Core Course Review Documentation
Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES
Component Area Option? No
Proposed Course: PSYC 1103—General Psychology
Credit Hours: 3(0)
Proposed by: George M. Diekhoff
Date: Sept. 18, 2012
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on the application of empirical and scientific methods
that contribute to the understanding of what makes us human.
Psychology provides a unique and valuable approach to understanding the most basic questions we face as
humans who look at themselves and ask, “Why are we like this?” Psychology is the science of human thinking,
feeling, and behaving. It’s about asking questions and looking for answers, humbly realizing that today’s
methods and answers (“Functional MRI studies suggest that the hippocampus plays a prominent role in
memory consolidation.”) may well be tomorrow’s punch lines (“Phrenological studies of the patterns of
bumps on our heads links sexual appetite to a location near the brainstem.”) The General Psychology course
begins by examining how the scientific method guides the process of asking questions and weighing the
merits of the answers. Psychologists ask some pretty fundamental questions, like “What is consciousness, and
what does it have to do with what I call ‘myself’?” “Is there an ‘unconscious’ and if there is, how would I ever
know it?!” “How do meditation, hypnosis, and psychoactive drugs affect states of consciousness?” “What are
the relative roles of nature and nurture in our development process?” “How do we gather information, build
our knowledge structures, solve problems, and adapt to a changing environment?” “What makes behavior
‘abnormal’?” “What are the major categories of abnormal behavior?” “More importantly, what kinds of
treatments are there to help those whose lives are disrupted by these abnormal behaviors?” “How well do
those treatments work?” “Does the mind influence the body?” “If we can make ourselves sick, can we make
ourselves well?” “How does that happen?” Psychologists ask the questions that occur to every thinking human
being at some point in their lives.
Imagine searching for answers to these and a host of equally compelling questions through controlled,
systematic observation and manipulation of the relevant variables. That search, aimed at the development of
testable theoretical explanations of why we are the way we are, is psychology.
Specific content is covered in the attached syllabus.
SKILLS: Courses involve the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.
Students of General Psychology learn to distinguish psychological science from pseudoscience and
nonscientific explanations of the human condition. Students learn quickly that there are many psychologies,
not just one, and that each perspective offers something unique in helping us to understand who we are,
individually and collectively. Students develop the ability to use a psychological mindset to analyze social,
interpersonal, and personal problems, to pick the most relevant perspective from which to view those
problems. By midterm, students will have developed a list of at least 6 favorite psychologists or psychological
theories or psychological principles, their “Panel of Experts,” and will be able to describe the unique
contribution of each member of the Panel. By semester’s end, students will consult with this imaginary Panel
for advice on how to apply psychology to a host of social, interpersonal, and personal problems.
In the process of discovering what psychology says about the “average person,” students quickly learn that
few of us are average. Our diversity is the inevitable result of our different backgrounds, both biological and
environmental. Respect for and appreciation of our individual differences follows naturally from a growing
understanding of how we come inevitably to be the way we are. Empathy and acceptance replace judgment
and exclusion of those who are different.
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the
ability to engage effectively in regional, national, and global communities
Critical Thinking, Communication Skills, and Social Responsibility will all be evaluated through the following
course requirement which will be added to the third and final exams:
THIRD EXAM: (includes the following component)
You were instructed to develop an imaginary “Panel of Experts,” a collection of at least six prominent psychologists or
psychological theories or principles. The purpose of this Panel is to provide you with a group of imaginary “experts” that you
can consult when attempting to view a specific social, interpersonal, or personal problem from the perspective of psychology.
List your six “Experts” and provide a brief description of the views or characteristics of each.
Your answer will contribute 25% toward your grade on this test and will be evaluated on the basis of:
1.
2.
3.
Whether you listed at list six recognizable Experts.
The accuracy of your depiction of each Expert.
The structural and grammatical adequacy of your answer.
FINAL EXAM: (includes the following component)
Throughout this course you were asked to gather a “Panel of Experts,” an imaginary group of prominent psychologists or
important psychological theories or principles. It’s time to consult with that Panel of experts.
Write a 200-300 word essay consisting of at least two paragraphs that addresses one of the topics posed below from the
perspective of one of the experts on your Panel, using the terminology of that expert and the theoretical perspective that
characterizes that expert.
Begin by identifying which topic you are discussing, then identify the expert whose perspective you think is most useful to you
in discussing that topic. (Topics will vary from test to test.)
1. Many Americans accumulate insurmountable levels of credit card and other debt. Use a clearly identified principle or theory
of psychology (from your “panel of experts”) to explain this debt explosion and to outline a solution that approaches the
problem from the perspective of a specific psychological theory or principle.
2. Religious intolerance is a struggle throughout the world. Use a clearly identified principle or theory of psychology (from
your “panel of experts”) to explain this intolerance and to outline a solution that approaches the problem from the perspective
of a specific psychological perspective or theory.
