CUNY Common Core
Course Submission Form
Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common
Core. All courses must be 3 credits/3 hours unless the college is seeking a waiver for a 4-credit Math or Science course (after having secured
approval for sufficient 3-credit/3-hour Math and Science courses). All standard governance procedures for course approval remain in place.
College
Course Number
Course Title
Department(s)
Discipline
Subject Area
Credits
Contact Hours
Pre-requisites
Catalogue Description
Queensborough Community College
PSYC 101 (SS 510)
Psychology
Social Sciences
Psychology
PSYC
3
3
BE122 (or 226) or satisfactory score on CUNY ACT assessment test
Introduction to the scientific study of behavior and mental processes. Topics include research methods, biological bases of brain and
mind, sensation-perception, sleep and states of consciousness, learning-memory, development, cognition-intelligence, motivationemotion, personality, abnormal psychology-therapy, and social psychology. Research findings and principles related to everyday life.
Syllabus
See attachment
Waivers for 4-credit Math and Science Courses
All Common Core courses must be 3 credits and 3 hours.
Waivers for 4-credit courses will only be accepted in the required areas of Mathematical and Quantitative Reasoning and Life and Physical Sciences. Such waivers
will only be approved after a sufficient number of 3-credit/3-hour math and science courses are approved for these areas.
If you would like to
request a waiver please
check here:
Waiver requested
Indicate the status of this course being nominated:
current course
revision of current course
a new course being proposed
CUNY COMMON CORE Location
Please check below the area of the Common Core for which the course is being submitted. (Select only one.)
Required
English Composition
Mathematical and Quantitative Reasoning
Life and Physical Sciences
Flexible
World Cultures and Global Issues
US Experience in its Diversity
Creative Expression
Individual and Society
Scientific World
Learning Outcomes
In the left column explain the assignments and course attributes that will address the learning outcomes in the right column.
E. Scientific World
A Flexible Core course must meet the three learning outcomes in the right column.
Students will understand psychological text effectively through
readings in the textbook and ancillary documents and articles on
behavior and mental processes
Students will critically evaluate theories and research in psychology
on examinations, written assignments and/or oral presentations.
 Gather, interpret, and assess information from a variety of sources and points of
view.
 Evaluate evidence and arguments critically or analytically.
Students will construct written essays, responses, and/or papers
demonstrating the use of evidence-based information in drawing
conclusions about issues in psychology
 Produce well-reasoned written or oral arguments using evidence to support
conclusions.
A course in this area (II.E) must meet at least three of the additional learning outcomes in the right column. A student will:
On exams, written assignments and/or oral presentations students will
analyze and evaluate basic psychological concepts and applications
of research methods in psychology.
Students will demonstrate how well supported psychological
principles can facilitate understanding of, and solutions to important
individual, interpersonal and group issues.
Through reading and/or written assignments students will
demonstrate the ability to make judgments about evidence-based
conclusions pertaining to concepts and theories in psychology.
 Identify and apply the fundamental concepts and methods of a discipline or
interdisciplinary field exploring the scientific world, including, but not limited to:
computer science, history of science, life and physical sciences, linguistics, logic,
mathematics, psychology, statistics, and technology-related studies.
 Demonstrate how tools of science, mathematics, technology, or formal analysis
can be used to analyze problems and develop solutions.
 Articulate and evaluate the empirical evidence supporting a scientific or formal
theory.
1. Department: Social Sciences
2. Course prefix, number and title:
3. Pre-requisites and co-requisites:
SS 510: Psychology
BE 122 (or 226) or satisfactory score on CUNY ACT
4. Hours (class, recitation, laboratory) and credits: 3 hr., 3 cr.
5. Course description: (from college catalog)
Introduction to the scientific study of behavior and mental processes. Topics include research methods, biological bases of brain and
mind, sensation-perception, sleep and states of consciousness, learning-memory, development, cognition-intelligence, motivationemotion, personality, abnormal psychology-therapy, and social psychology. Research findings and principles related to everyday life.
6. Curriculum/curricula for which this course is required and curricular objectives addressed by this course::
1. Health Sciences (A.S.): Meet the distribution requirements of the liberal arts and sciences core, with specific recommendations in
math, chemistry and the humanities for the current health science baccalaureate programs for which articulations have been
established or for unique programs of interest.
