Instructor: Reid Walton, M.A., LMFT #52438 Fall Semester 2015

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1 VANGUARD UNIVERSITY OF SOUTHERN CALIFORNIA PSYC 103C Section 1: General Psychology Instructor: Reid Walton, M.A., LMFT #52438 Fall Semester 2015 Class Meeting: MW 2:30pm-3:45pm Course description: General Psychology will explore the fundamental issues of Psychology, including, research in psychology, biological influences on development and behavior, learning and memory, motivation, personality, psychological disorders, and psychological interventions. General Education Requirement: General Psychology is required of all students as part of the Social Science component of the general education requirements. This component of the general education requirements is designed to improve understanding of behavior, social institutions, diverse cultures and histories. Specific Course Objectives: 1. Provide exposure to the wide range of topics studied in Psychology. 2. Provide exposure to the widely differing approaches taken by Psychologists. 3. Examine the nature of the research process. 4. Help the student gain insight into why people behave as they do. 5. Examine Psychology through the eyes of faith. Texts: Myers, D.G. Psychology New York: Worth Publishers, Inc. (10 th edition)

2 Student Learning Outcomes (SLOs) The student will demonstrate a competent knowledge base in the following areas. 1. Define psychology. 2. Know how psychologists ask and answer questions (describe the scientific method.) 3. Describe the subfields of psychology. 4. Understand and describe how neurons communicate. 5. Describe how neurotransmitters affect us. 6. Understand and describe the basic function of structures in the brain 7. Understand and describe the influences of genes and environment on development. 8. Describe Piaget s theory of cognitive development. 9. Understand and describe how gender and aging affects development 10. Understand and describe basic brain development 11. Understand and describe the processes of sensation and perception. 12. Define consciousness and hypnosis. 13. Understand and describe the stages of sleep 14. Define how drugs affect us.

3 15. Describe and give an example of classical conditioning. 16. Describe and give an example of operant conditioning. 17. Describe how memory and forgetting occur. 18. Describe the problems and errors that we make when we think 19. Define intelligence describe if and how it can be measured 20. Describe achievement motivation and how can we get it 21. Describe the relation between stress, emotion and health. 22. Describe the major perspectives that we use to understand personality 23. Describe the major psychological disorders. Is labeling a problem? 24. Describe the basic psychological therapies. 25. Describe some of the most important social relationship influences on individuals. 26. Articulate how the study of psychology integrates with your faith. 27. Evaluate how you and any of your ideas have changed? Psychology SLOs 1. Use knowledge of major concepts in psychology as relevant to cognitive, behavioral, biological, socio-cultural, and spiritual perspectives on human nature. Reading,

4 classroom discussion, and essay questions reflect knowledge across all of these areas of psychology. 2. Apply core principles of empirical research, including research design, data analysis, and interpretation, to evaluation of knowledge. Students evaluate research and the scientific method and present an essay related to these concepts. 3. Use critical thinking to evaluate scholarly research and its popular interpretations rationally, in light of valid evidence and the scientific approach. Critical thinking is used to evaluate research including the above mentioned essay on the scientific method. Critical thinking and analysis is embedded throughout the course. 4. Apply psychological principles to practical issues (including personal, social and/or organizational issues). Students apply psychological principles to critique of theories in social psychology and personality through classroom discussions and written essays. 5. Practice professional ethics in Psychology as defined by American Psychological Association, with the focus on core principles of beneficence, responsibility, integrity, justice, and respect Students are required to maintain ethical standards in classroom interactions, quizzes, exams, and written assessments. 6. Demonstrate communication skills through writing in an established scientific format (APA), and gain practice in oral communication. Students are expected to use APA format in written assignments.

5 7. Practice cultural competency and citizenship as defined in Institutional Learning Outcomes with in-depth disciplinary focus on appreciation of diverse psychological aspects of culture. Students are exposed to diversity issues as presented in cross-cultural and social psychological research. Students participate in classroom discussions of the Stanford Prison Experiment and the Milgram Study. 8. Integrate Christian worldview with knowledge of psychology. Students integrate faith and psychology throughout the course. A specific faith and integration paper is offered where students discuss their person model of integration. Institutional/Core SLOs 1. Integration of Faith and Learning: Students will develop and articulate a Biblical worldview informed by a Pentecostal perspective, integrating faith with learning. Students integrate faith and psychology throughout the course. A specific faith and integration paper is offered where students discuss their person model of integration. 2. Cultural Competency and Citizenship: Students will understand and practice effective local, national and global citizenship and demonstrate appreciation of diverse psychological, social, historical and artistic aspects of culture. Cultural competency and citizenship is specifically demonstrated through reading cross-cultural research, and understanding of social psychology. 3. Communication: Students will demonstrate effective, college-level written and oral communication skills. Students

6 demonstrate communication skills through the submission of written assessments. 4. Critical Thinking: Students will develop and apply qualitative and quantitative critical thinking skills. Students apply qualitative and quantitative critical thinking skills through critical analyses and an understanding of research design; students evidence critical thinking through all submitted written assignments. 5. Holistic Living: Students will appreciate and demonstrate a holistic view of health and living. Students are encouraged to maintain a healthy body, mind, and spirit, as they structure their time and energy for this course. Additionally, students read about these topics in the textbook for this course, and reflect on emotions and health through a written essay assignment. 6. Information Competency: Students will demonstrate foundational technology skills that allow one to locate and evaluate the integrity of information, and to understand the ethical uses of information. Students are instructed in techniques to think critically about psychological science and participate in classroom discussions on these topics and skills. Disability Services The Office of Disability and Learning Services provides reasonable accommodations for students who need assistance with learning, and for students with disabilities. Reasonable accommodations are established through an interactive process between you, your professor(s) and Disability and Learning Services. If you have a temporary or permanent disability that requires accommodations (this can include but not limited to; attention-related, learning, mental health, vision, hearing, physical or other health conditions), please contact The Of-

