RANGER COLLEGE SYLLABUS GENERAL PSYCHOLOGY 2301

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1 RANGER COLLEGE SYLLABUS GENERAL PSYCHOLOGY 2301 Course Number and Title: Psychology 2301 General Psychology Credit Hours: 3 HRS/WK Lec: 3 HRS/WK Lab: 0 Lec/Lab Comb: 3 Name of Instructor: Crystal Rose, MS Counseling Psychology Phone: Office Location: Ranger Erath County Center Office Hours: Tuesday/Thursday 10:25-11:05 & 12:25-1:00 or by appointment In case of fire or other emergency, the nearest exit from this classroom is the front entrance to the campus. Please remain outside the building until otherwise notified by college officials. I. CATALOG DESCRIPTION A survey of the major principles derived from research on human and animal behavior. Topics studied include heredity and environment, intelligence, emotions, motivation, learning, personality, the senses, perception, and the form and functions of the nervous system. II. REQUIRED BACKGROUND / PREREQUISITES Passing score on THEA reading section or equivalent alternate test. III. TEXTBOOK: READINGS; MATERIALS Morris, Charles G., & Maisto, Albert A. (2013). Understanding Psychology (10th ed.) Boston: Prentice Hall Supplementary Instruction Aids: 1. Video tape/dvd 2. Pictures and Articles on related topics 3. Internet sites IV. METHODS OF INSTRUCTION Lecture, discussion, demonstrations, group discussion, activities, written reports and relevant video/ DVDs. (B1, B2, B3, B4, B5) V. EXEMPLARY EDUCATIONAL OBJECTIVES The purpose of the Exemplary Educational Objectives is to contribute to the students intellectual and personal growth and to assist them in understanding and appreciating not only their heritage but also to prepare them for responsible citizenship and the ability to adapt to a rapidly changing and highly technological world. S1. To employ the appropriate methods, technologies and data that social and behavioral scientists use to investigate the human condition. S2. To examine social institutions and processes across a range of historical periods, social structures, and cultures. S3. To use and critique alternative explanatory systems or theories. S4. To develop and communicate alternative explanations or solutions for contemporary social issues. S5. To analyze the effects of historical, social, political, economic, cultural, And global forces on the area under study. S9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. S12. To identify and understand differences and commonalities within diverse cultures.

2 VI. BASIC INTELLECTUAL COMPETENCIES The Basic Intellectual Competencies listed below are components of a process designed to assist and prepare students for becoming well-educated individuals who are intellectually flexible, articulate, and have the capacity to become responsible and creative members of society. These competencies are included in this course and they are noted by the following numbering system: B1. Reading the ability to analyze and interpret a variety of printed materials books, documents, and articles; B2. Writing the ability to produce clear, correct and coherent prose adapted to purpose, occasion and audience; B3. Speaking the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion and audience; B4. Listening analyze and interpret various forms of spoken communication, possess sufficient literacy skills of writing and reading; B5. Critical Thinking Ability to apply both qualitative and quantitative skills analytically and creatively to subject matter to evaluate arguments and construct alternative strategies. VII. COURSE OBJECTIVES Overall Learning Objectives: 1. Recognize a vocabulary of psychological terms. (B1) 2. Rudimentary level of understanding of human behavior and mental processes. (B1, B5, S1, S3) 3. Identify the contributions of the people who have influenced and shaped the field of psychology. (S3, S4) Specific Learning Objectives: a. Define psychology, outline the growth of psychology as a science over the last 130 years and identify 7 major areas or subdivisions of psychology. (S2, S5, S9, B1) b. Describe the structure of a neuron and define basic terms related to the nervous system. (B1) c. Define sensations as they relate to vision, hearing, smell, taste, touch and pain. (B1) d. Define Consciousness: including waking consciousness and altered states of consciousness. (S3, B1) e. Identify classical and operant conditioning concepts. (S1, S3, S4, B5) f. Identify the basic steps of problem solving and distinguish between divergent and convergent thinking (S3, B1) g. Identify short-term and long-term memory in terms of capacity, coding, retention and retrieval. (B3, B4) h. Identify and describe theories of intelligence, major tests of intelligence and determinants of intelligence. (S3, S9, S12, B5) i. Identify and define human growth and development concepts from infancy through adulthood, including physical, perceptual, memory, cognitive and social aspects. (S1, S4, S12, B1) j. Define concepts of motivation and emotion. (S12) k. Identify the concepts of psychodynamic, humanistic, trait and cognitive-social learning theories of personality and describe personality assessment (S3) l. Identify sources of stress and ways of coping with stress. (B2, B3) m. Identify concepts related to abnormal behavior including criteria, historical views, current views and classification of major disorders. (S2, S5, S9) n. Identify: Insight, behavior, cognitive and group therapies; biological treatments; and institutionalization (B1, B2, S2, S3) o. Communicate written ideas via current event and application assignments related to various

