West Hills College Coalinga
Agenda Routing Form
Check the appropriate box, fill in name and date.
Originating Faculty
Name: Staci Mosher
Course Packet has been reviewed and approved
Date:
for Curriculum Agenda
Comments:
Curriculum Committee Representative
Name:Kevin Wilds
Course Packet has been reviewed and approved
Date:11/20/09
for Curriculum Agenda
Comments:
Technical Review Committee (TRC)
Name:
Course Packet has been reviewed and approved
Date:
for Curriculum Agenda
Comments:
Chief Instructional Officer (CIO)
Name:Jill Stearns
Course Packet has been reviewed and approved
Date:11.23.09
for Curriculum Agenda
Comments:
West Hills College Coalinga
Course Revision Packet
Course Prefix, Number & Title: PSYCH 1 General Psychology
Faculty Originator: Staci Mosher
Date: 11/10/09
Checklist:
Course Revision Form
Course Outline
Distance Education Statement
Learning Resources Statement
Adopted Textbook Form
Prerequisite Form A
Prerequisite Form B
Prerequisite Form C
Limitations on Enrollment Justification
Signatures:
__________________________________ Date_________
__________________________________ Date_________
Curriculum Instructional Area Representative (required)
Articulation Officer (required if transferable)
__________________________________ Date_________
Consulting Department Instructional Area Representative
(required when overlapping course content)
__________________________________ Date_________
__________________________________ Date_________
__________________________________ Date_________
Dean of Student Learning (required)
Dean of Learning Resources (required)
Associate Dean of Vocational Education (required if Voc Ed)
__________________________________ Date_________
Date____________________________________________
College Curriculum Committee Chair
West Hills Community College District Board of Trustees (approved)
(approved)
Revisions to this curriculum packet have
been discussed with faculty in the Instructional Area
COURSE REVISION FORM
West Hills College Coalinga
Course Prefix & Number:
Instructional Area:
Faculty Originator:
PSYCH 1
Course Title:
General Psychology
Date:
Social Science/Public Service
11/10/09
Staci Mosher
RULE OF FIVE – The District Curriculum Committee voted to approve common course characteristics of a
revised course for approval by the Coalinga Curriculum committee. If the faculty originator changes any of the
items below, the course requires approval from West Hills College Lemoore curriculum committee.
Number
Title
Prefix
Units
Transfer
-----------------------------------------------------------------------------------------------------------------------------------------------------Other Changes:
Grading Option
Cultural Pluralism
Advisory/Prerequisite
Student Learning Outcome
Catalog Description
Textbook
Instructional Objectives
Distance Education
Course Content and Scope
Other
Instructional Methodologies
Explain:
Methods of Evaluation
Critical Thinking Assignments
Five Year Review
Content has been evaluated and updated. Yes
Do any of the above changes affect the course content to the degree a student could retake the course? Yes
Explain:
Change Previous Course Outline Information:
From:
To: (Write new information here for any changes checked above.)
Justification: (Reasons for the above changes.)
or No
COURSE OUTLINE
West Hills College Coalinga
Date:
Instructional Area:
Social Science/Public Service
Course Prefix & Number:
Course Title:
Units:
PSYCH 1
General Psychology
3
Grading option (select one):
Materials Fee:
$ N/A
Semester Lecture Hours:
Standard Grading Only
Credit/No Credit Only
Standard Grading/Credit/No Credit
Justification:
54
Semester Lab Hours:
How many times may this course be taken for credit (repeatability)? 1
1.
PREREQUISITES: ENG 51A or equivalent.
and/or
ADVISORIES:
2.
CATALOG DESCRIPTION: PSYCH 1 is an introductory course in psychology emphasizing
psychological perspectives and methodology. The following topics are covered: psychological
theories, scientific methodology, biological bases of behavior, life-span development, learning,
memory, intelligence, motivation, personality, psychological disorders, therapy, and social
psychology
3.
INSTRUCTIONAL OBJECTIVES (Use measurable objectives only-courses that allow
repeatability must specify objectives for each time the course can be repeated):
Upon completion of the course the student will be able to:
A.
identify and critique the various research methods used by psychologists to study
behavior and mental processes.
B.
differentiate among the psychodynamic, behavioral, humanistic, cognitive, and
biological approaches to psychological phenomena.
C.
apply psychological findings and concepts to everyday learning situations.
D.
demonstrate mastery of course content knowledge.
4.
