PSY 2012: General Psychology
Contributed by Nathalie Franco, Ph.D.
Course Description
General Psychology reviews the scientific principles related to human behavior and mental processes. Topics
include the scientific method, neuroscience, learning & memory, emotions, motivation & health, life span
development, personality, psychological disorders, and social psychology.
Requires Text Yes, you need the book!
The required course text is the 9th edition of Exploring Psychology (2014) by David Myers (loose leaf edition
packaged with LaunchPad access card).
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Bring your text with you to class since we may refer to the text during class discussion and for the
completion of critical thinking assignments.
Learning Objectives
Upon successful completion of this course, students should be able to:
1. Identify, differentiate, and summarize the various perspectives and subfields relating to psychology’s
history.
2. Identify and evaluate scientific designs and psychology’s major issues.
3. Analyze and evaluate the relationships between biological and neurological processes and behavior.
4. Differentiate and compare types of learning, memory, cognition, and intelligence.
5. Comprehend and infer how motivation and emotion affect both physical and mental health, while
utilizing and applying this knowledge for solving problems in their situations and lives.
6. Recognize and compare the various personality theories and evaluate the strengths and weakness of
each theory.
7. Evaluate the characteristics, symptoms, and diagnostic criteria relating to the various psychological
disorders.
8. Identify and describe the stages of human development through the lifespan and recognize theories that
explain it.
9. Describe, apply, and evaluate variables that determine social cognition, social influence, and social
relations.
Critical Thinking Course Design
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This course has been designated as a Critical Thinking course. In other words, everything we do this
semester will in some way relate to improving your understanding of and thinking critically about
psychological principles, theories, practice, and application. The primary goal is for you to come to
think as a psychologist would think.
To think deeply about the field of psychology, one must think clearly about the questions which face
psychologists, one must gather relevant and valid information which relates to those questions, one must
accurately analyze the value of information gathered and one must understand the complexity of human
nature.
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The textbooks and reading materials will be used as a general resource for the course. You will learn to
connect the logic of psychology to the logic of your own thinking so that the subject becomes relevant
to you. While you will learn "facts" about psychology, they will be learned in the context of learning
about the logic of psychology, rather than being memorized for test time.
You will be asked to prepare for 6 critical thinking assignments, but each class period will consist of
activities designed to enhance your critical thinking skills. In addition, each class period will build upon
work done in the previous class period. Each student will actively participate in class sessions, as you
are asked to continually process information by restating information, giving examples, offering
alternate points of view, etc. You will also be involved in daily group work, self-assessment, and peer
assessment.
The ultimate goal is for you to learn to think critically about your thinking, so that you are able to
accurately assess your strengths and weaknesses and to take charge of your thinking.
Honors students are expected to attend class prepared to engage in seminar-style discussions and to avail
themselves of opportunities for academic enrichment. Students must earn a minimum grade of B to receive
Honors credit.
Broward College’s Definition of Critical Thinking:
To support Broward College’s Quality Enhancement Plan (QEP), critical thinking is defined as a process of
evaluating information by questioning and testing assumptions, accepting and rejecting arguments and/or
perspectives, and applying reasoning to make informed decisions.
Critical Thinking Learning Outcome Statements:
Goal 1: The QEP will enhance students’ critical thinking skills.
Students will be able to:
1.1. Explain questions, problems, and/or issues
1.2. Analyze and interpret relevant information
1.3. Evaluate information to determine potential conclusions
1.4. Generate a well-reasoned conclusion
Critical Thinking Learning Experiences Grid:
Student Learning Outcome
Explain questions, problems,
and/or issues
Analyze and interpret relevant
information
Evaluate information to
determine potential conclusions
Generate a well-reasoned
conclusion
Teaching & Learning
Experiences/Activities/
Assignments
CT # 1 SEE-I Research Methods
CT # 2 SEE-I Psychoactive Drugs
CT # 4 SEE Model “Thinking”
Article Presentation
Psychology in My Life
CT # 3 Classical Conditioning
CT # 5 Stress Guided Questions
Article Presentation
Psychology in My Life
CT # 6 Personality Theories
Article Presentation
Psychology in My Life
Article Presentation
Psychology in My Life
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Intellectual Standards
Clarity, Accuracy, Precision,
Relevance
Clarity, Accuracy, Relevance,
Depth, Breath, Significance
Clarity, Accuracy, Breath, Logic,
Fairness;
Clarity, Accuracy, Precision,
Relevance, Depth, Breath, Logic,
Significance
You will be asked to review the following websites.
