SPOKANE FALLS COMMUNITY COLLEGE Department: Social Sciences & Philosophy PSYCHOLOGY 100: General Psychology Winter Quarter 2010 Instructor: Course: Phone: E-mail: Office: Office hours: Kim Taylor Psychology 100: (5) Credits (509) 533-3465 kimt@spokanefalls.edu Bldg. # 24/342 by appointment TEXTS: Carpenter, S. & Huffman, K. (2008). Visualizing Psychology. Hoboken, NJ: John Wiley & Sons, Inc. Frankl, V. E. (2006). Man’s Search for Meaning. Boston: Beacon Press. Welcome to General Psychology! COURSE DESCRIPTION: This course is designed to provide you with a general overview of the science which seeks to understand and explain human behavior. Although variations in faculty training and interest influence topic emphasis, you will be introduced to a broad range of contemporary theories and concepts in psychology, including primary theoretical orientations related to development, personality and treatment. This course will be helpful should you desire to deepen your understanding and appreciation for the “many complexities” of human behavior – in self and others. It is also foundational for further studies in psychology or related fields in the helping professions and fulfills a social science requirement for both the A.A. and A.A.S. degrees. Although there are no prerequisites for this course, strong reading skills, responsible study skills/habits, self-motivation and a willingness to share your thoughts and perceptions is strongly recommended. Active participation and class discussion are paramount in my classes. Please keep up with reading assignments and come prepared to ask questions and participate for the sake of your own learning as well as that of others. As an individual and an adult, each of us is responsible for what we do and don’t do, enroll (or teach, in my case) a small community is born from the time we set foot inside the walls of the classroom for the first time. The behavior of each community member has both positive and negative impacts on every other community member. Please be mindful of your impact on the learning of those around you. My goal is to make the study of psychology practical, insightful and fun. I’m looking forward to spending time with you this quarter! COURSE OBJECTIVES/LEARNING OUTCOMES: Upon completion of this course, students will: 1. Demonstrate an inquisitive and curious attitude toward psychology. 2. Apply psychological theories and concepts to their lives and the lives of others. 3. Consider a variety of viewpoints on controversial topics, utilizing critical thinking skills. 4. Recognize the complexity of the behavior of individuals; be aware that behavior can be traced to heredity, environment, and their interaction. 5. Appreciate that behavior changes through the lifespan. 6. Acknowledge, and respect the diversity of various cultural groups within and outside the US. 7. Understand a wide variety of resources of psychological information, and strive to be up-to-date. 8. Understand various psychological problems and the means by which to overcome them. ATTENDANCE: That you attend class for the full time scheduled, arrive prepared and participate actively is a minimum expectation. Starting this quarter with 0 points, you’ll earn points for each class in which you meet both criteria. (In the psychology of learning this is called a “continuous reinforcement schedule”). Absences from more than 8 class sessions will equal a 0.0 for the course. METHODS OF INSTRUCTION: Several methods of instruction may be utilized including: discussion, lectures, presentations, readings, seminars, group activities, films, guest speakers, field trips, service learning, book clubs, projects, examinations, written assignments, and extracurricular research. PRESENTATION OF WORK: Assignments completed outside of class time are expected to be typed, as well as look scholarly and professional. That said handwritten work will receive 0 points. In addition, all of the following “presentation” components will be considered in scoring/grading your written work: APA conventional format and all that entails, minimum length, and writing mechanics (spelling, grammar, punctuation). CLASSROOM BEHAVIOR: In order for learning to take place, students must feel safe; this safety is due all students, not only those who share your values and beliefs. For this reason, respect, courtesy, thoughtfulness, and acceptance are essential in our discussions in and out of the classroom. Acceptance should not be confused with agreement; one need not agree with a person to listen, and one must listen well in order to disagree respectfully. Every student in this course has a voice and so deserves the courtesy of attentive listening and the freedom to express diverse ideas. Courteous and responsibility behavior are a part of an academic setting. Such behavior addresses and includes issues related to arrival & departure, deadlines, use of technological devices, social manners. I will turn off my cell phone before class and focus on you; in return, I ask that you offer others in the classroom the same courtesy. ACADEMIC HONESTY: I expect that all work will be originally yours, and that all sources used will be cited. Plagiarism and academic dishonesty of any type carries serious consequences that can affect you in many ways, a grade in this course as the least of them. There are many sources available to familiarize yourself with plagiarism; as a responsible student, I’d encourage you to utilize these. As you have been informed of expectations