3 psychological concepts (B1, B2, B5) p. Participate in a group setting to discuss and apply various psychological concepts (B3, B4, B5) VIII. COURSE CALENDAR-given by semester IX. COURSE/CLASSROOM POLICIES Attendance and Class Participation The absence policy of Ranger College will be followed. Open-ended, active discussion of course concepts is encouraged. Such discussion fosters an application of course material to personal experiences and exposure to others viewpoints. Students must be in class to participate and receive participation points. Every student has his/her own life that is full of commitments. However, due to the limited amount of time that we have, you are expected to attend all class periods. If a student must be absent from an exam, he/she must notify the instructor at least one day prior to the exam. The instructor assigns the alternative date for the make- up exam. THE STUDENT WILL RECEIVE A GRADE OF 0 FOR THE MISSED EXAM IF THE ABOVE GUIDELINES ARE NOT FOLLOWED. If a student has a planned absence on the due date of an item listed in this syllabus (quiz, project, paper, test, report etc.), he/she must still submit the work on Blackboard. If the student does not submit the work, a zero is earned. Students are permitted one absence for this class. After 2 absences, he/she will be required to submit a 3 page paper for each chapter discussed in class or covered in assigned readings. After the equivalent of 3 weeks missed, you will be asked to drop the class. Late work OR make up work will not be accepted. ALL work is retrieved and submitted via BLACKBOARD. If a student does not have access to Blackboard, he/she needs to gain access before the second day of class. To access Blackboard instructions, go to and click Blackboard OR go straight to rangercollege.blackboard.com. Our course will be listed. Extra Credit Paper One extra credit paper is available for students who happen to miss a chapter discussion or in class assignment without making the assignment up prior to the absence. This paper will replace the existing zero. The paper will be over the material you missed in class that day. For example: If you miss a day over Learning, your paper will be over something in this area. The paper must be 3-5 pages, APA format. View tutorial here basicstutorial.aspx This paper must be submitted on or before the date of the exam covering the chapter missed. This paper CANNOT replace reports/projects. NO EXCEPTIONS! Early Alert Reporting (EAR) Early Alert Reporting is a college-wide effort designed to support student learning by identifying and warning students who may be in danger of failing one or more courses. Faculty will identify students in their classes who may be in danger of failing as well as the reason for their concerns. Faculty will use Early Alert Attendance to track student attendance for each class meeting.

4 Faculty will also submit EAR Grade Track reports on student grades, retention reports, and report final grades. Students have access to this data through Campus Connect. Simply go to click Campus Connect, then Campus Connect for Students. Enter your student ID. Your pin is your 8 digit birthdate. Use numbers only. By week six of the semester, I will notify the Retention Coordinator if you have struggled with excessive absences, incomplete work, or difficulty with the course content. THis warning is not an official grade, yet it indicates concerns about your progress that need to be addressed immediately. If you are contacted about an Early Alert Report, please respond to the Retention Coordinator and respective campus personnel to discuss action strategies and resources for academic improvement and, ultimately, success. Electronic Devices in Classrooms The classroom is a learning laboratory, which must be free from interruption or interference. As a result, all electronic devices capable of generating noise such as cellular phones, pagers, palm pilots, beepers, watches, etc., are considered a distraction to the learning process and will be turned off prior to entering the classroom. Such devices will also be kept out of sight and not accessed during the class period. Students will not interact with these devices at any time during classroom instruction. A student who chooses to use an electronic device will be dismissed from class until he/ she can return without the device turned on. The student will be responsible to make up what was missed in class on his/her own time. A student who has an unauthorized electronic device activated during an examination period will not be permitted to continue the examination, will be asked to leave the classroom, and will be denied the opportunity to complete or re-take the examination. Due to the circumstance, the instructor may question the validity of any portion of the examination completed prior to the violation and may elect not to grade the examination. In such a situation, the student will not receive credit for the examination and will not be permitted to make up the missed examination. Finally, PLEASE BE ON TIME--it is very distracting when students arrive late, and it will be hard for you to follow the lecture if you miss the opening minutes. X. ASSESSMENT GRADE DISTRIBUTION EXAMS 40% Homework 15% Personality Test Summary 5% In class assignments/discussion 10% 3 ARTICLE REVIEWS 30% A: Points, B: Points, C: Points, D: Points, F: <59 Points EXAMS (40%) There will be a total of four exams Test #1 (Chapters 1-3), Test #2 (Chapters 4-8), Test #3