1. Environmental Health (A.S.): To provide the knowledge required for the student to become a well rounded individual better
prepared to succeed in the Environmental Health profession
3. Massage Therapy (A.A.S.): To provide a strong foundation in the biological sciences, together with a broad base of general
education in the liberal arts
4. Nursing (A.A.S.). Provide a foundation in general education in the humanities, and biological and social sciences
7. General Education objectives addressed by this course:
General educational objectives addressed by this course
use analytical reasoning to identify issues or problems and evaluate
evidence in order to make informed decisions
integrate knowledge and skills in their program of study
use historical or social sciences perspectives to examine formation of
ideas, human behavior, social institutions, or social processes
Briefly describe activities in the course which help
students meet each of these general education
objectives
a. Student will identify recurring themes and
controversies in psychology
b. Students will compare theories, deduce hypo-theses
and identify which are best supported by the data
c. Students will discriminate fact from personal opinion and
experience.
a. Students will integrate topics covered in biology,
sociology, anthropology, philosophy etc. and
demonstrate their relevance to behavior and mental
processes
b. Students will identify ways in which behavior and
mental processes influence events in the physical and
social environment
a. Students will define terms and concepts specific to
psychological theory and research.
b. Students will identify certain research caveats specific to
psychological research.
c. Students will indicate how psychological concepts can
be applied to personal and social problems.
8. Course objectives/expected student learning outcomes:
EXPECTED STUDENT LEARNING OUTCOMES
Students will understand psychological text effectively
through readings in the textbook and ancillary documents
and articles on behavior and mental processes
II.E. SCIENTIFIC WORLD LEARNING OBJECTIVES
 Gather, interpret, and assess information from a variety of
sources and points of view.
Students will critically evaluate theories and research in
psychology on examinations, written assignments and/or
oral presentations.
Students will construct written essays, responses, and/or
papers demonstrating the use of evidence-based
information in drawing conclusions about issues in
psychology
On exams, written assignments and/or oral presentations
students will analyze and evaluate basic psychological
concepts and applications of research methods in
psychology.
Students will demonstrate how well supported
psychological principles can facilitate understanding of,
and solutions to important individual, interpersonal and
group issues.
Through reading and/or written assignments students will
demonstrate the ability to make judgments about evidencebased conclusions pertaining to concepts and theories in
psychology.
 Evaluate evidence and arguments critically or analytically.
 Produce well-reasoned written or oral arguments using
evidence to support conclusions.
 Identify and apply the fundamental concepts and methods of
a discipline or interdisciplinary field exploring the scientific
world, including, but not limited to: computer science, history
of science, life and physical sciences, linguistics, logic,
mathematics, psychology, statistics, and technology-related
studies.

Demonstrate how tools of science, mathematics,
technology, or formal analysis can be used to analyze
problems and develop solutions.
 Articulate and evaluate the empirical evidence supporting a
scientific or formal theory.
INDIVIDUAL COURSE OBJECTIVES FROM PATHWAYS PSYCHOLOGY MAJOR REPORT
Appropriate to the level of an introductory course, students will be able to:
1.
Analyze and evaluate research methods that make Psychology a science, including the advantages and
disadvantages of each research method, as well as how they are complementary.
2.
Articulate and assess ethical views and their underlying premises with regards to both research and therapy.
3.
Understand basic psychological theories, principles, and concepts.
4.
Explain how individual differences influence beliefs, values, and interactions with others.
5.
Apply psychological concepts and principles to their own lives and experiences.
9. Summary of main topics:
CORE TOPICS 1-10 SHOULD BE COVERED IN ALL SECTIONS
1) Research Methods
- Major research methods: case studies, observational methods, survey research, correlational research,
experimental research
- Problems and issues in research: sampling, statistical significance, research ethics
2) Physiological Psychology (Psychobiology)
- nervous system's divisions and functions
- neuronal structures and mechanisms of action
- neurotransmitter systems
- brain structures and functions
- endocrine system and hormone-behavioral links
- basic genetics and behavioral genetics research
3) Psychology of Learning
- behavioristic vs. cognitive approaches
- classical conditioning
- operant conditioning
- cognitive learning: latent learning, insight learning, observational learning
- applications of learning principles
4) Abnormal Psychology
- etiologic theories and research
- treatment approaches and techniques
- ethical issues in psychotherapy
- diagnosis and classification
- clinical assessment
- symptomatology, etiology, and treatment of specific mental disorders: anxiety disorders, somatoform
disorders, dissociative disorders, mood disorders, personality disorders, substance use disorders, and
schizophrenia
5)
Memory:
- information processing model
- sensory registers
- attention
- short-term memory
- long-term memory
- alternatives to the information processing model
- applications of memory principles
- controversies in memory psychology: repressed/recovered memories, false memory syndrome, eyewitness
testimony.
