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Survey of Psychology
Psych 210
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
Psych 210
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Survey of Psychology
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine University
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Survey of Psychology | Psych 210
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment.
hallmarks of a Benedictine Education:
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About
Survey of Psychology | Psych 210
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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4
Hallmarks
Survey of Psychology | Psych 210
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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5
Expectations
Survey of Psychology | Psych 210
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Survey of Psychology | Psych 210
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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7
Netiquette
Survey of Psychology | Psych 210
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Library
Survey of Psychology | Psych 210
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Other Resources
Survey of Psychology | Psych 210
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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IDEA
Survey of Psychology | Psych 210
Faculty Weekend Course Overview
Course Description
This course will provide you with an overview of theory and research in the major areas
of psychology. Pupils will have a better understanding of the history and science of
psychology while exploring behavioral processes, areas of development and major
theories of learning
Course Materials
Required Textbook and Materials
Text: What Is Psychology? Essentials: Ellen Pastorino and Susann Doyle-Portillo; Wadsworth 2nd
edition/2013 – ISBN: 978-1-111-83415-9
Suggested Course Materials
The St. Martin's Handbook
Andrea Lunsford Bedford St. Martin's Year/Ed:
2009 Edition ISBN 13:
978-0-312-59454-1
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
900- 1000%
EXCELLENT
B
=
3.00
800 – 899%
GOOD
C
=
2.00
700 – 799%
SATISFACTORY
D
=
1.00
600 – 699%
PASS
F
=
0.00
BELOW 600%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Survey of Psychology | Psych 210
Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Identify and explain the primary objectives of psychology
•
Points
Group Activity
5pts each
Compare and contrast the assumptions and methods of psychology Individual Essay
with those of other disciplines
Recognize the necessity for ethical behavior in all aspects of the
Activity Exercise
science and practice of psychology
Demonstrate insightful awareness of their feelings, emotions,
Discussion Posting
motives, and attitudes based on psychological principles
•
•
•
20 pts each
5Pts each
10 pts
Describe the physical properties of light and how they relate to
human vision
Explain the process involved in taste, smell, touch, and the body
senses & how culture affects perception
Distinguish between what hypnosis can and cannot do for you.
Knowledge Base of Psychological terms
Individual Essay
20 pts each
Group Exercise
5 pts each
Compare and contrast Kohlberg’s and Gilligan’s theories of moral
reasoning and the nature-nurture issue.
Describe the three parenting styles and four types of stressors
Define self-actualization, and describe how the humanistic views
of Maslow and Rogers propose that is can be achieved.
Knowledge Base of Psychological terms
Group Exercise
Individual Essay
20 pts each
Group Exercise
5 pts each
•
•
Describe the cognitive processes that accompany behavioral
problems and suicide.
Identify and describe the symptoms of schizophrenia, and
discriminate
between the types of schizophrenia.
Describe changes in mental abilities in adulthood.
•
Knowledge Base of Psychological terms
•
Explain how social thinking and social influences contribute to
perception and decision-making
Analyze and identify the characteristics of persuasion
Describe the four essential ethical principles that psychotherapists
must follow when conducting treatment.
Describe the aim of psychoanalysis therapies.
Knowledge Base of Psychological terms
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Discussion Posting
Quiz
10pts
60 pts
5pts
Individual Essay
Discussion Posting
20 pts each
10pts
Quiz
60 pts
Discussion Posting
10 Pts
Quiz
60 pts
Final Presentation & Paper
230pts
Discussion Posting
Group Activity
10pts
5pts
Essay
Quiz
20pts each
60pts
Total Points for course
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1000 pts
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12
Learning Outcomes
Survey of Psychology | Psych 210
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Introduction to
Survey of
Psychology | Psych
210
No pre-class reading assignment. Instructor will review Pastorino &
Doyle Chap 1,pp.2-38
Individual Activity: Handout 1.2 in D2L
Group Activity: Handout 1.3 & 1.6 in D2L
Essay: 1-2 pgs. On Today in History and Women in Psychology
01 B
F2F
Neurotransmitters
Read Chap. 2,pp.78-153
Individual Activity: Handout 2.3 in D2L and Neurological Disorders
Essay:1-2 pgs. On Drug Addiction
Movie Exercise: Raging Bull
Quiz: Chap 1-2
02 A
online
Sleeping and
Learning
Review Chap. 3-4, pp.156-226
Individual Activity: Handout 3.2
Presentation: Physical Properties of Sound
Essay:1-2 pgs. on Stress and Sleep
Essay:1-2 pgs on Light & Color Perception
Weekly discussion posts
02 B
online
Thinking and
Guiding Behaviors
Read Chap.7-8,pp. 240-322
Individual Activity: 24 Hour log on Conceptualize motivation.