Critical Thinking Resources/References for Students
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The Critical Thinking Community: College and University Students
http://www.criticalthinking.org/pages/college-and-university-students/799
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The Miniature Guide to Critical Thinking: Concepts & Tools (limited download copy)
http://www.criticalthinking.org/files/Concepts_Tools.pdf
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The Critical Thinking Community: Critical Thinking in Every Day Life: 9 Strategies
http://www.criticalthinking.org/pages/critical-thinking-in-everyday-life-9-strategies/512
Online Environments
Desire2Learn (D2L)
LaunchPad
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Weekly online homework activities and quizzes are available through LaunchPad.
Tips for using LaunchPad:
1. Fully supported browsers are Internet Explorer and Firefox. Safari and Chrome are NOT supported for
this site.
2. Plan ahead: If you leave the week’s entire lesson module until the final hour, tech support may not be
able to help you to complete assignments by the due date.
3. Stay on top of your work: The web-enhanced nature of this course forces you to keep up. Since all
activities are time sensitive, and there are no extensions on online assignments, you simply can’t fall
behind and be successful in this course.
Grading and Assignments
Activity
Percentage
Article Presentation*
10%
CT Portfolio
10%
CT Final Assignment
“Psychology in My Life”
10%
Launchpad
20%
Exams
50%
Total
100
A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 59 or below
*Students in the Honors program will write a research paper and present the findings from the
research paper in class.
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Student Performance Evaluation
1. Class Participation
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Attendance will be taken on a regular basis.
You will be asked to prepare and participate in discussions, demonstrations, group activities,
presentations, etc. This participation will enhance your learning and make the material more
meaningful.
It is expected that you will read the assigned readings from Exploring Psychology.
No make-up work is given for missed classes.
2. Presentation
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This activity allows you to demonstrate your ability to summarize and accurately present research based
information related to topics covered in class.
You will select a reading from Scientific American Mind Magazine published in the last 3-5 years and
lead a discussion. The article must report on psychological research findings related to the topics
covered in your textbook.
You will be asked to
o Explain the problem/issues
o Analyze and interpret information
o Evaluate the information to determine potential conclusions
o Generate a well-reasoned conclusion regarding the problem/potential solutions
You will need to ready other articles related to the topic to better inform yourself about your topic.
You will have 8-10 minutes to summarize main points and to lead the discussion.
Articles will be approved on a first come first serve basis. ALL ARTICLES MUST BE APPROVED
BY NO LATER THAN 2/16. STUDENTS WHO DO NOT OBTAIN APPROVAL BY THIS DATE
WILL RECEIVE A ZERO FOR THIS ASSIGNMENT. NO DUPLICATE ARTICLES/TOPICS WILL
BE ACCEPTED, SO THE SOONER YOU GET THE ARTICLE, THE LESS WORK IT WILL BE TO
APPROVE YOUR ARTICLE.
Bring a copy of your article to class on 2/16 to turn in with your topic approval.
Additional guidelines for this assignment will be provided in class.
3. Critical Thinking Portfolio (CTP)
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You will be asked to complete critical thinking assignment in preparation for class. These written
assignments will involve “disciplined” thinking. They must be typed so that they can be easily revised.
I will stamp each critical thinking assignment at the beginning of class. Students who come to
class prepared will have the opportunity to participate in discussions, group activities,
presentations, role-plays, etc. This participation will enhance your learning and make the material
more meaningful.
DO NOT EMAIL ME YOUR WRITING ASSIGNMENTS. YOU MUST TO TURN IN YOUR
WRITING ASSIGNMENT AND PARTICIPATE IN CLASS TO RECEIVE CREDIT.
Students who do not have a typed critical thinking assignment will not be allowed to participate in
the activity until they complete it. They will be asked to go to a designated area in the room to
complete it. Students will only be allowed to join in the activity if this does not interrupt the flow
of the activity. Only partial credit can be obtained for in-class completion of the writing portion.