5 (Chapters 8-12), and the FINAL EXAM (Chapters 13-14, not comprehensive). Exams will be a combination of short answer and multiple choice. QUIZZES (Homework) (15%) Sample Quiz Format The quizzes are writing intensive. To prepare for quizzes, read the assigned chapter paying careful attention to the sections titled Learning Objectives, Test Yourself, and key terms discussed. A point value of 25-points- per roman numeral in the following format comprises each quiz: I. Short Definition of Key Terms. II. Salient Points. In as many paragraphs as required characterize the salient points (those that leap out at you) from each chapter. III. Where Do You Stand? Questions regarding aspects of central points of each chapter. IV. Take Home. Observations from each chapter that can benefit you in your chosen career. How Your Grade Will Be Determined Both specificity and detail comprise quizzes with 89% to 100% proficiency (the A quizzes). This is especially true with regard to the roman numerals II (salient points), III (Where Do You Stand), and IV (Take Home). PERSONALITY TEST SUMMARY (5%) Go to and take one of the following online personality tests: Big Five Personality Test Sixteen Personality Factor Questionnaire (16PF) Complete one of the online tests above prior to due date. SAVE RESULTS for your own reference. You must write a one page summary of what you learned about yourself based on these tests and whether or not you agree with the findings. ARTICLE PRESENTATIONS Primary source material is essential to understanding psychology. Although having the entire class read several dozen articles might be a good way for you to see what s happening in the field, I think the amount of work required is a bit unrealistic. Instead, we will operate as a gigantic study group. You will be assigned THREE articles to read and present to the class. These articles should be psychology- related. Select your three articles from any reputable news website (CNN, Wall Street Journal, NY Times, etc.). Summarize the most important points in your articles, and present that information to the class in two ways: Write a short (two page) summary of each of your articles using the Template for Review of Journal Article, (Attached) and submit each paper on Blackboard on it s due date (see course calendar). Include a link to your article at the bottom of your summary.

6 Give a brief summary of your findings to the class. Face to face classes will present orally. Online classes will present in a discussion forum. XI. NON-DISCRIMINATION STATEMENT Admission, employment, and program policies of Ranger College are nondiscriminatory in regard to race, creed, color, sex, age, disability and national origin.

7 Template for Review of News Article Include the bold headings below in the body of your paper. Minimum of 2 pages or 800 words, Font size 11, 1" margin all round. Use the gray bulleted points as a guide for content you write below your bullet points. Name : Title of Article : Author and Brief background : Title of Website : Date of submission : MY REVIEW Introduction Give an overview of the article. Development What are the key points in this article? What did I find striking or interesting about these key points? How relevant are the key points to my role as a (insert future profession)? What do I agree or disagree with in this article? How has this article influenced me in thinking deeply about my values, beliefs and assumptions? How specifically will I be able to use the information and knowledge to improve or enhance my learning in terms of approaches, strategies, methods or techniques? Conclusion What new insights/discoveries have I made in relation to my role as a student? How will I make use of this new knowledge in future? What further information or knowledge should I seek to expand my knowledge in relation to the contents of this article?

8 Rubrics for Assessing Journal Article Review Grading Excellent (A) 80 and above Very Good (B) Good (C) Unsatisfactory (F) Below 60 Description of Quality of Work Very clear focus and clarity of thoughts and expression. Key points are well developed and described in detail. Excellent analysis of article content that is discerning, in-depth and supported. There is a high quality of reflection as can be seen in the ability to relate to one s values, beliefs and experiences to the content of the article. The reviewer is able to suggest how the information and knowledge could be adopted or adapted innovatively to enhance or improve learning. Personal insights and views that are expressed show that the reviewer has thought critically and reflectively about the article and the effects on his/ her role. The review is clear, well organized with logical sequencing and elaboration of key points. All key points are adequately detailed and there is in-depth analysis of some of the points. Good effort has also been made to relate the content of the article to one s role and competencies and interesting ideas were proposed for improving or enhancing learning. Insights and discoveries made show a good understanding of the article content and that that the reviewer has made good effort to reflect on his/her values, beliefs and experiences. There is adequate analysis of the article content but with some points detailed more than others. Relationship is drawn between some key points and one s role and competencies. The reviewer was able to suggest how the information and knowledge could be applied in their field and learning to improve or enhance current practices. Overall, the review is satisfactory in that it shows an overall understanding of the content and the ability to reflect on the content to obtain adequate benefits. The review is lacking in focus and clarity of expression. Key points not elaborated upon and details are minimal. Little analysis of content. Minimal reflection and insights given.

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