Essay:1-2 pgs on Problem-Solving Techniques & Generation Slang
Weekly discussion posts
03 A
F2F
Growing, Changing,
and Developing
Review Chap.9-10,pp.324-416
Individual Activity: Handout 9.5 in D2L
Essay:2-3 pgs. On Parenting Style
Group Activity: Attributions based
on musical Preferences; Theory of Attraction & Nature & Nurture
Quiz 5-8
03 B
F2F
Understanding and
Interacting with
Others
Read Chap. 11-13, pp.392-480
Essay’s:2-3 pgs on types of stressors.
Essay:1-2 pg on Levels of Schizophrenia
Group Activity. Handout 13.2 in D2L; Cognitive approaches.
Individual Activity: Personality Disorders Test in D2L
Final Presentations
04 A
online
Personality &
Therapies
Review Chap. 14 pp.539-577
Essay: 2-3 pgs on Ethical Principles
Essay: Psychotherapist and Ethical Codes.
Weekly discussion post
04 B
online
Psychological
Disorders & In The
Workplace
Read: Appendix B pp. 592-607
Essay:2-3pgs on counterproductive behaviors
Essay: 1-2 pgs on College Experience
Final paper
Weekly discussion post
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13
Survey of Psychology | Psych 210
Faculty Weekend Session 1A
Learning Objectives
1. Define psychology and Identify common misconceptions about the field and the major figures that
influenced its development
2. Describe the training of a psychologist and discriminate among the different specialty areas of the
profession and Identify the four goals of psychological research.
3. Discuss the advantages and disadvantages of observational, correlational, and experimental
research methods and the types of conclusions that can be drawn from each method.
4. Identify the ethical principles of psychological research.
Activities, Assignments and Agenda
Review: What Is Psychology? Chapters 1 , pp. 2-38
Individual Assignments
1. Give students the Astrology and Personality Handout (Handout 1.2 in D2L) and ask them to rate how
accurately the astrological signs predict their personalities. Why do you think people are more likely to believe
their astrological signs and palm readers compared to scientific research? What are the methods that are used
to predict your future but are not based on scientific research? Write a 1-2 paragraph short essay response
and submit in D2L drop box .
2. Today in the History of Psychology.” You can have students look up particular dates and write a 1page
report and submit via D2L on what happened in psychology on that day. To choose a date to look up, they
could use specific holidays, their own birthdays, or special dates in their lives.
3. One way to illustrate the usefulness of several perspectives is to give them a case study and get students
to apply each perspective. Students should grasp that new information could be gained through the
application of each perspective. Also, applying only one perspective to a problem would limit our ability to
understand or solve the problem. Give students copies of Handout 1.3 in D2Land have them work in small
groups.
Group Activity
1. After you have gotten students into groups, give them Handout 1.6. Ask students to determine what ethical
criteria have been violated in each study. You can take this exercise further by asking the groups how they
could make the study better. How could they get at the same research problem but in a more ethical way?
2.. How can historical views of psychology be useful to understanding today’s problems? Use a current event
from the media and use the historical perspectives to give explanations for the event, and the responses to the
event.
3. To give students a more detailed understanding of how women influenced the field of psychology, they may
go to Oklahoma State University’s Women in Psychology website. Once they are on the website, they should
click on “Search by Date.” Students could choose two women from the 19th century and two women from the
20th century. After reporting on the major contributions of each woman, they could make comparisons between
the opportunities of women in the 19th century compared to women in the 20th century. Prepare to present
your findings and submit via drop box 1-2 page essay by session 1B
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14
Session 1A
Survey of Psychology | Psych 210
Faculty Weekend Session 1B
Learning Objectives
1. .Be able to locate the hindbrain, midbrain, and forebrain, list their parts, and explain what they do.
