PSY 1001
Introduction to Psychology
This is a University of Minnesota course offered through College in the Schools
Fall 2009-2010
Syllabus
When asked for advice on how to succeed in college, one University student said,
“Read the syllabus, read the syllabus, read the syllabus, and be sure to read the syllabus.”
The first step toward success in any college class is to carefully read the syllabus. In addition to assignments, a
course syllabus will contain vital information on course expectations, instructor office hours, key dates, class
attendance, advising and disability resources, and grading. Think of the syllabus as the course road-map. So
read the syllabus, refer to it throughout the course, and know that you won’t get lost!
Teacher name:
Day/time and place that class meets:
Teacher contact information:
Teacher office hours:
Course Moodle site:
Moodle site questions and concerns: Dr. Carla Bates (bates014@umn.edu; 612-624-7076)
Psychology 1001 is a 4-credit introduction to the scientific study of human behavior and a prerequisite for all other
Psychology courses. This course explores how human behavior can be studied; biological, social and environmental
influences on human behavior; predictable ways of behaving, reasoning, remembering and feeling; and ways in
which humans differ.
Each week, three lectures are delivered by University of Minnesota faculty and streamed online. Students are
required to watch these lectures. In addition, high school teachers deliver clarification of lectures, conduct in-class
activities, provide help and feedback related to exams and assignments, and maintain a class-specific Moodle
website.
Required Textbook: Psychology: A Framework for Everyday Thinking, by Scott O. Lilienfeld, Steven J Lynn, Laura L.
Namy, Nancy J. Woolf..
Course Objectives
These course objectives help to guide instructor assessment of student learning:
1. Understanding the research process. Students learn about classic and contemporary findings in diverse
research areas in psychology and become acquainted with new research currently conducted by the faculty at the
University of Minnesota.
2. Developing critical thinking. Students learn how to think scientifically and to become skeptical consumers of
psychological (and other) research.
3. Applying knowledge creatively. Students begin to apply knowledge of psychological findings and methods to
creatively solve real-world problems.
Course Structure
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The course is structured to make maximum use of student time and effort by having students engage in multiple
and diverse activities that contribute to learning.
1. Online lectures. Students will view online lectures by University of Minnesota Department of Psychology
faculty who teach content in their respective areas of expertise. Students will view all lectures, either in class, in a
computer lab, and/or at home, as indicated by their high school instructor.
2. In-class activities. Students will participate in hands-on, classroom activities and write weekly essays in order to
demonstrate their learning based on lectures and the textbook.
3. Online quizzes. Students will take online quizzes to assess their own learning of textbook material. To take
quizzes, students go to their class-specific Moodle site (listed above), log in, and select “Quizzes” from the
homepage (more on quizzes below).
Grading Basis
The following activities and exams make up the final grade for Psy 1001, and are based on the Course Objectives
listed above. A brief description of each helps students know how they will be assessed.
1. Exams. Exams typically cover 3-4 chapters and each consist of 50 multiple choice questions worth 1 point each.
(Students: Do not assume the questions will be easy just because they are multiple choice!) Questions may be
definitional, conceptual, or applied in scope. Exams will be online.
2. Final Exam. The final exam includes 90 multiple choice questions worth 1 point each. The exam is
comprehensive. It will include approximately 35 questions on the last few week of lectures (material covered since
Exam 3) and approximately 55 items on material prior to and including Exam 3. Questions may be definitional,
conceptual, or applied in scope.
3. Quizzes. Sixteen "low-stakes, mastery quizzes” on textbook material can be taken online. Each quiz contains 10
questions and each question is worth .4 points (thus, each quiz is worth a maximum of 4 points). Quizzes may be
taken multiple times; only the quiz with the highest score will be recorded. Quiz questions are randomized, so each
quiz may contain new questions. This is a good way to review what you learned from reading the chapter. The
quizzes should not be used to figure out which topics in the chapter are important - since quizzes are randomized
and can contain any chapter material, this strategy will not be a useful one!
4. Weekly Reflective Writing. Reflective writing assignments allow students to demonstrate both their factual
knowledge and their ability to apply psychological concepts. The main objective in writing reflectively is to take an
abstract concept or a research finding and explore its relevance to everyday life. These assignments are worth 3
points. There are 14 reflective writing assignments during the course (which includes one online activity). In
addition, the lowest two essay scores are dropped from the final grade. The grading rubric for reflective writing is
as follows:




3 points = a response that shows accuracy, thoughtfulness, creativity and clarity
2 points = a response that shows accuracy and some, but not all, elements of a 3-point answer
1 point = a response that is partially, but not wholly, inaccurate
0 points = a response that is inaccurate
5. Classroom Activities. Various demonstrations and hands-on experiences will be provided in the classroom.
Weekly activities may or may not be graded, depending on the teacher’s preference, but active participation is
expected. Activities and demonstrations are meant to translate concepts from the textbook and lectures into real-
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world, applied knowledge. These exercises also allow interaction with peers. An example of a classroom activity
might be engaging in a debate about current issues in psychology. Teachers will have two points each week that they
may use for these activities.
6. Extra Credit. High school teachers will provide their students with opportunities for extra credit, up to but not
exceeding 15 points. Typically, 1 point of extra credit equals approximately one-half hour of student work, and not
more than one hour of student work.
Source
# of
Events
Points per event
Total points per
activity
Percent of total grade
per activity
Exams
3
50
150
38%
Final Exam
1
100
100
25%
Chapter quizzes
16
5
80
20%
Essays
14
3
42
11%
Classroom Activities
14
2
28
7%
Total possible points
400
100%
EXTRA CREDIT
+20
Grade cut-offs. Final grades are based on the following scale:
A ~ 94-100%
A- = 90-93%
B+ ~ 87-89%
B ~ 84-86%
B- ~ 80-83%
C+ = 77 – 79%
C ~ 74-76%
C- 70-73%
D ~ 60-69%
F ~59% and below
***Grades are not negotiable. No one can do extra work to raise a grade except by accumulating extra credit during
the semester. It is VERY IMPORTANT to monitor how well you are doing.***
Students often ask if Psy 1001 grades are curved. The answer is, no. However, points earned for chapter quizzes,
essays and extra credit serve as a cushion for exam scores.
Policy on Technology in the Classroom
It is a benefit to all students that there is a calm classroom environment conducive to learning. For this reason,
policies have been developed to ensure a classroom environment which minimizes disruptions.
For this reason, students may not text message, receive calls or pages, or otherwise use technology in ways that
disturb other students. If laptops are used in the classroom, they may be used only for taking notes. High school
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teachers may ask a student to leave the classroom if a student does not follow this policy. The student may then be
marked absent for the period he/she misses.
Lecture Topics, Lecturers and Readings
Students are expected to read the textbook material and take the weekly quizzes during the week a topic is presented
in lecture.
Videos of each lecture will be available on the class Moodle website under "Lectures" approximately 24 hours after
they are given on campus.
Week
Day
Date
Topic
Lecturer
1
W
Sept 9
Introduction/Syllabus
Briggs
F
Sept 11
Evolution of Psychology
Briggs
Ch. 1
M
Sept 14
The Research Enterprise
Brothen
Ch. 2 & Appendix B
W
Sept 16
The Research Enterprise
Brothen
F
Sept 18
The Research Enterprise
Brothen
M
Sept 21
Biological Basis of Behavior
Gewirtz
W
Sept 23
Biological Basis of Behavior
Gewirtz
F
Sept 25
Biological Basis of Behavior
Gewirtz
M
Sept 28
Sensation & Perception
Burkhardt
W
Sept 30
Sensation & Perception
Burkhardt
F
Oct 2
Sensation & Perception
Burkhardt
M
Oct 5
EXAM 1 (Chapters 1-4, Appendix B)
W
Oct 7
Memory
Fletcher
F
Oct 9
Memory
Fletcher
M
Oct 12
Language & Thought
Fletcher
W
Oct 14
Language & Thought
Fletcher
F
Oct 16
Neurophysiological basis of
consciousness
Peterson
Review Ch. 3, pages 96-99 &
Ch. 5
M
Oct 19
Learning
Peterson
Ch. 6
W
Oct 21
Learning
Peterson
F
Oct 23
Learning
Peterson
2
3
4
5
6
7
4
Weiten chapter
Ch. 3
Ch. 4
Ch. 7
Ch. 8
8
9
10
11
12
13
14
15
M
Oct 26
EXAM 2 (Chapters 6-8)
W
Oct 28
Development
F
Oct 30
Development
M
Nov 2
Development
W
Nov 4
Emotions
F
Nov 6
Emotions
M
Nov 9
Personality
Simpson
W
Nov 11
Personality
Simpson
F
Nov 13
Personality
Simpson
M
Nov 16
Intelligence
Bouchard
W
Nov 18
Intelligence
Bouchard
F
Nov 20
Intelligence
Bouchard
M
Nov 23
Exam 3 (Chapters 9, 11, 12)
W
Nov 25
No lecture: Online activity
F
Nov 27
Thanksgiving Holiday
M
Nov 30
Social
W
Dec 2
Social
F
Dec 4
Social
M
Dec 7
Disorders & Treatment
Grove
W
Dec 9
Disorders & Treatment
Grove
F
Dec 11
Disorders & Treatment
Grove
M
Dec 14
Disorders & Treatment
Grove
W
Dec 16
Overview of semester
Briggs
Th
Dec 17
FINAL (all chapters)
Ch. 11
Gonzales
Ch. 12
Ch. 9
Ch. 16
Gonzales
Gonzales
Ch. 14 & 15
Psychology Schedule:
This is a 2 trimester schedule. Whereas the University of Minnesota students have 15 weeks to complete this class
work, we have 22 weeks. We will pace out the class work. The schedule and details will be announced in the
classroom during the school year.
University of Minnesota Twin Cities: Academic Policies
The following are key excerpts from U of M academic policies. Enrolled students are responsible for knowing and
following the complete policies which can be found by accessing the links provided below. College in the Schools
offers courses from numerous academic departments housed in several different U of M colleges; college and/or
departmental policies may add variation to some of the guidelines listed below.
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U of M Grades
The grade you receive in a CIS course is recorded on a University of Minnesota transcript and automatically
becomes part of your permanent U of M academic record. The University of Minnesota uniform grading policy
states that "University grade definitions establish the qualities of performance expected at different grade levels.
Instructors define grade standards for their courses in conformity with their departmental policies."
A
Achievement outstanding relative to the level necessary to meet course requirements (no
grade of A+ should be submitted; A, 4 grade points; A-, 3.67 grade points).
B
Achievement significantly above the level necessary to meet course requirements (B+,
3.33 grade points; B, 3 grade points; B-, 2.67 grade points).
C