3. Though aware of the health risks associated with overeating and obesity, millions of Americans continue to consume more
calories than they expend. Use a clearly identified principle or theory of psychology (from your “panel of experts”) to explain
this pattern of behavior and to outline a solution that approaches the problem from the perspective of a specific psychological
theory or principle.
4. Joe has trouble getting down to studying. He has good intentions, but he never seems to follow through. As a result his
grades are suffering. Use a clearly identified principle or theory of psychology (from your “panel of experts”) to explain Joes’
problem and to outline a solution that approaches the problem from the perspective of a specific psychological theory or
principle.
Your essay will be evaluated in four areas: (1) your ability to identify and state clearly one psychological perspective, theory,
or psychologist from which perspective you are addressing the problem—the “expert” you used; (2) the strength of your
argument and the degree to which you have accurately captured the psychological theory, principle, or theorist you’ve
chosen—how well you expressed the views of your “expert;” (3) the degree to which your answer reflects an understanding
of the power of the forces that conspired to create the problem and the level of empathy, ethics, and respect for diversity
captured by your solution; and (4) the mechanics of your essay (e.g., grammar, spelling, and style.)
Essays will be scored with the “Undergrad Essay Scoring Rubric” attached.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Empirical and Quantitative Skills will be evaluated using a 15-item multiple-choice test included with the final
exam. This test will cover the scientific method, the research process in psychology, major methods of
research in psychology, hypothesis testing, and correlation and causation.
See attachment
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
Psychology has been taught in American colleges and universities since the 1880’s. Over the many decades
that have followed, the undergraduate psychology major has proven to be one of the most popular. Certainly
this is true at Midwestern State University where psychology and pre-psychology majors outnumber all other
majors in the Prothro-Yeager College of Humanities and Social Sciences and most other majors on campus. To
deny students the option to satisfy their social science core at MSU by completing General Psychology, the
gateway course to the major, is unfathomable.
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
5.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Social Responsibility
Attachments
Course Syllabus (syllabi will vary from one instructor to another, but will all
contain some content identified by bold italics in the sample that follows).
Syllabus
PSYC 1103(xxx)--General Psychology
Semester/Year
Instructor:
Office:
Email:
Phone:
Time:
Place:
Location:
Office Hours:
Text:
Texas Core Objectives (Competency Based)
1. Critical Thinking Skills—including creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information.
2. Communication Skills—including effective development, interpretation, and expression of ideas
through written communication.
3. Empirical and Quantitative Skills—including the analysis of numerical data or observable facts
resulting in informed conclusions.
4. Social Responsibility—including intercultural competence, knowledge of civic responsibility,
and the ability to engage effectively in regional, national, and global communities.
Specific Course Objectives or Course Description:
(Content will vary from one instructor the next.)
Course Requirements:

By midterm (Exam 3), students will have developed a list of at least six favorite psychologists or
psychological theories or psychological principles, their “Panel of Experts,” and will be able to
describe the unique contribution of each member of the Panel.
You will be asked to list and briefly describe the unique contributions of each member of your
Panel of Experts ON THE THIRD COURSE EXAM. That portion of the exam will contribute 25%
toward your grade on that exam.

Your final exam will include an essay component that requires you to address an issue of social,
interpersonal, or personal concern (e.g., an unproductive employee, a student who can’t control
his spending, religious intolerance) from the perspective of one of the members of your
imaginary “Panel of Experts.” This portion of the exam will contribute 25% toward your grade
on the final exam.

Research Requirement: Given the importance of research and research ethics in the field of
psychology, all students are required to participate in two research related activities during the
semester. Failure to complete two research exercises will result in a one letter grade reduction
for the course. You will be given more information about research options and how to sign up to
participate throughout the semester.

(There may be additional course requirements that vary from one instructor to the next.)
Extra Credit:
(Extra Credit policies vary from one instructor to the next.)
Attendance:
(Attendance policies vary from one instructor to the next.)
Make-Up Exams:
(Make-up exam policies vary from one instructor to the next.)
Cheating Policy:
(Psychology instructors follow current MSU policies and procedures on academic integrity.)
Disability: Students who require special accommodations must register with Disability Support
Services before these accommodations can be provided. An Accommodation Request Form can be
obtained at http://students.mwsu.edu/disability/.
Tentative Class Schedule: (This is a sample. Details vary from one instructor to the next. All dates
subject to change)
Assessment for Critical Thinking, Communication, and
Social Responsibility
UNDERGRAD ESSAY SCORING RUBRIC
CRITICAL THINKING
5
Names a specific theory or psychological perspective and applies it accurately to the
selected problem. Shows superior insight.
3
Names a specific theory, but it is not applied with complete accuracy, leaving the
informed reader with questions.
1
Problem addressed, if at all, from a purely common-sense perspective
without drawing on any clear psychological knowledge base.
COMMUNICATION--Organization
5
Inviting intro and solid conclusion. Logical sequencing and good flow from one idea to
the next. Paragraph structure appropriate to the text.
