a marriage or romantic relationship. You don’t leave after your first big fight in the relationship. For this homework assignment, I would like for you to reflect on a situation in which you had a difficult choice to make; you had to choose to adapt, shape, or select. Describes the situation, and describe your thoughts and feelings that related to the situation. Describe your choice -- did you adapt, shape, or select? Looking back on the situation now, would you have made a different choice? Remember, wisdom demands that we balance adaptation, selection, and shaping. In retrospect, did you reflect on all three options in a serious way before making your decision?
Question 6: Review the definition of wisdom, the characteristic behaviors of wise people, and the five components of wise judgment. Describe a wise person that you have observed. In what ways does the person you have in mind connect with the characteristic behaviors of wise people, and the five components of wise judgment? Explain.
Question 7: The lecture on wisdom describes eight pathways to developing wisdom. After reviewing the eight pathways, explain which ones you find most interesting – which ones do you want to focus on in your life? Second, wisdom is distinct from intelligence as measured by IQ tests. Even well-educated people can be susceptible to four fallacies that inhibit wise choices and actions. These errors in intuition involve the human capacity for self-deception or illusions. The four errors in intuition described in the lecture on wisdom include The Egocentrism Fallacy, The Omniscience Fallacy, The Omnipotence Fallacy, and The Invulnerability Fallacy. Describe an example from your experience of each of these thinking errors.
Question 8: For this participation assignment, post one Connection Response that relates to any topic in the assigned reading and lectures i.e., Ch. 9 - Thinking, & Intelligence (read only pages 291 – 301 and 313 - 334) (Myers), lecture on Wisdom, and related lectures. You will need to go to the syllabus for instructions on how to write a Connection Response.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 350 – 600 words in 12 point type size.
The posted copy of this discussion assignment is due today!
Your Study Skills: This section discusses the fascinating process of learning and memory. How do you learn? How do you study? How can you improve your own process of learning to make college a more enjoyable and successful experience? In what ways does the reading below help you become a more effective learner? In what ways can this information on Learning and Self-Control help you in your life, for example with regard to improving your study skills, reducing procrastination or some other area of your life where you would like to gain greater self-control?
Read and Outline Ch. 7 - Learning (Myers)
View Lecture 1: Classical Conditioning
View Lecture 2: Operant Conditioning and Observational Learning
View Lecture: Self-Control
Discussion Assignment #3:
This structured discussion question is based on Ch. 3 - Self-Control. A well-defined plan is critical in order to change a problem behavior. You need a well-structured plan and strong motivation. Your objective here is to identify one behavior you want to change. Examples of behavioral deficits include: poor study habits, lack of assertiveness, poor time management, poor eating habits, lack of exercise, lack of public speaking skills, lack of appropriate social skills, inability to relax, lack of positive thoughts. Examples of behavioral excesses include: being overweight, smoking cigarettes, substance abuse (for example alcohol abuse), negative thoughts, use of bad language, jealousy, overuse of caffeine, procrastination, too much stress, test anxiety, poor budget management.
After you identify one behavior you want change, write out your plan. Remember to get specific and write out your plan for each step. Your assignment is to include each of the following factors in your behavior change plan.
1. Set a target behavior that is realistic and measurable.
2. Identify the potential benefits of reaching your target. Also identify the costs of not reaching the target!
3. Set up a daily schedule that utilizes your favorite activities as rewards.
4. Enlist social support from family and friends who - describe how, when, where?
5. Identify the specific obstacles you're likely to encounter in reaching your target and construct strategies for overcoming them. Remember that the hardest part is minimizing the influence of immediate rewards and maximizing the impact of your rewards.
6. Use tracking (self-monitoring system) to keep you focused; describe what will your tracking system look like? What can you do to make sure you stay on track with your goal?
7. If you slip, keep trying; remember that behavioral change takes time. 4 out of 5 people experience backsliding. It is worth the effort!
In order to post your response, go to the lessons tab, then to discussion forums, and click on the appropriate chapter. Remember, your response to the question needs to be 300 words in 12 point type size.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 350 – 600 words in 12 point type size.
The posted copy of this discussion assignment is due today!