COURSE CONTENT AND SCOPE (instructional topics or units):
A. Introduction to Psychology
1. Subfields on psychology
2. Brief History of psychology
3. Perspectives
a. psychodynamic,
b. behavioral,
c. humanistic,
d. cognitive,
e. socio-cultural, and
f. biological approaches to psychological phenomena
B. Research
1. Types of studies
a. Case study
b. Survey
c. Naturalistic observation
d. Experiment
e. Correctional vs. Experimental distinction
2. Ethics in research
3. Scientific Method
C. Biological Bases of Behavior
1. Neurons
a. Structure of neurons
b. Function of neurons
c. Action potentials
d. Neurotransmission
1. Neurotransmitters
2. Effects of drugs
2. Neuroanatomy basics
3. Nervous system
D. Sensation and perception
1. Distinction between sensation and perception
2. Visual system
E. Learning
1. Classical Conditioning
2. Operant Conditioning
a. schedules of reinforcement
3. Observational Learning
F. Cognition and Memory
1. Three systems of memory
a. Sensory, short-term, long-term
2. Encoding, storage, and retrieval
3. Recall vs. recognition from long-term memory
4. Procedural vs. declarative memory
5. Forgetting
a. repression, amnesia (retrograde and anterograde). Interference (proactive
and retroactive)
6. Repressed memories and flashbulb memories
7. Retrieval cues
8. Mnemonics
G. Intelligence
1. Theories of intelligence
a. Spearman’s Theory
b. Gardners’s Multiple Intelligences
c. Stearnberg Information Processing
2. fluid vs. Crystallized intelligence
3. Intelligence testing
a. History
b. Assessing intelligence
1. How IQ is calculated
a. Ration IQ and Deviation IQ
2. Achievement vs. aptitude testing
c. Cultural bias in intelligence testing
4. Variations in intelligence
a. Retardation and Gifted
H. Motivation
1. Definition of motivation
2. Theories of motivation
a. Instinct Theory
b. Drive Reduction Theory
c. Arousal Theory
d. Incentive Theory / Cognitive theory
1. Intrinsic vs. extrinsic motivation
3. Motivation behind hunger and eating
a. Eating Disorders
I. Emotion
1. Function of Emotions
2. Expression of emotion/Non-verbal behavior
a. Universality of facial expressions
b. Display rules
J. Development
1. Prenatal development
2. Cognitive Development Theory – Piaget
3. Psychosexual Development – Freud
4. Psychosocial Development – Erikson
5. Development of Moral Reasoning – Kohlberg
K. Personality
1. Psychoanalytical Theory
2. Humanistic Theory
3. Socio-cultural Theory
4. Trait Theory
L. Psychological Disorders
1. Definition of abnormality
2. Perspectives of abnormal perspective
a. Medical/biological perspective
b. Psychoanalytic
c. Behavioral perspective
d. Cognitive perspective
e. Humanistic perspective
f. Socio-cultural perspective
3. Classifying abnormal behavior – DSM
4. Disorders
a. Anxiety Disorders
b. Dissociative Disorders
c. Mood Disorders
d. Schizophrenia
e. Personality Disorders
f. ADHD
5. Treatments/Therapies
a. Behavioral
1. Aversive conditioning
2. Behavioral modification
b. Brief overview of Psychoanalysis
c. Cognitive approaches
d. Brief Biomedical
e. Modes of therapy
1. Group, family, individual therapy
M. Social Psychology
1. Attribution theory
2. Cognitive dissonance theory
3. Research on obedience
a. Milgrim’s studies
4. Group dynamics
a. Bystander effect
5.
INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):
A. Lecture format presented by instructor
B. The Instructor will facilitate discussion through handouts and assignments.
C. Assignments of outside reading
D. Video media will be used to further enhance presentations of concepts when available.
6.
MULTIPLE METHODS OF EVALUATION (measurements of student achievement):
A. Exams and quizzes: combination of multiple-choice, short answers, and essays questions
B. Final Exam or Final Project: comprehensive, combination of multiple-choice, short answers,
and essay questions
C. Assignments: short papers, worksheets, and online assignments
7.
WRITING ASSIGNMENTS/PROFICIENCY DEMONSTRATION:
A. Short papers, 2-5 pages in length
B. Worksheets requiring written short answers
C. Essay questions exams
8.
ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING
(use detail when describing student assignments and state in cognitive terms):
A. Worksheets with application questions requiring problem –solving
Example: Students are given an experimental design critique; they identify the independent
variable, dependent variable, experimental group, control group and are asked to find
methodological flaws in the experiment.
B. Short papers requiring analytical thinking
Example: Students are given a hypothetical case study and asked to analyze the person’s
personality using different theoretical perspectives.
C. Essay questions on exams requiring synthesizing and playing a musical instrument and
asked how each structures involved in musical performance.