You will be given a folder. Use this folder as your CTP to keep your writing activities for the semester.
Students will be asked to evaluate each other’s assignments using criteria and standards discussed in
class. If you decide to revise your critical thinking assignments based on peer feedback, make sure to
keep the “stamped” original assignment in your portfolio.
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You are responsible for making sure your critical thinking portfolio will remain with you at all times.
You will receive a zero for your CTP grade if your portfolio is missing. You are responsible for making
sure all assignments are in your folder AND the grade log is in your portfolio. Bring your critical
thinking portfolio to class.
I will collect portfolios twice during the semester.
All of us will work together to ensure the classroom is a safe environment for exploring ideas,
challenging our assumptions, and evaluating our reasoning skills.
CT Assignments and Activities
CT Writing Assignments are due at the beginning of class. The In-class activities are to be completed in class.
You must participate in both to receive full credit.
Chapter
Topic
CT Writing Assignment
CT In-Class Activity
Ch. 1
Bio-Psychosocial Approach
N/A
Ch. 1
# 1 Research Methods
Ch. 3
# 2 Psychoactive Drugs
Ch. 7
# 3 Learning Principles
SEE-I Model;
Experimental and
Correlational design
SEE-I Model
Psychoactive Drugs
Classical Conditioning
personal experience
In-class writing analysis of article using Biopsychosocial Approach
Design study to test research questions. Present
to other groups. Use IS to evaluate research
proposals.
Jigsaw Puzzle/Teaching activity/Quiz
Ch. 9
# 4 Thinking
SEE Model flashcards
Ch. 11
# 5 Stress
Guided Questions
Ch. 12
# 6 Personality Theories
Chart Comparing 2
theorists
ALL
Final CT Writing
CHAPTERS Assignment
Psychology in My Life
Identify UCS, UCR, CS, CR for partner’s
experience. Use Intellectual Standards to give
feedback to partner.
Studying SEE flashcards with partner and oral
quiz.
Discussion of questions by group. Analysis of
TEDx Video on How to Make Stress your
Friend.
Role Play/Dialogue between Freud and Rogers
and between Bandura and Allport. Synthesis of
“best” theory
We will discuss the topics prior to writing the
paper
4. Final Critical Thinking Writing Assignment: “Psychology in My Life”
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You will be asked to write a 2-page paper
For this assignment, you are being asked to do the following:
o Explain why psychology is a science and introduce one psychological concept from your
textbook to provide support for this idea. Your thesis statement should clarify the perspective of
psychology as a science and the concept you chose to illustrate this idea.
o Analyze and interpret the research findings presented in your textbook to support your
psychological concept.
o Evaluate the significance or impact your psychological concept and the research findings have
on your life.
o Generate well-reasoned conclusions based on your analysis and evaluation to support the idea
that psychology is a science and how it has impacted your life.
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Topics for this paper must be approved by no later than 4/8.
5. LaunchPad Online Activities
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I strongly encourage you to complete these assignments on a weekly basis. Failure to submit
assignments will result in a zero grade for the assignment.
Allow yourself enough time to complete Launchpad activities. Technical issues can happen and
excuses about technical problems will not be accepted from students who wait until the last minute to
take complete activities.
I will NOT be able to extend deadlines for Learning Curve Activities or Quizzes.
Your grade will be based on the average score for each of the following categories.
Learning Curve (LC) Activities
 LC activities include quiz type questions designed to help you learn the material.
 It is highly recommended that you read each section of the chapter before attempting the LC assignment
for that section. You will save a lot of time if you read before you attempt the LC. The more you know
the faster you get through each section. If you don’t know the answers, you will spend more time until
completing the points you need to get credit.
 For each LC activity you complete before the due date (by reaching a predetermined target score), you
will earn 5 points. If you don’t complete the LC you will receive a zero.
 The 3 lowest LC grade will be dropped at the end of the semester.
Chapter Summative Quizzes
 Summative/Mastery Quizzes consist of multiple choice questions.
 They can be taken any time prior to the due date. They are usually due on Sunday before the exams and
they will serve as preparation for the exams.
 The quizzes are timed (30 minutes).
 You will have 2 attempts to complete each quiz. The highest grade of the 2 attempts will be recorded.