Achievement meeting the basic course requirements in every respect (C+, 2.33 grade
points; C, 2 grade points; C-, 1.67 grade points).
D
Achievement worthy of credit even though it does not fully meet the basic course
requirements in every respect (D+, 1.33 grade points; D, 1 grade point; no grade of Dshould be submitted).
F
Performance failing to meet the basic course requirements (0 grade points).
Pluses
and
minuses
are used:
A, A-,
B+, B,
B-, C+,
C, C-,
D+, D,
and F.
Note
that A+
and Dare not
allowe
d by
the
Univer
sity.
Incompletes: Incompletes (I) may be given at the discretion of the instructor. If, in the opinion of the instructor,
there is a reasonable expectation that a student can successfully complete the work of the course before the end of
the next high school term an incomplete may be used. The assignment of an I requires a written agreement
between you and the instructor specifying the time and manner in which you will complete the course requirements.
Upon successful completion of the coursework, the I is changed to a permanent grade. An I that is not completed
within one calendar year automatically becomes an F.
View complete text at http://www1.umn.edu/usenate/policies/gradingpolicy.html
Quantity of Work per Credit
The University Senate prescribes the quantity of work needed to earn a credit as three hours per credit per week or
approximately 45 hours per credit per semester. The manner in which the course is taught determines how much of
the work will be in the classroom, laboratory, library, or independent study and research. A student should expect to
spend about 9 hours a week, including class time, on a 3-credit course.
Disabilities Services
It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students
who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that
may affect their ability to participate in course activities or to meet course requirements. Students with disabilities
are encouraged to contact Disability Services and their instructors to discuss their individual needs for
accommodations. Disability Services is located in Suite #180 McNamara Alumni Center, 200 Oak Street. Staff can
be reached by calling 612/626-1333 voice or TTY. For further information, visit their web site: http://ds.umn.edu/
Student Integrity (Excerpt from the College of Liberal Arts Student Handbook)
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As a new member of the University community, it is important to be aware of what is expected of you and what
you can expect of the University. This information is designed to clarify the values and actions of an academic
community.
The Five Fundamental Values: Honesty, Trust, Fairness, Respect, and Responsibility.
An academic community of integrity advances the quest for truth and knowledge by requiring intellectual and
personal honesty in learning, teaching, research, and service.
For descriptions see: http://www.class.umn.edu/
Student Conduct Code
Subd. 1. Policy Statement. It is the policy of the University of Minnesota (University) that certain minimum
standards of conduct are necessary to safeguard the rights, opportunities, and welfare of students, faculty, staff and
guests of the University community and to assure protection of the interests of the University as it seeks to carry
our its mission.
The University requires a community free from violence, threats, and intimidation; protective of free inquiry;
respectful of the rights of others; open to change; supportive of democratic and lawful procedures; and dedicated to
a rational and orderly approach to the resolution of conflict….
Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary
action under the code. The College of Continuing Education reserves the right to cancel current or future
registration for such students.
Students are responsible for complying with the University of Minnesota’s Student Conduct Code, which is
available in the college student affairs office and Student Judicial Affairs (612.624.6073) and on the Web at
http://www.sja.umn.edu/conduct.html
Scholastic Dishonesty
Students are responsible for maintaining scholastic honesty in their work at all times. Students engaged in scholastic
dishonesty will be penalized and their name may be reported to University of Minnesota Student Judicial Affairs.
The University’s College of Liberal Arts defines scholastic dishonesty as "any act that violates the rights of another
student with respect to academic work or that involves misrepresentation of a student’s own work. Scholastic
dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as
one’s own anything done by another), submitting the same or substantially similar papers (or creative work) for
more than one course without consent of all instructors concerned, depriving another of necessary course materials,
and sabotaging another’s work." Scholastic dishonesty also includes fabrication, cheating and academic
misconduct.
Academic Dishonesty in any portion of the academic work for a course is grounds for course failure and may result
in reporting to the Student Judicial Affairs Office. For more information, visit
http://advisingtools.class.umn.edu/Multimedia/ Open the link to the CLA Student Handbook. Scholastic
dishonesty defined at: http://advisingtools.class.umn.edu/cgep/studentconduct.html
Sexual Harassment
Definition: “Sexual Harassment means unwelcome sexual advances, requests for sexual favors and/or other verbal
or physical conduct of a sexual nature…” The policy strictly prohibits sexual harassment by or toward a member of
the University community and requires appropriate reporting and investigation of such reports. The definition and
policy can be seen in it’s entirety at: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf.
CIS Field Days
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College in the Schools Field Day events are opportunities to become acquainted with the University of Minnesota
Twin Cities Campus, meet your fellow CIS classmates from the greater metropolitan area, and use the expertise and
experience you have gained in the U of M, TC course.
The field day for Fall 2009 will be on November 20th.
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Other Important Pieces of Information:

Read the Textbook

Each student will receive 3 grades: 2 high school grades and 1 Univ. of MN grade.
Trimester 1 High School Grade: Pass/Fail
Trimester 2 High School Grade: 1.0 credit high school elective grade
Univ. of MN Grade: This course is worth 4 University of Minnesota semester credits. The University grade you
receive becomes part of your permanent University of Minnesota college transcript.

Read the Textbook

Field Day is an absolute, 100%, non-negotiable, mandatory school day. Please do not schedule vacations,
doctor/dentist appointments or anything else on Nov. 20.

Read the Textbook

Students can retake chapter quizzes as many times as they want to earn full-credit. Please spend the time to
gain the maximum allotted points. It will help your final grade.

Read the Textbook

Expect to do 1 hour per day of work for this class

Hopefully, you’re seeing a pattern here! Read the Textbook

Bring an extra ream of paper to school for this class. Your note taking success (and in-turn your testing
success) will improve if you print the lecture outline/power point notes PRIOR to the lecture in the
classroom. Your teacher will provide the lecture outline/power point notes for the first 2 weeks of school.
After that it is the STUDENT RESPONSBLILITY.

Just for good sake; read the textbook
I understand and will abide by the policies stated above. I will be accountable for my learning and
responsible for my actions in this class. I will contribute positively to a classroom where all students feel
accepted and can learn.
Signed____________________________________________ (Student)
I have read the PSY 1001 course syllabus and understand the class expectations. I will help facilitate my
student’s success and will contact the teacher with any feedback or concerns.
Signed____________________________________________ (Parent)
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