D. Data Collection and Analysis
Example: Students are asked to interview people and collect data about a particular
psychological concept and analyze their results according to set criteria.
9.
ASSIGNMENTS, METHODOLOGIES, OR OTHER EXAMPLES OF HOW CULTURAL
PLURALISM IS ADDRESSED:
A. Cultural pluralism is addressed through lecture and class discussion facilitated by the
instructor in reference to human behavior in various cultures.
B. The instructor will facilitate discussion related to cultural pluralism as it relates to
emotional expression and the display rules that govern when emotions are displayed. The
instructor will facilitate discussion regarding display rules which vary across cultures.
C. Coverage of cultural bias in intelligence testing is part of the course content and is
discussed in class and/or in the textbook.
10.
REQUIRED EXTRA CLASS ASSIGNMENTS:
None
DISTANCE EDUCATION STATEMENT
West Hills College Coalinga
Course Prefix, Number & Title:
PSYCH 1 General Psychology
Instructional Area:
Social Science/Public Service
Faculty Originator:
Staci Mosher
Date:
11/10/09
The instructional area recommends that this course be taught via distance education.
The following must be completed for the delivery of this course via distance education
technology in addition to the original course outline. (A textbook form is required if text differs from
the original course).
The following distance education modality is being proposed:
Video Conference
Hybrid (Mix of Traditional/Online)
(complete #1 & #2)
Online (100% Online)
(complete #2 only)
#1 Hybrid – The course has online components and regularly scheduled face-to-face meetings.
Please describe how this hybrid class will meet face-to-face in the box below:
Class taught at instructor’s discretion.
#2 Online
The two methods that significantly change when teaching a course online are Instructional
Methodologies and Multiple Methods of Evaluation. Please describe how these methods will
be adapted for online instruction.
Instructional Methodologies: Copy your Instructional Methodologies (see #5 in Course Outline)
into the table below. In the right side of the table, specify any adaptations in instructional
methodology resulting from offering this course in the distance education mode you have
selected (online or hybrid), as opposed to the face-to-face mode assumed in the course outline.
Please use one box per Method/Adaptation.
Instructional Methodologies
Online Adaptation
Lecture format presented by instructor
Post slide shows online in the course system
supplemented with power point slides
manager
The instructor will facilitate discussion
through handouts and demonstrations
Post discussion thread for current events and
handout discussion
Assignments of outside reading
Post assigned readings on the assignments page in
the course system manager
Video media will be used to further enhance
presentations of concepts when available
Use imbedded links in the course system manager to
direct students to transcripts or online video sites.
Multiple Methods of Evaluation: Copy your Multiple Methods of Evaluation (see #6 in Course
Outline) into the table below and describe how the evaluation methods in the course outline
will be adapted for use in the online environment. Please use one box per Method/Adaptation.
Multiple Methods of Evaluation
Online Adaptation
Exams and quizzes: combination of multiplePost tests and quizzes in the course system
choice, short answers, and essays questions
manager.
Final Exam or Final Project: comprehensive,
combination of multiple-choice, short answers,
and essay questions
Post a Final Exam or Final Project in the course
system manager.
Assignments: short papers, worksheets, and
online assignments
Require students to turn in assignments into the
assignments page.
Title 5 Regulations require that course quality standards are met (same as traditional courses)
and that “regular, effective contact” (54 contact hours) between student and instructor are
included in the design of the Instructional Objectives in an online environment.
Instructional Objectives: Copy the Instructional Objectives (see #3 in Course Outline) into the
table below and describe the content or activity of the course that relates to each objective.
Please use one box per Objective/Activity.
Instructional Objectives
Activity
A. identify and critique the various research
methods used by psychologists to study
behavior and mental processes.
1. Chapter Readings (25-35 hours); Midterm and
Final (5-10 hours); Assignments (5-10 hours)
B. Differentiate among the psychodynamic,
behavioral, humanistic, cognitive, and
biological approaches to psychological
phenomena.
2. Chapter Readings (25-35 hours); Midterm and
Final (5-10 hours); Assignments (5-10 hours)
C. apply psychological findings and concepts
to everyday learning situations.
5. Assignments (5-10 hours); Discussion Boards
on the Application of developmental psychology
concepts to everyday living situations (5-10
hours).
6. Midterm and Final (5-10 hours)
The instructor must have 54 contact hours
D. demonstrate mastery of course content
knowledge.