7 fice of Disability and Learning Services at or General Class Policies: 1. All exams must be taken on or before the exam date. 2. If there are extenuating circumstances which contributed to the lateness of an assignment or inability to take an exam, a formal request for an incomplete for the class may be made. Per university policy "An incomplete grade is granted only for such circumstances as major personal or family crisis. Unacceptable reasons include: course load too heavy, previous incompletes, regular job or ministry responsibilities, English problems, computer problems, etc." 3. If a question arises over a test score, it will be the responsibility of the student to prove the validity of the mistake. Therefore, it is strongly advised that you save all test scantrons in order to be able to show evidence of the test score to the professor. 4. Should your professor be tardy for any class session, students should wait for 20 minutes before assuming that the class session will be cancelled. 5. Don t hesitate to meet with your professor in order to talk about issues that relate to the course or that have to do with your spiritual formation. 6. Don t leave class sessions early without letting the professor know in advance that you need to do so. 7. Students that use laptop computers in class are required to sit in the back rows during class for the entire semester. Description of evaluation: Below is a summary of the criteria that will be used in determining the student s grade:

8 Assignment Points Due Date Four Exams: 250 points each 1000 Final Exam Optional Extra Credit Essay 50 Total Points 1000 MOODLE: This course will be using the latest in classroom portal technology, Moodle 2.2. The classroom portal provides you with the ability to view course resources, check your grades, keep up with assignment due dates, get the latest course announcements, and much more. You can access our course page by logging into using your VU credentials. Syllabus, course outlines and other important materials are available on the course page. All written assignments should be submitted online. 3.1 Locate and click the assignment you want to upload your work into. 3.2 Once inside the assignment, click on the <Upload a file> button 3.3 Click the <Choose a file> button 3.4 In the File picker, click the <Upload a file> link 3.5 Click the <Browse> button next to the Attachment field. 3.6 Locate and select the file on your computer and click the <Open> or <Choose> button. 3.7 Click the <Upload this file> button. 3.8 Verify your file is correctly uploaded and click the <Save changes> button. STUDENT EVALUATION

9 Percentage Points Grade Significance GPA % A Exceptional % A % B % B Above Average % B % C % C Average % C % D % D Below Average % D % F Failure 0.00 Non-Competitive Grading: There is not a grading curve for this class. You should feel free to help each other learn, study and succeed in class. Keep in mind that does not mean helping each other on test day. Evaluation: The final course grade will be determined on the basis of four exams (250 points each). In sum, there are 1000 points possible to earn in this class. Exams: (250 points each) Four (4) exams will cover the text and lecture material. Each exam will consist of 50 multiple choice questions worth five (5) points each with two (2) extra-credit questions worth five (5) points each. Exam #1: Chapters 1-3 Exam #2: Chapters 4-6 Exam #3: Chapters 7-11

10 Exam #4: Chapters Final Exam (Optional) A comprehensive final Exam will be given, consisting of 50 multiple choice questions and two extra-credit questions. Students who are satisfied with their previous test scores may choose not to take the final exam, but students who wish to take the exam may replace their lowest test score with the final exam score. Therefore, taking the final exam cannot lower a student s course grade; it may only improve the grade. Extra Credit Essay: (25 points) Due Within a 3 page essay discuss what topic(s) have had the most impact on you. What have you learned in this course that is reflected in scripture? In what ways does psychological science complement your perspective of faith? In what ways does psychological science disrupt your perspective of faith? Because of the heavy weight placed on in class material it is important for you to show up on time for every class. Attendance will be taken at the beginning of every class. If you miss a class, you will miss vital information that may negatively affect your grade. In some instances missing just one class can translate into missing up to 20-25% of the information needed for the next exam. According to college policy, any student missing more than six (6) classes one-fifth of the scheduled class meetings will receive an F for the course. Please note: It is the responsibility of the student to monitor their accumulated absences. General Psychology: Tentative Class Schedule Date Day Topic Assignment Due August 24 Monday Intro/Prologue Prologue

11 August 26 Wednesday Thinking Critically August 31 Monday Biology of the Mind September 2 Wednesday Biology of the Mind Chapter 1 Chapter 2 Chapter 2 September 7 Monday No Class No Class September 9 Wednesday Consciousness Chapter 3 September 14 Monday Exam Review Review 1-3 September 16 Wednesday Exam 1 Review 1-3 September 21 Monday Nature vs Nurture September 23 Wednesday Developing Person: Child September 28 Monday Developing Person: Adol & Adult Chapter 4 Chapter 5 Chapter 5 September 30 Wednesday Sensation & Perception Chapter 6 October 5 Monday Exam Review Review 4-6 October 7 Wednesday Exam 2 Review 4-6 October 12 Monday Learning Chapter 7 October 14 Wednesday Learning Chapter 7 October 19 Monday Memory Chapter 8 October 21 Wednesday Thinking & Language Chapter 9

12 October 26 Monday Thinking & Language Chapter 9 October 28 Wednesday Intelligence Chapter 10 November 2 Monday Motivation/Review Chapter 11 November 4 Wednesday Exam 3 Review 7-11 November 9 Monday Stress & Health Chapter 12 November 11 Wednesday Personality Chapter 13 November 16 Monday Personality Chapter 13 November 18 Wednesday Psychological Disorders November 23 Monday Psychological Disorders Chapter 15 Chapter 15 November 25 Wednesday No Class No Class November 30 Monday Psychotherapy Chapter 16 December 2 Wednesday Exam Review Review December 7 Monday Exam 4 Extra Credit Essay To Be Announced TBA Final Exam (Optional) Chapters 1-15

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