 Collaboration between students and discussion of quiz answers are NOT permitted.
 The lowest summative quiz grade will be dropped at the end of the semester.
6. Exams
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There will be three exams, each covering one third of the course.
All students are required to take the in-class exams on the dates they are scheduled (see make-up policy
under class policies).
The questions require application of the material.
Cell phones and laptops must be completely out of reach during exams. If your instructor is able to see
your phone, regardless of the reason you will receive an automatic F on the exam. Use the restroom
before the exam. You will not be allowed to leave the room once the exam begins.
Class Policies
Class Attendance and Withdrawal Policy
 Students’ non-attendance will be reported. If you withdraw through the Registrar’s Office (online or in
person) on or before that date, you will receive a grade of “W”. If you stop attending class, participating in
class discussions, submitting assignments, or fail to take quizzes or exams, etc. prior to the withdrawal date
noted above, you may be administratively withdrawn from class and a receive a W or an F if this is your
third attempt.
 If you simply stop attending class, do not withdraw yourself through the proper channels, or are not
administratively withdrawn, you will receive an F in the course. To avoid this situation, you should remain
an active learner in this class and always communicate extenuating circumstances to me. Ongoing
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communication with me is critical to your success in this course. I will use attendance, completion of tests,
assignments, and other class activities as indicators of your participation in order to satisfy this federal
reporting requirement.
Make-up Test Policy
 Make-up tests will be permitted only under extenuating circumstances and only with prior notification
and official documentation (original funeral notice, original doctor’s note, etc.).
 The instructor reserves the right to create alternate make-up exams for students (with documented,
excused absences) who are not able to take the scheduled exams.
Academic Honesty
 Broward College expects its students to be honest in all of their course work and activities. A student’s
academic work must be the result of her or his own thought, research, and/or self-expression. Cheating will
not be tolerated. This includes, but is not limited to, collaboration on exams or assignments and plagiarized
papers.
 The research paper is subject to submission to Turnitin.com for the detection of plagiarism.
 The first incident will result in a grade of zero for the assignment. A second occurrence will result in a
failing grade for the class, removal from the class, and possible additional sanctions as determined by the
Dean of Students.
Classroom Expectations and Climate
 In this class the expectations are that everyone will put forth their best effort and show mutual respect.
 Professionalism and courteous conduct contributes to your learning and the learning of others.
 Be respectful to others. TURN OFF cell phones. No text messaging, or engaging in behavior that distracts
you or others from class activities or discussions.
 Courteous conduct also includes showing respect for others’ points of view and contributions.
 Discourteous conduct, on the other hand, distracts from your learning and the learning of others. Some
examples of conduct that distract from learning are checking your phone for messages, engaging in side-bar
conversations not related to course content, studying for other courses while in PSY 2012, and using a
laptop in class for actions unrelated to our class.
Expectations for Course Communication
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Email: Use the email tool only for private, personal, one-to-one communication with a specific
individual or groups of individuals. Please do not send course related emails to the instructor's
BC email address. Assignments sent to the instructor's BC email will not be accepted.
Alternate Communication: In the event that the course communication tools are unavailable
for more than 24 hours, the instructor will communicate with students (if necessary) via their
BC email addresses.
Faculty Response Policy: Course emails and discussion posts will be answered within 48
hours. Emails sent on Saturday or Sunday may not be answered until Monday. It is
recommended that you post course-related questions in the discussion area. If you need info
related to a test or assignment, plan ahead and submit your questions well ahead of the due
date. Your instructor is not online 24 hours per day, so please allow time for responses.
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Special Needs
Students having special needs as defined by the Americans with Disabilities Act should notify the Office of
Disability Services as early in the term as possible. It is the student's responsibility to contact the Disability
Support Office prior to document disability prior to receiving services. Notify me after you have contacted the
Office of Disability Services so that I can consult with the Office of Disability Services to discuss what
reasonable accommodations would be appropriate for your situation.
Course Outline
Attached is a tentative outline of the topics and assignments for this semester. In most instances, the sequence
of the course schedule is followed; however, due to extenuating circumstances, it is sometimes necessary for the
instructor to make changes in either the schedule or assignments. It is your responsibility to know and follow the
written guidance given in this syllabus and the course sequence. Changes will be announced in class and/or
online via announcements and/or email. Students are responsible for all announced changes.