Monday 7/21:
Exam 1: This exam is taken online; it is not taken in the classroom. You may take the exam anytime on this day. Exam 1 covers the material in Unit One.
Unit Two
Wednesday 7/23:
Your Mental Health: At some point, many of us struggle with psychological problems, which range from everyday difficulties to incapacitating conditions. This part describes the major mental and emotional disorders and evaluates the therapies that have been designed to treat them.
Read and Outline Ch. 13 - Psychological Disorders (Myers)
View Lecture 1: Perspectives on Psychological Disorders
View Lecture 2: Anxiety Disorders
View Lecture 3: Other Psychological Disorders
Discussion Assignment #4:
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the question by summarizing in your words relevant aspects based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source (for example other chapters in our readings) relate to a concept in your assigned question.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Psychological Disorders
Question 1: Psychologists believe that classification (or labeling) can help in describing, treating, and researching the causes of psychological disorders. However, other psychologists criticize such labeling. Explain the advantages and disadvantages of classification. What is your opinion of labeling? Do you know of a person who has been “labeled?” What were the effects (positive and negative) in this person’s case? Explain.
Question 2: Anxiety is a part of life. None of us can avoid it completely. Fortunately, for most of us, our occasional uneasiness is not intense and persistent. However, if our level of anxiety becomes more intense, i.e., to the point that it is quite distressing and persistent, we may have developed an anxiety disorder. In order to help us recognize the differences between the different anxiety disorders, briefly explain what is meant by Generalized Anxiety Disorder, Panic Disorder, Phobia, and Obsessive-Compulsive Disorder. Have you known anyone who has suffered from one of these anxiety disorders? Describe what you think was the cause of the anxiety disorder based on your observation and the evidence from the text. Did they receive any form of help? Why or why not? What type of treatment would you suggest? Explain.
Question 3: Most of us, at one time or another will experience some symptoms of depression. It can be difficult to know where to draw the line between life’s normal “downs” and major depression. How do you distinguish between major depression and life’s normal “downs.” How do you distinguish between major depression and bipolar disorder? Have you known anyone (including yourself) with one of these disorders? What was their experience? Did they receive any form of help? How long should a person wait to get help? What do think keeps people from getting help? What type of treatment would you suggest?
Question 4: Describe your own experience of depression or another person you have observed to be depressed from a Social-Cognitive Perspective. What type of treatment did you (he / she) receive, if any? Explain how this person could be helped from a social-cognitive-behavioral approach.
Question 5: Mr. Jones, a long-term government employee, falsely believed that his supervisor was a communist agent who was putting poison in the employees’ coffee. When Mr. Jones was referred to a psychiatrist, he claimed to be the grandson of Abraham Lincoln. What is Mr. Jones most likely suffering from? Explain the possible causes of his disorder. What are the different approaches you would use to treat this patient?
Question 6: Why do you suppose the incidence of serious psychological disorders is doubly high among those below the poverty line? Explain in detail how psychological disorders can be prevented. Do you think our state and federal governments are doing enough to prevent psychological disorders?
Question 7: For this participation assignment, post one Connection Response that relates to the assigned reading i.e., Ch. 13 - Psychological Disorders (Myers). You will need to go to the syllabus for instructions on how to write a Connection Response.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 350 – 600 words in 12 point type size.
The posted copy of this discussion assignment is due today!
Read and Outline Ch. 14 – Therapy (Myers)
View Lecture 1: Psychological Therapies (Psychoanalytic and Humanistic)
View Lecture 2: Psychological Therapies (Behavioral, Cognitive, Group, and Family)
View Lecture 3: Evaluating Psychotherapies
View Lecture 4: The Biomedical Therapies and Prevention
View Lecture 1: Hope
Discussion Assignment #5:
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Therapy
Question 1: You are a counseling psychologist working in a community counseling center. Your client, a 45 year old male, presents with the following concerns for the past six months: feeling of hopelessness, lack of energy, difficulty sleeping, difficulty concentrating, lack of appetite, and thoughts of suicide. First, your task is to make your diagnosis. Second, explain how you would provide counseling to this patient from a psychoanalytic / psychodynamic perspective.