2. List the major neurotransmitters, and describe the functions they may influence.
3. Learning the basic structure of a neuron, including the axon, dendrites, and synapse.
4. Describe the processes of excitation and inhibition at the synapse
Activities, Assignments and Agenda
Reading: What Is Psychology? Chapters,2, pp. 78-153
Individual Assignments
1. Have you known someone who is/was addicted to a drug? How did the substance change their
behavior? How quickly did the change take place? If they sought treatment, what did they do? Write a
1-2 paragraph short essay response and submit in D2L drop box .
2. After having discussed how the brain is specialized ask the students to think of some science fiction
films that involve controlling peoples’ minds (e.g., The Matrix, The Stepford Wives, etc.). How could
they apply what they have learned about the brain to the movies? Use handout 2.3 in D2L to help
organize the discussion for session 2A.
3. Have the students access the National Institute of Neurological Disorders and Stroke webpage and go
to the Adrenoleukodystrophy Information Page. Print out the information on Adrenoleukodystrophy
(ALD). Have them write down three different aspects they found interesting about the disorder. This is
also a good opening discussion about the myelin sheath and its purpose. Prepare to discuss in
Group Assignments
1. The students will review and discuss excerpts from the Movie: Raging Bull (Robert DeNiro). This
movie portrays the life of prizefighter LaMotta. He suffers from an incredibly impaired judgment and
has other problems associated with concussions.
2. What actually happens to the brain of a fighter when he is “knocked-out?”
3. Is the protective headgear worn by amateur boxers effective in protecting against head injury?
4. The American Academy of Neurology has supported a ban on professional boxing since 1983. Do you
agree with that position? Why or why not?
In Class Assignments: Prepare for multiple choice quiz in session 1B (chapter 1-2)
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1B
Survey of Psychology | Psych 210
Faculty Weekend Session 2A
Learning Objectives
1. Describe the physical properties of light—wavelength, amplitude, and the visible spectrum—and how they
relate to human vision.
2. Explain how we adapt to light and dark, how we see color, and how the brain processes what we see.
3. Describe the physical properties of sound and how they relate to what we hear.
4. Compare and contrast the different theories on dreaming and what factors influence the amount of sleep we
need.
5. Explain the process involved in taste, smell, touch, and the body senses
Activities, Assignments and Agenda
Review: What Is Psychology?, Chapters 3- 4, pp. 156-226
Individual Assignments
1. Think about how stress and sleep are related. In light of what you have read about sleep and its
functions, explain how stress might disrupt normal sleep functions and thereby affect the benefits
that sleep gives us. Write a 1-2 paragraph essay response and submit in D2L drop box .
2. Have the students discuss their understanding of the relationship between light adaptation and color
perception. Are they interrelated, and if so, what structures in the eye are specifically involved? Write a 1-2
paragraph essay and submit via D2L drop box
3. Have the students develop a short 2-3 slide presentation discussing how we can perceive music from an
orchestra compared to a single voice. How must the sound waves be different and how is it that multiple
sounds from music can be perceived simultaneously? Submit via D2L drop box
4. Select a variety of candies that vary by how sour, sweet, and bitter they are. Identify where on the tongue
the flavor is the most intense. Map out the different locations on a simple diagram provided in handout 3.2.
in D2L. Prepare to discuss in session 3A.
Discussion Assignments
1. Explain why stress is bad for our health in light of what you have read about the sympathetic
nervous system and its function. What are some of your favorite ways to reduce stress? How can
you remember to reduce the stress in your life?
2. Would you consider hypnosis? Why or why not?
Please make your initial post by midweek, and respond to at least one other students' post by the end
of the week..
home
about
expectations
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course
overview
learning
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schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
Survey of Psychology | Psych 210
Faculty Evening Session 2B
Learning Objectives
1.
2.
3.
4.
Discuss common obstacles to problems solving.
Describe how psychologists define motivation.
Explain the role language plays in culture and perception.
Describe the different theoretical ways of conceptualizing motivation
Activities, Assignments and Agenda
Reading: What Is Psychology?, Chapters 7-8, pp. 240-322
Individual Assignments
1. Interview students of different ages to discuss their generation’s slang and how it affects or
affected their understanding of the world. Write a 1-2 paragraph essay and submit via drop box
2. After having read the chapter, can you identify several instances of problems that you have
solved. Describe the problem and how you reached a solution. Was the solution easily
recognized or was it something you had to think through and devise intermediate steps to reach
your goal. Also, see if you can label which problem-solving technique (i.e., heuristic or algorithm)
you utilized to solve each situation. Complete a 2-3 page essay and submit via drop box.