Required Verification of Process
__________________________________ Date_________
__________________________________ Date_________
Originating Faculty (required)
Articulation Officer (required if transferable)
__________________________________ Date_________
__________________________________ Date_________
Curriculum Instructional Area Representative (required)
Director of Information Technology Services (requires ITS resources)
__________________________________ Date_________
_____________________________________________________________
Dean of Learning Resources (required)
Date ____________
College Curriculum Committee Chair (approved)
__________________________________ Date_________
Date______________
District Curriculum Committee
West Hills Community College District Board of Trustees
(reviewed)
LIBRARY/LEARNING RESOURCES STATEMENT
West Hills College Coalinga
Course Prefix, Number & Title:
PSYCH 1 General Psychology
Instructional Area:
Social Science/Public
Faculty Originator:
Staci Mosher
Date:
11/10/09
The holdings of the L/LRC collection in the subject area(s) related to the proposed new/revised course/discipline have been
reviewed.
The L/LRC has sufficient resources presently available for support of this course/discipline in the following
areas:
Books
Reference Materials
Media
Electronic Resources
Additional items have been recommended for purchase for support in this course/discipline in the following
areas:
Books
Reference Materials
Media
Electronic Resources
Comments:
Signature:
__________________________
Librarian (required)
Date_______________
ADOPTED TEXTBOOK FORM
West Hills College Coalinga
Course Prefix, Number & Title:
PSYCH 1 General Psychology
Instructional Area: Social
Science/Public
Service
Faculty Originator:
Staci Mosher
Date:
11/10/09
All transfer-level courses require 11-12th grade level or above.
A. Title:
Discovering Psychology
Edition: 4th edition
Author(s):
Hockenbury & Hockenbury
Publisher:
Worth Publishing
Required
Optional
Readability level: 14
B. Title:
Edition:
Author(s):
Publisher:
Required
Readability level:
C. Title:
Edition:
Author(s):
Publisher:
Required
Readability level:
D. Title:
Edition:
Author(s):
Publisher:
Required
Readability level:
ISBN #:
13:978-0-7167-7654-3
(Attach readability materials to original.)
ISBN #:
Optional
(Attach readability materials to original.)
ISBN #:
Optional
(Attach readability materials to original.)
ISBN #:
Optional
(Attach readability materials to original.)
PREREQUISITE FORM A
West Hills College Coalinga
COURSES REQUIRING A PREREQUISITE/COREQUISITE
Course Prefix & Number: PSYCH 1
Science/Public Service
Course Title: General Psychology
Instructional Area: Social
Prerequisite/Corequisite Course Prefix & Number: ENG 51A
Faculty Originator: Staci Mosher
Date: 11/10/09
List in Column 1 at least three specific major concepts or skills that a student will learn in the
prerequisite/corequisite or advisory course(s) that are essential to the successful completion of the outcome
course. In Column 2, state why the skill in Column 1 is essential to success in the outcome course.
Put each prerequisite, corequisite or advisory course on its own Form B. If you need more space, attach a second
page.
Prerequisite
Corequisite
Course Title: ENG 51A
Outcome Course Title: PSY 1
Column 1
Exit Concepts and Skills of
Prerequisite/Corequisite/Advisory Course:
Column 2
Specifically How This is Necessary
In the Outcome Course:
Students should be able to:
1determine the main idea of a paragraph
1. identify major details that
support the main idea.
2. sequence the major ideas of a
passage.
3. identify the author’s point of
view and identify supporting
arguments.
4. apply higher level thinking
skills such as making
comparisons, contracts,
predictions, inferences, and
drawing conclusions.
Students will be expected to be able to:
1. read, understand, and critique current
theories in psychology.
2. Answer essay questions on exams
demonstrating mastery of the material
and ability to apply advanced concepts
to real life situations
3. Write short essays, in class or as takehome assignments.
write well-organized papers on topics in
psychology.
Except for those courses within a discipline sequence, every prerequisite or corequisite requires
content review plus justification of at least one of the five categories listed below.
Check the following that apply. Documentation must be attached.
1.
The prerequisite/corequisite is required by law or government regulations.
Explain or cite regulation numbers.
2.
The safety or equipment operation skills learned in the prerequisite course are required for the successful
or safe completion of this course.
Justification: Attach Form C.
3.
The prerequisite is required in order for the course to be accepted for transfer to the University of
California or California State University systems.
Justification: Indicate how this is so. Attach documentation.
4.
Significant statistical evidence indicates that the absence of the prerequisite course or skill is related to
unsatisfactory performance in the outcome course.
Justification: See Form B.
5.
Three California State University/University of California campuses require an equivalent prerequisite
or corequisite for a course equivalent to the outcome course. List below.
Attach photocopies of the UC and/or CSU course descriptions from the respective catalogs.
UC/CSU CAMPUS
COURSE DEPT/NUMBER
CO-/PREREQUISITE