SPOKANE FALLS COMMUNITY COLLEGE
Department: Social Sciences & Philosophy
Fairchild Air Force Base
PSYCHOLOGY 100: General Psychology
Winter Quarter 2010
Instructor:
Course:
Phone:
E-mail:
Office:
Office hours:
Kim Taylor
Psychology 100: (5) Credits
(509) 533-3465
kimt@spokanefalls.edu
Bldg. # 24/342 at SFCC or on campus at FAFB
by appointment
TEXTS:
Carpenter, S. & Huffman, K. (2008). Visualizing Psychology.
Hoboken, NJ: John Wiley & Sons, Inc.
Frankl, V. E. (2006). Man’s Search for Meaning. Boston: Beacon
Press.
Welcome to General Psychology!
COURSE DESCRIPTION: This course is designed to provide you with a general
overview of the science which seeks to understand and explain human behavior.
Although variations in faculty training and interest influence topic emphasis, you will be
introduced to a broad range of contemporary theories and concepts in psychology,
including primary theoretical orientations related to development, personality and
treatment.
This course will be helpful should you desire to deepen your understanding and
appreciation for the “many complexities” of human behavior – in self and others. It is
also foundational for further studies in psychology or related fields in the helping
professions and fulfills a social science requirement for both the A.A. and A.A.S.
degrees.
Although there are no prerequisites for this course, strong reading skills, responsible
study skills/habits, self-motivation and a willingness to share your thoughts and
perceptions is strongly recommended. Active participation and class discussion are
paramount in my classes. Please keep up with reading assignments and come prepared
to ask questions and participate for the sake of your own learning as well as that of
others.
As an individual and an adult, each of us is responsible for what we do and don’t do,
enroll (or teach, in my case) a small community is born from the time we set foot inside
the walls of the classroom for the first time. The behavior of each community member
has both positive and negative impacts on every other community member. Please be
mindful of your impact on the learning of those around you.
My goal is to make the study of psychology practical, insightful and fun. I’m looking
forward to spending time with you this quarter!
COURSE OBJECTIVES/LEARNING OUTCOMES: Upon completion of this course,
students will:
1. Demonstrate an inquisitive and curious attitude toward psychology.
2. Apply psychological theories and concepts to their lives and the lives of others.
3. Consider a variety of viewpoints on controversial topics, utilizing critical thinking
skills.
4. Recognize the complexity of the behavior of individuals; be aware that behavior
can be traced to heredity, environment, and their interaction.
5. Appreciate that behavior changes through the lifespan.
6. Acknowledge, and respect the diversity of various cultural groups within and
outside the US.
7. Understand a wide variety of resources of psychological information, and strive
to be up-to-date.
8. Understand various psychological problems and the means by which to overcome
them.
ATTENDANCE: That you attend class for the full time scheduled, arrive prepared and
participate actively is a minimum expectation. Starting this quarter with 0 points, you’ll
earn points for each class in which you meet both criteria. (In the psychology of
learning this is called a “continuous reinforcement schedule”). Absences of more than 4
class sessions/10 hours will equal a 0.0 for the course.
METHODS OF INSTRUCTION: Several methods of instruction may be utilized
including: discussion, lectures, presentations, readings, seminars, group activities, films,
guest speakers, field trips, service learning, book clubs, projects, examinations, written
assignments, and extracurricular research.
PRESENTATION OF WORK: Assignments completed outside of class time are
expected to be typed, as well as look scholarly and professional. That said handwritten
work will receive 0 points. In addition, all of the following “presentation” components
will be considered in scoring/grading your written work: APA conventional format and
all that entails, minimum length, and writing mechanics (spelling, grammar,
punctuation).
CLASSROOM BEHAVIOR: In order for learning to take place, students must feel safe;
this safety is due all students, not only those who share your values and beliefs. For
this reason, respect, courtesy, thoughtfulness, and acceptance are essential in our
discussions in and out of the classroom. Acceptance should not be confused with
agreement; one need not agree with a person to listen, and one must listen well in
order to disagree respectfully. Every student in this course has a voice and so deserves
the courtesy of attentive listening and the freedom to express diverse ideas.
Courteous and responsibility behavior are a part of an academic setting. Such behavior
addresses and includes issues related to arrival & departure, deadlines, use of
technological devices, social manners. I will turn off my cell phone before class and
focus on you; in return, I ask that you offer others in the classroom the same courtesy.
ACADEMIC HONESTY: I expect that all work will be originally yours, and that all
sources used will be cited. Plagiarism and academic dishonesty of any type carries
serious consequences that can affect you in many ways, a grade in this course as the
least of them. There are many sources available to familiarize yourself with plagiarism;
as a responsible student, I’d encourage you to utilize these. As you have been informed
of expectations of academic honesty in your student handbook, this serves (at a
minimum) as your second notice.