TENTATIVE COURSE OUTLINE
Topic
1
2
3
Introduction/Syllabus/D2L/LaunchPad
Perspectives in Psychology
No Class
No Class: Martin Luther King Jr. Day Research Methods
Reading
Assignment DUE
Syllabus
Ch. 1 (p. 1-9)
Critical Thinking
Assignment DUE
Ch. 1 (p.10-33)
Research Methods
4
Library Research Day (REQUIRED)
The Biology of Behavior
Chapter 2
5
Psychoactive Drugs
Consciousness, Sleep, Hypnosis
Developing Through the Life Span
Chapter 3
6
7
8
9
10
11
Psychoactive Drugs
Chapter 4
TBA (Article Approval DUE)
Exam 1 (Ch. 1, 2, 3, 4, Critical Thinking, Presentations)
Classical Conditioning
Operant and Observational Learning
Spring Break
Memory
Presentations
Thinking & Intelligence
Presentations
TBA
Exam 2 (Ch. 7, 8, 9, CT, Presentations)
Chapter 7
Learning Principles
Chapter 8
CT Portfolio Check
Chapter 9
Thinking Concepts
12
Stress, Health, & Positive Psychology Presentations
Chapter 11
Stress Guided Questions
13
Personality
Presentations
Psychological Disorders
Presentations
Therapies
Presentations
Chapter 12
Famous Theorists
Chapter 14
CT Portfolio DUE &
Draft CT Paper DUE
Final CT Paper DUE on
D2L
14
15
16
Chapter 15
Exam 3 (Ch. 11, 12, 14, 15, CT, Presentations)
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Important Deadlines
Critical Thinking Portfolio Assignments
Critical Thinking Assignment
Research Methods (SEE-I)
Psychoactive Drugs (SEE-I)
Learning Principles (1 page Essay)
CT Portfolio Check
Thinking Concepts (SEE Model Flashcards)
Stress (Guided Questions)
Famous Theorist (Chart)
CT Portfolio DUE
Final CT Paper: Psychology in My Life
Psychology in My Life
Draft Psychology in my Life (include in your CT
folder)
Final (Submit on D2L)
Exams
Exam 1 (Ch. 1, 2, 3, 4, CT)
Exam 2 (Ch. 7, 8, 9, CT, Presentations)
Exam 3 (Ch. 11, 12, 14, 15, CT, Presentations)
Presentations
Library Research Day
Article Approval DUE
Presentations (8-10 minutes each)
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Launchpad Activities & Quizzes
Chapter
Online Activity
1a Psychology’s Roots and Contemporary Psych.
1b The Need for Psychological Science
1c How do Psychologists Ask and Answer Questions
Chapter 1 Summative Quiz
2a The Biology of Mind and Neural Communication
Chapter 2
2c The Brain
Chapter 2 Summative Quiz
3a The Brain, Consciousness, and Sleep
Chapter 3
3b Hypnosis, Drugs, and Consciousness
Chapter 3 Summative Quiz
4a Prenatal, Infant, and Child Development
Chapter 4
4b Adolescence
4c Adulthood
Chapter 4 Summative Quiz
7a How Do We Learn? And Classical Conditioning
Chapter 7
7b Operant Conditioning
Chapter 7 Summative Quiz
8a The Phenomenon and Study of Memory
Chapter 8
8b Building and Stories Memories
8c Retrieval and Forgetting
8d Memory Construction and Improving Memory
Chapter 8 Summative Quiz
9a Thinking
Chapter 9
9c Intelligence
Chapter 9 Summative Quiz
Chapter 11 11a Stress
11b Health and Human Flourishing
Chapter 11 Summative Quiz
Chapter 12 12a Psychodynamic Theories
12b Humanistic and Trait Theories
12c Social and Cognitive Theories
Chapter 12 Summative Quiz
Chapter 14 14a Anxiety Disorders
14b Mood Disorders
14c Other Disorders and Rates of Disorders
Chapter 14 Summative Quiz
Chapter 15 15a Psychological Therapies
15b Evaluating Psychotherapies
Chapter 15 Summative Quiz
Total
LC = Learning Curve.
Chapter 1
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