of academic honesty in your student handbook, this serves (at a minimum) as your second notice. LATE WORK: As you will be given a fair and reasonable amount of time to complete assignments, and will know all deadlines in advance, late work will not be accepted under any circumstances. Should you have a conflict that interferes with your attendance on a due date, you may e-mail your work to me, postmarked no later than the beginning of your class hour. Keep in mind that 10:30 a.m. (for example) means 10:30 a.m. EXTRA CREDIT: Extra credit is intended for those individuals who are doing well in the course and want a boost in GPA. It won’t make a difference between an A and an F; however, it may make a difference between an A and a B. So, you are encouraged to attend as many extra credit events as you are able. Opportunties eligible for extra credit will be announced throughout the quarter. If you have less than a 2.0, extra credit will not apply. SOME IMPORTANT SERVICES: Disability Support Services: 533-4166 or 533-3838 Counseling Center: 533-8622 Multicultural Specialist: 533-3546 Career Resource Center: 533-8123 or 533-8009 Library Circulation Desk: 533-3805 Peer Tutoring: 533-3604 or www.spokanefalls.edu/peertutoring Etutoring: www.etutoring.org GRADING/EVALUATION: Grades for this course will be determined on a 1000 point scale with the maximum points allotted as noted below. Note: Keeping track of your points/grade is your responsibility. I encourage you to use this form so that you can keep track of completed & outstanding work as well as determine your points/grade at any point in the quarter. I want your final grade to be expected rather than a surprise, and a bad one at that. While I will post scores on ANGEL, categories of points such as attendance, assignments, pop quizzes, and the like will only be posted periodically with the combined total score. That said you are still responsible to monitor your own work. Attendance (54) 135 points _____ Service Learning (15) Application Background Check Checklist/Plan Half hours due Hours completed Documentation due January 8 January 11 January 15 February 22 March 12 March 15 5 points 5 points 10 points 10 points 120 points 10 points _____ _____ _____ _____ _____ _____ Service Learning Journal March 17 120 points _____ Assignments see calendar 120 points _____ 120 points _____ 10 30 20 20 70 _____ _____ _____ _____ _____ Quizzes (scheduled and not)* Research skills Topic Source evals Research sources APA page Research summary Frankl/Man’s Search for Meaning January 20 January 28 February 8 February 18 March 1 points points points points points Ten Quotes Paper Final Exam February 1 February 12 25 points 100 points _____ _____ See calendar 70 points _____ 1000 points _____ Total Points: Extra credit earned** scheduled added to final points Note: Details, requirements and expectations for each of the above will be noted and discussed separately. * Pop quizzes are unannounced. As such, they will not be rescheduled or “made up”. ** Extra credit calculations are determined at the end of the quarter and are only applicable to those students with a 2.0 or better in this course. GRADING SCALE: 995 to 1000 A+ 945 to 994 A 895 to 944 A865 to 894 B+ 825 to 864 B 795 to 824 B765 to 794 C+ 725 to 764 C 695 to 724 C665 to 694 D+ 625 to 664 D 595 to 624 D0 to 594 F 100% 95 - 100% 90 – 94% 87 - 89% 83 - 86% 80 - 82% 77 - 79% 73 - 76% 70 - 72% 67 - 69% 63 - 66% 60 - 62% 0 - 59% 4.0 3.8 3.4 3.1 2.8 2.4 2.1 1.8 1.4 1.1 0.8 0.7 0.0 – – – – – – – – – – 3.9 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 Issues involving grade changes will be considered only until the end of the next quarter. As stated previously, it is your responsibility to remain knowledgeable of your work and grades. SCHEDULE: There are many fascinating topics in the area of psychology that could be covered in an introductory course. Though I may not reference the textbook, is up to you to keep up with the reading. There may be assignments and other work (including pop quiz questions) from the book that will not be covered in class. We will discuss all chapters of the text book; the amount of time spent on any one chapter will vary based on both student and instructor interest. Topic (chapter) presentation will vary, with a schedule noted below. This schedule, however, is flexible. WEEK 1 First Day of Class Introductions, Syllabus, Class Overview Ch. 7: Memory WEEK 2 Introduction to DSM and disorders (13) Miscellaneous, Dx Under Study & Adjustment Disorders (13) Cognitive Disorders (13) Ch. 1: Introduction to and Research Methods Appendix 1 WEEK 3 Ch. 2: Neuroscience and Biological Foundations Substance Use Disorders (13) Ch. 3: Stress and Health Psychology WEEK 4 Ch. 3: Stress and Health Psychology Anxiety Disorders (13) Somatoform Disorders (13) Factitious Disorder (13) Ch. 4: Sensation and Perception Eating Disorders (13) WEEK 5 Ch. 11: Motivation and Emotions Mood/Affective Disorders (13) Ch. 5: States of Consciousness Sleep Disorders (13) WEEK 6 Ch. 6: Learning Impulse Control Disorders (13) Ch. 8: Thinking, Language and Intelligence Psychotic/Thought Disorders (13) WEEK 7 Ch. 9: Life Span Development I Developmental Disorders (13) Ch. 10: Life Span Development II WEEK 8 Sexual and Gender Identity Disorders (13) Ch. 12: Personality Personality Disorders (13) WEEK 9 Ch. 14: Therapy Dissociative Disorders (13) WEEK 10 Ch. 13: Psychological Disorders Ch. 15: Social Psychology WEEK 11 Ch. 15: Social Psychology NOTES