LATE WORK: As you will be given a fair and reasonable amount of time to complete
assignments, and will know all deadlines in advance, late work will not be accepted
under any circumstances. Should you have a conflict that interferes with your
attendance on a due date, you may e-mail your work to me, postmarked no later than
the beginning of your class hour. Keep in mind that 5:30 p.m. (for example) means
5:30 p.m.
EXTRA CREDIT: Extra credit is intended for those individuals who are doing well in
the course and want a boost in GPA. It won’t make a difference between an A and an
F; however, it may make a difference between an A and a B. So, you are encouraged to
attend as many extra credit events as you are able. Opportunties eligible for extra
credit will be announced throughout the quarter. If you have less than a 2.0, extra
credit will not apply.
SOME IMPORTANT SERVICES:
SFCC/FAFB Program Supervisor: Sly Chatman, 533-8937
Etutoring: www.etutoring.org
GRADING/EVALUATION: Grades for this course will be determined on a 1000 point
scale with the maximum points allotted as noted below.
Note: Keeping track of your points/grade is your responsibility. I encourage you to use
this form so that you can keep track of completed & outstanding work as well as
determine your points/grade at any point in the quarter. I want your final grade to be
expected rather than a surprise, and a bad one at that. While I will post scores on
ANGEL, categories of points such as attendance, assignments, pop quizzes, and the like
will only be posted periodically with the combined total score. That said you are still
responsible to monitor your own work.
Attendance (21)
105 points
_____
180 points
_____
150 points
_____
January 25
February 1
February 22
March 3
March 10
25 points
40 points
50 points
30 points
150 points
_____
_____
_____
_____
_____
Frankl/Man’s Search for Meaning
Ten Quotes
February 3
Paper
February 10
20 points
150 points
_____
_____
Final Exam
100 points
_____
1000 points
_____
Assignments
see calendar
Quizzes (scheduled and not)*
Research skills
Topic
Source evals
Research sources
APA page
Research summary
See calendar
Total Points:
Extra credit earned**
scheduled
added to final points
Note: Details, requirements and expectations for each of the above will be noted and
discussed separately.
* Pop quizzes may be announced or unannounced. In either case, they will not be
rescheduled or “made up”.
** Extra credit calculations are determined at the end of the quarter and are only
applicable to those students with a 2.0 or better in this course.
GRADING SCALE:
995 to 1000
A+
945 to 994
A
895 to 944
A865 to 894
B+
825 to 864
B
795 to 824
B765 to 794
C+
725 to 764
C
695 to 724
C665 to 694
D+
625 to 664
D
595 to 624
D0 to 594
F
100%
95 - 100%
90 – 94%
87 - 89%
83 - 86%
80 - 82%
77 - 79%
73 - 76%
70 - 72%
67 - 69%
63 - 66%
60 - 62%
0 - 59%
4.0
3.8
3.4
3.1
2.8
2.4
2.1
1.8
1.4
1.1
0.8
0.7
0.0
–
–
–
–
–
–
–
–
–
–
3.9
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
Issues involving grade changes will be considered only until the end of the next quarter.
As stated previously, it is your responsibility to remain knowledgeable of your work and
grades.
SCHEDULE:
There are many fascinating topics in the area of psychology that could be covered in an
introductory course.
Though I may not reference the textbook, is up to you to keep up with the reading.
There may be assignments and other work (including pop quiz questions) from the
book that will not be covered in class.
We will discuss all chapters of the text book; the amount of time spent on any one
chapter will vary based on both student and instructor interest. Topic (chapter)
presentation will vary, with a schedule noted below.
This schedule, however, is flexible.
WEEK 1
First Day of Class
Introductions, Syllabus, Class Overview
Ch. 7: Memory
WEEK 2
Introduction to DSM and disorders (13)
Miscellaneous, Dx Under Study & Adjustment Disorders (13)
Cognitive Disorders (13)
Ch. 1: Introduction to and Research Methods
Appendix 1
WEEK 3
Ch. 2: Neuroscience and Biological Foundations
Substance Use Disorders (13)
Ch. 3: Stress and Health Psychology
WEEK 4
Ch. 3: Stress and Health Psychology
Anxiety Disorders (13)
Somatoform Disorders (13)
Factitious Disorder (13)
Ch. 4: Sensation and Perception
Eating Disorders (13)
WEEK 5
Ch. 11: Motivation and Emotions
Mood/Affective Disorders (13)
Ch. 5: States of Consciousness
Sleep Disorders (13)
WEEK 6
Ch. 6: Learning
Impulse Control Disorders (13)
Ch. 8: Thinking, Language and Intelligence
Psychotic/Thought Disorders (13)
WEEK 7
Ch. 9: Life Span Development I
Developmental Disorders (13)
Ch. 10: Life Span Development II
WEEK 8
Sexual and Gender Identity Disorders (13)
Ch. 12: Personality
Personality Disorders (13)
WEEK 9
Ch. 14: Therapy
Dissociative Disorders (13)
WEEK 10
Ch. 13: Psychological Disorders
Ch. 15: Social Psychology
WEEK 11
Ch. 15: Social Psychology
NOTES