3. Each students will complete a daily log of every activity during a 24-hour period. This may not
sound like much until you begin recording what you did for the entire day. Once you have recorded
the activities, label each activity based on the theories of motivation in their text. After labeling
each behavior, you should provide an analysis of your motivations. Also, each student will explain
behaviors that aren’t necessarily explained by the theories in the text? Prepare to discuss in
session 3A.
Discussion Assignments
1. Discuss Maslow's theory and characteristics of a self-actualized individual. Elaborate on the
characteristics. Do not just list them - really think about how they relate back to Maslow's theory
and real life.
2. Discuss how we define "old"? Do we equate old with age and physical appearance? How are older
adults treated in the United States and does it suggest that we value older people? How does the
US differ in their treatment of elders from other countries around the world?
3. Please make your initial post by midweek, and respond to at least one other students' post by the
end of the week..
.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1B
Survey of Psychology | Psych 210
Faculty Weekend Session 3A
Learning Objectives
1. Define temperament, and distinguish between the three temperamental styles of infants.
2. Describe behaviors that indicate that an attachment has been formed, distinguish between
different attachment patterns
3. Explain the nature-nurture issue and Kohlberg’s and Gilligan’s theories of moral reasoning.
4. Describe how we form impressions about ourselves and others by making attributions and the
factors affecting affection..
Activities, Assignments and Agenda
Reading: What Is Psychology?, Chapters 9-10, pp. 324-416
Individual Assignments
In a 3-5 page essay identify what factors would contribute to an individual’s parenting style? Based on
what you have read regarding temperament, how might a child’s temperament influence parenting
styles as well? Submit via drop box.
Group Assignments
1. When explanations are given as to why people do what they do, the focus is usually on nurture.
We don’t want to believe that someone can’t just change or just get over it! Why do we have this
tendency?
2. Once you have introduced the topic of moral reasoning, Kohlberg’s theory, and one of his moral
dilemmas, you can provide some additional practice for students with Handout 9.5. A moral
dilemma is described and students must provide the rationale for the preconventional,
conventional, and postconventional levels.
3. Have the class list a variety of different forms of music such as artists and even specific songs.
Then, discuss what type of person would listen to the music. Why do they form such impressions?
4. For this assessment activity, have the student look up both male and female models from other
cultures. Have them identify some of the differences and then explain why those same features
may or may not be valued in our culture.
In Class Assignments
1. The instructor will facilitate a quiz on chapters 5-8.
2. Work in teams on your final Presentation
home
about
expectations
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course
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1A
Survey of Psychology | Psych 210
Faculty Weekend Session 3B
Learning Objectives
1. Discuss the role of appraisal in the stress response and anxiety disorders.
2. Distinguished between problem-focused and emotion-focused coping styles.
3. Describe social-cognitive approaches to personality such as Bandura’s reciprocal determinism and Rotter’s
locus of control.
4. Define self-actualization, and describe how the humanistic views of Maslow and Rogers propose that is
can be achieved
5. Identify and describe the symptoms of schizophrenia, and discriminate between the types of schizophrenia
Activities, Assignments and Agenda
Reading:, What Is Psychology?, Chapters 11-13, pp. 392-480
Individual Assignments
1. Complete a 2-3 page essay on the types of stressors that you have experience in your life. Identify your
appraisals of these events. Are these appraisals of threat, harm, challenge, or a mixture of the three .
Submit via D2L drop box.
2. Higher levels of schizophrenia are associated with lower socio-economic groups. Explain this correlation.
What is it about schizophrenia that may lead to lower income and social status? What is it about lower
income that may increase the symptoms of schizophrenia? Submit an 1-2 page paper and submit via drop
box .
3. To give students some insight into personality disorders have them go to www. 4degreez.com website
and take the test. Once they take the test, have them take notes and share their thoughts , commenting on
the results of the test, and their beliefs about the reliability and validity of this test.
Group Assignments
1. Why should we consider the cognitive approach? What is it about one’s thought process that
would relate to personality? Students should be able to give personal examples of events that
influenced their behaviors and preferences based on how they interpreted the event.