- mechanisms and theories of forgetting
-biological basis of memory and forgetting
6) Personality
- psychodynamic models: Freud; post-Freudians
- humanistic models: Maslow, Rogers
- trait/factor psychology: factor theories (Cattell; Eysenck; Five Factor Model)
- social learning/social cognitive theory (Bandura; Mischel; Rotter)
- personality assessment
7) Intelligence
- major intelligence theories: Spearman, Thurstone, Guilford, Cattell, Sternberg, Gardner
- intelligence testing: Binet & Simon scale, Stanford-Binet scale, Wechsler scales, performance tests, IQ test
evaluation
- IQ distribution and classification
- origins of intelligence: hereditary factors, biological influences, environmental influence
- mental retardation
- intellectual giftedness.
9) Motivation
- types of motivation: primary drives, stimulus motives, extrinsic vs. intrinsic motives, and social motives
- theories of motivation including instinct theory, drive reduction theory, incentive theory, Maslow's need
hierarchy
- biological drives: hunger and feeding behavior; sex; aggression
- social motives: affiliation, achievement
10) Social Psychology
- definition and scope of social psychology
- attitudes: attitude formation, prejudice, discrimination
- attribution theory and research
- social cognition: impression formation, person perception prosocial/helping behavior
- obedience and conformity
- attraction and friendships
- aggression
- group phenomena: deindividuation, polarization, leadership applications: prejudice reduction, media, conflict
resolution
OTHER TOPICS 11-17 ARE INCLUDED AT THE INSTRUCTOR’S DISCRETION
11) Language and Thinking
- features of language
- theories of language and language development: Chomsky's language acquisition device, operant theory,
- modeling
- stages of and influences on language acquisition
- relationship of language to cognition
- types of thinking
- problem solving techniques and heuristics
-
problems in problem solving
decision making and reasoning: logical reasoning (inductive and deductive) and decision-making heuristics.
12) States of Consciousness
- defining consciousness
- types of states of consciousness
- sleep research and theory: stages and functions of sleep
- disorders of sleep
- dreaming: theories and research
- hypnosis
- meditation
13) -
Health Psychology:
-history and scope of health psychology
stress research and theory
stress-illness relationship
-stress-related disorders
psychological factors in stress and illness
stress management
application in illness prevention and treatment
13) Emotion
- classification of emotions
- theories of emotion including Cannon-Bard, James-Lange, and cognitive theories
- emotional expression in verbal and nonverbal behavior
- culture and gender in emotion and its expression
- practical applications: "lie detectors," person perception.
14) Sensation and Perception:
- history of sensation research and philosophies
- psychophysics and signal detection theory
- major sensory systems: vision, hearing, touch and skin senses,
- (proprioception), chemical senses (taste and smell)
- principles of perceptual organization
- visual perception research: color, form, depth and distance,
- perceptual constancies
- auditory perception research: pitch, loudness, distance sensory-perceptual problems: blindness, color
- blindness, deafness
- perceptual illusions.
10. Example texts/readings/bibliography/other materials required or recommended for the course (as applicable):
Example Textbooks:
Feldman, R. S. (2011): Essentials of Understanding Psychology, 9th ed., McGraw-Hill
Franzoi, S.L. (2010): Essentials of Psychology, 4th ed., Cengage:
Huffman, K, (2011): Psychology in Action, 10th ed., Wiley
Morris, C.G., and Maisto, A.A. (2012): Understanding Psychology, 10th ed., Pearson
Zimbardo, P.G., Johnson, R. L.abd Hamilton, V.M. (2011): Psychology: Core Concepts, 7th Ed., Prentice-Hall.
11. Methods by which student learning will be evaluated (describe the types of evaluation methods to be employed; note whether
certain evaluation methods are required for all sections): A variety of assessment methods are employed in individual sections,
including but not limited to the following: objective tests, essay examinations, essay assignments, term papers, reflection papers, oral
presentations, and/or group projects.
12. Required attire (if applicable): Not applicable
13. Other expectations for student performance (if applicable):NONE