Question2: You are a counseling psychologist working in a community counseling center. Your client, a 45 year old male, presents with the following concerns for the past six months: feeling of hopelessness, lack of energy, difficulty sleeping, difficulty concentrating, lack of appetite, and thoughts of suicide. First, your task is to make your diagnosis. Second, explain how you would provide counseling to this patient from a humanist perspective.
Question 3: You are a counseling psychologist working in a community counseling center. Your client, a 45 year old male, presents with the following concerns for the past six months: feeling of hopelessness, lack of energy, difficulty sleeping, difficulty concentrating, lack of appetite, and thoughts of suicide. First, your task is to make your diagnosis. Second, explain how you would provide counseling to this patient from a behavioral and cognitive perspective.
Question 4: You are a counseling psychologist working in a community counseling center. Your client, a 45 year old male, presents with the following concerns for the past six months: feeling of hopelessness, lack of energy, difficulty sleeping, difficulty concentrating, lack of appetite, and thoughts of suicide. First, your task is to make your diagnosis. Second, explain how you would treat this patient from a biological perspective. Would you recommend medication? What medical conditions would you rule out (think back to lecture on biological basis of behavior). Assuming that you recommended medication, which medication would you suggest? How would this medication help your client i.e., describe the mechanism of how this medication works in the brain?
Question 5: A friend comes to you to talk to you about his mother who is experiencing a high level of anxiety with panic attacks and serious problems in her relationship with her husband. Your friend wants to help his mother, but he believes that therapy is a waste of time. He believes that all they do in there is “just talk.” Describe what you think was the cause of the anxiety disorder based on the evidence from the text. What kind of evidence could you give to your friend that supports the notion that therapy is actually scientifically indicated to help his mother? Explain.
Question 6: You are a counseling psychologist working in a community counseling center. Your client, John, is a 25 year old male who is unshaven, with long greasy hair, and appears to care little about his personal hygiene. He was evicted from his apartment by his landlord several weeks ago and has been homeless and living on the streets for weeks. Upon interviewing John, he appeared guarded and suspicious of the police. He appeared agitated, showed bizarre posturing, and appeared unpredictable in terms of his reactions and movement. When left alone for a few moments, he was observed talking to himself. When he was finally able to talk, John stated that his being locked up in jail was a plot to keep him away from his real brother, Elvis, who really was not dead like everyone thought. What is John’s diagnosis? Describe how the symptoms of schizophrenia are related to John’s story. Would you recommend psychotherapy? Would you recommend medication, if so which type of medication? How would this medication help John i.e., describe the mechanism of action in the brain?
Question 7: Do you believe there is still a stigma toward people with a psychotic disorder, such as schizophrenia? What can be done to improve this problem of stigma toward these patients? Explain.
Hope
Question 8: Explain, based on the lecture on Hope, optimism and pessimism in terms of explanatory style. Also, explain the advantages of having optimism according. Do you believe that you tend to lean more toward optimism or pessimism? Explain what these tendencies look like in your life. Where do your tendencies come from? Explain your understanding of periods of pessimism in your life. Describe in detail someone you know who is pessimistic. What do you think caused these episodes of pessimism? How could you increase optimism in your life?
Question 9: Describe the components of hope, according to the lecture on Hope. Also, explain the advantages of having hope. Do you believe that you tend to operate out of hope, or do you tend to feel more hopelessness? If you are a high hope person, then describe a person you know who is low in hope. Where does a person’s hopefulness and helplessness come from? In what ways can a person possibly increase their current level of hope? Which strategies from the lecture do you wish to consider applying to your life to increase your hope.
Question 10: For this participation assignment, post one Connection Response that relates to any topic in the assigned reading and lectures i.e., Ch. 14 – Therapy (Myers) and lecture on Hope. You will need to go to the syllabus for instructions on how to write a Connection Response.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 350 – 600 words in 12 point type size.
The posted copy of this discussion assignment is due today!
Monday 7/28:
View Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
View Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
Read and Outline:
REBT Article: Emotional Disturbance & Its Treatment in a Nutshell
REBT Article: Toward an Egoless State of Being
REBT Article: Overcoming Self-Esteem
(Note: go under Lessons Tab to find Supplemental Readings. These articles are in Supplemental Readings.)
Additional Information
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