2. Ask students to identify situations that make them nervous, and write them on the board or on an
overhead transparency. Then outline the four components of anxiety present in some or all of
these situations so that students can see how the components interact.
3. Give students a copy of Handout 13.2 It contains the details of Jeffrey Dahmer’s murders, so
some students may find the information gruesome. After they have read the details of Jeffrey’s
behaviors, have them discuss in small groups or as a class whether he was insane or sane when
he committed the murders.
In Class Assignments
Final Project Presentations
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expectations
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1B
Survey of Psychology | Psych 210
Faculty Weekend Session 4A
Learning Objectives
1. Describe the trained professionals who are qualified to give psychotherapy and biomedical
therapy.
2. Identify when a person should consider seeking therapy.
3. Describe the four essential ethical principles that psychotherapists must follow when conducting
treatment.
4. Identify and describe the factors that contribute to effective therapy
Activities, Assignments and Agenda
Reading:, What Is Psychology? Chapter 14, pp. 539-577
Individual Assignments
1. In what movies or TV Shows have you seen therapist portrayed/ Discuss how these portrayals
conform to or violate the ethical principles of conducting treatment. Why is there such a negative
image of people who need to see a therapist? Do you think it varies by culture? Write a 2-3 page
essay and submit via drop box.
2. Write a brief 2-3 page APA style essay on why diagnosing a mental disorder difficult? Explain what
would be an important factor when declaring an individual insane. Devise a biopsychosocial
perspective to explain a particular behavior. Submit your completed assignment via drop box..
Discussion Assignments
1. Which cognitive therapy approach do you prefer and why?
2. Discuss the thoughts you generally have when you are anxious? Do you feel these thoughts
intensify or reduce your anxiety?
3. Please make your initial post by midweek, and respond to at least one other students' post by the
end of the week.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1A
Survey of Psychology | Psych 210
Faculty Weekend Session 4B
Learning Objectives
1.
2.
3.
4.
Discuss the importance of work in people’s lives.
Describe how new employees become adapted to their work and organization.
Describe the impact of employees ‘ attitude on their behavior at work.
Describe how employers decide which job applicant to hire
Activities, Assignments and Agenda
Reading: What Is Psychology? Appendix B pp. 592-607
Individual Assignments
1. Write a 1-2 page analysis describing your experience in college working in groups or by yourself .
Which do you prefer and why? Submit your paper in the D2L drop box.
2. List all of the positive and negative things you do when you are unhappy in a job or in a class. Then
classify these behaviors into the different types of withdrawal and counterproductive behaviors.
Write a 1-2 page paper and submit via drop box.
Study Group Discussion Assignments
1. Identify and define five personality traits. (O.C.E.A.N.) Discuss how those personality traits have
affected who you were, who you are, and who you hope to be .
2. How could psychology be useful for your life? For example, how might psychological information
be applicable to your career, personal life and relationships, or in college?
3. Please make your initial post by midweek, and respond to at least one other students' post by the
end of the week. Please check the Course Calendar for specific due dates.
Submit Final Group Paper (see next page for details)
home
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1B
Survey of Psychology | Psych 210
Faculty Weekend Session 4B
Activities, Assignments and Agenda (continued )
Final Team Project: Final paper due session 4B- write an 8-10 page research paper
Functions of Sentencing and Prison Reform
•
What functions are served by sentencing a criminal to prison? Four functions that have been
identified are incapacitation, deterrence, rehabilitation, and retribution. Which of these is most
important? How does consideration of these functions affect the severity of sentencing? What
factors make one or more of these function particularly likely to e relevant when a judge is about
to sentence an individual. Discuss the success of failure of the current prison system in facilitating
these crimes.
Prison reform falls into two groups:
• The first group wants to strengthen the deterrence function of sentencing. Its members call for
changes to make prisons tougher. (militaristic style, boot camp, maximum security)
• The second group wants to strengthen the rehabilitation function of sentencing. Its members call
for liberalizing changes that will make prisons more humane.
• Choose a position. Do you believe that any of these efforts will be successful in deterring future
crime? Do they serve the function of retribution? How does retribution compensate the victim of a
crime? Please include recommendations supported by scientific evidence and concepts from the
text. You may use other prison system models in other countries to support you argument.
•
Prepare a 20 minute PowerPoint presentation.
home
about
expectations
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sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 1B