3
Has intro and conclusion, but sequencing of ideas not always logical.
1
Intro and/or conclusion missing. Ideas presented randomly and in disconnected
fashion. Difficult to comprehend.
COMMUNICATION--Word Choice
5
Vocabulary and phrasing striking without being stilted. Style and level appropriate to
"policy maker" audience. Uses psychological terminology as appropriate.
3
Vocabulary merely adequate
1
Inaccurate choice of words
COMMUNICATION--Mechanics
5
Good spelling, accurate punctuation, grammatically correct, paragraph structure
sound. No editing needed.
3
A few minor spelling errors. A few punctuation errors. Grammatical errors few in
number and don't distract from meaning. Moderate editing needed.
1
Frequent spelling errors. Poor punctuation. Serious grammatical errors. Paragraph
structure seriously flawed. Extensive editing needed.
SOCIAL RESPONSIBILITY
5
Recognizes the power of the forces that created the problem discussed and exprsses
empathy for those involved. The solution offered respects the rights of those involved
and an appreciation for individual diversity.
3
Attributes the problem to individual weakness and inadequacy rather than
physiological and environmental forces. The solution offered calls for the exercise of
willpower or free will rather than focusing on the actual causes.
1
The discussion is critical of the individual(s) affected, attributing the problem to their
own personal weaknesses or cultural flaws. The writer appears hostile to the
individual(s) affected. The solution offered suggests that the individual(s) will be
unable to solve the problem due to their personal failings or is actually unethical.
Assessment for Empirical and Quantitative Skills
1.
The principle that the simplest explanation of a phenomenon is preferred to a more complex
explanation is a statement of
a. Eclecticism
b. A Gestalt
c. A testable hypothesis
d. The law of parsimony*
2.
Psychology is a science because psychology involves
a. Microscopes, beakers, and similar scientific apparatus
b. The use of mathematics and statistics
c. Using theories to generate hypotheses or predictions which can be tested experimentally*
d. Challenging daily the claims made by the popular press
3.
The experimental method is a preferred method of gathering information in science because
it
a. Is easy to use in most research contexts
b. Can provide the basis for making cause-and-effect statements*
c. Has a name the conveys credibility to psychological research
d. Is fairly inexpensive when compared to other approaches (e.g., naturalistic observation)
4.
A research project found that students who took a study skills course before starting their
freshman year had higher grades than students who didn’t take the study skills course. What
can we conclude?
a. The study skills course caused grades to be improved
b. The study skills course may have worked for this group, but that’s probably a chance
finding
c.
If we assigned at-risk students to take the study skills course, their grades would probably
improve.
d. We don’t know if the study skills course caused grades to improve or if higher-scoring
students naturally seek out courses like this one*
5.
A sample of people selected so that it reflects the characteristics of the population of interest
to the investigator is said to be
a. Random
b. Representative*
c. Biased
d. Operational
6.
The correlation that indicates the strongest degree of relationship between two variables is
a. r = -.8*
b. r = -.2
c. r = +1.2
d. r = +.75
7.
A psychologist who has created a scatterplot of data collected in a study is planning to
a. Identify a placebo effect
b. Eliminate an extraneous variable
c. Calculate a correlation*
d. Determine a cause-and-effect relationship
8.
If a psychologist uses the experimental method to determine whether group therapy is as
effective as individual therapy in treating test anxiety, the type of therapy is the
a. Independent variable*
b. Dependent variable
c. Extraneous variable
d. Confounding variable
9.
In an experiment evaluating the effects of Vitamin X on memory, one group was assigned to
take the vitamin each day for a month and a second group took an inactive placebo for a
month. The group that took the placebo is called the
a. Control group*
b. Representative group
c. Case group
d. Focus group
10.
Defining aggression as the number of times one child pushes or hits other children in a 5minute period of time is an example of
a. An operational definition*
b. A hypothesis
c. An explanation
d. A theory
11.
Psychologists who use the experimental method manipulate ___ variables, control for ___
variables, and measure changes in ___ variables.
a. Dependent; independent; extraneous
b. Extraneous; dependent; independent
c. Independent; extraneous; dependent*
d. Dependent; extraneous; independent
12.
One advantage of research with animals is
a. The ability to control the life history and environment of the organism*
b. It’s easier to form hypotheses about animals
c. Animals respond better to independent variables
d. You don’t have to worry about operational definitions
13.
A correlation
a. Exists when two events are regularly associated with each other*
b. Means a change in one variable causes a change in another variable
c. Is found only through controlled experiments in laboratories
d. Means that the variables are causally linked
14.
The prediction that a researcher tests by doing research is called
a. A theory
b. A hypothesis*
c. A variable
d. An operational definition
15.
Kevin conducted a study on whether the length of the line at his local Starbucks affected how
much the customers enjoyed their coffee after receiving it. Malcolm conducted the same study
at a different Starbucks and found the same results. The studies have a high degree of
a. Literacy
b. Validity
c. Interpretability
d. Reliability*