Revised January 16, 2017 PSYC 2301 GENERAL PSYCHOLOGY COURSE SYLLABUS Instructor: Dr. David Fonteno Office: none E-Mail: dfonteno@kilgore.edu Office Phone: none Conference Hours: Before and/or after class, via e-mail *Instructors and students are required to use only KC email for email correspondence. PSYC 2301 General Psychology (3-3-0) General Psychology is a survey of the major psychological topics, theories and approaches to the scientific study of behavior and mental processes. Prerequisite: Must be TSI complete in READ and ENGL or concurrent enrollment in EIRW 0200/ENGL 1301. F, Sp, Su (4201015125). COURSE RATIONALE This transferable course meets the requirement for Social and Behavioral Sciences, a component of the core curriculum for every state-supported institution of higher education in Texas. The course also meets a Social and Behavioral Sciences requirement for the A.A., A.S., and A.A.T. degrees, and a Social and Behavioral Sciences requirement for the A.A.S. degree at Kilgore College. EDUCATIONAL MATERIALS Text: Discovering Psychology, Loose Leaf Custom Edition Hockenbury ISBN 1-3190-9457-0 Edition 7 This custom edition includes Launchpad (online access) at no additional cost and is only available at the Kilgore College Bookstore. College Internet Address: www.kilgore.edu Course Internet Platform: https://kc.blackboard.com Paper (spiral notebook preferred, pens, pencils, Scantrons (about 10) You will also need access to a computer with internet and a printer Grading Procedures Chapter Quizzes 11 @ 40 pts each = Final Comprehensive Exam 1@ 100 pts= Research Paper 1@ 100 pts= Final Grade Calculation (based on totality of points earned) A = 540-600 B = 480-539 C = 420-479 D = 360-419 F = <360 Schedule for the semester: 400 total points possible (lowest dropped) 100 total points possible 100 total points possible 600 total points possible
Week 1 INTRODUCTION TO PSYCHOLOGY and RESEACH METHODS Reading Assignment: Chapter 1 Upon completing this course the student should be able to: 1. Briefly outline the evolution of modern psychology. (1,2,4) 2. List and discuss the five contemporary approaches to the study of Psychology. (2) 3. Identify the most important professional specialties and research areas in Psychology. (1) 4. Discuss the various research methodologies involved in the study of Psychology. (1) Week 2 INTRODUCTION TO PSYCHOLOGY and RESEACH METHODS, cont. NEUROSCIENCE AND BEHAVIOR Reading Assignment: Chapter 2 Upon completing this course the student should be able to 1. Describe the function of neurons and distinguish among the three types of neurons. (1) 2. Identify the basic components of the neuron and can describe the processes that take place within the neuron. (1) 3. Describe how neurotransmitters affect synaptic transmission. (1) 4. Discuss the functions of and identify the two major parts of the central nervous system. (1) 5. Discuss pseudoscience and its claims. (1, 4) 6. Describe the differences in male and female brains and explain what these differences do and do not mean. (1, 4) *** Chapter 1 Quiz *** Week 3 NEUROSCIENCE AND BEHAVIOR, cont. SENSATION AND PERCEPTION Reading assignment: Chapter 3 1. Identify size constancy and how it effects perception. (1) 2. Discuss how monocular cues and binocular cues contribute to depth perception. (1) 3. Enumerate and explain the processes associated with perceptual constancies and illusions. (2) 4. Summarize the effects of experience on perceptual interpretations. (1, 4) 5. Identify size constancy and how it effects perception. (1) 6. Discuss how monocular cues and binocular cues contribute to depth perception. (1) *** Chapter 2 Quiz *** Week 4 CONSCIOUSNESS AND ITS VARIATIONS Reading Assignment: Chapter 4 Upon completing this course the student should be able to: List and define the various altered states of consciousness. (2, 3) 1. Discuss sleep, including: levels of sleep and dreaming. (1) 2. Outline the major types of drugs and explain their effects. (3, 4) 3. Compare and contrast the states of hypnosis and meditation. (3, 4) ***Chapter 3 Quiz***
Week 5 CONSCIOUSNESS AND ITS VARIATIONS, cont. Research Topics and Research Paper Development ***Chapter 4 Quiz*** Week 6 LEARNING Reading Assignment: Chapter 5 1. Define learning and distinguish learning from reflexes, instincts, and the behavioral changes resulting from maturation. 2. Summarize the history of interest in classical conditioning. 3. List and explain the major concepts of classical conditioning by referring to Pavlov s classic experiment of the conditioning of the salivary response in a dog. 4. Describe higher-order conditioning and give examples. 5. List and explain four important factors affecting the strength of classical conditioning, offering examples of each. 6. Explain the difference between stimulus generalization and stimulus discrimination. 7. Explain how extinction happens, and how spontaneous recovery may occur. 8. Summarize the classic "Little Albert" study, and then describe how classical conditioning may be applied in understanding the features of drug dependence and taste aversions. 9. Summarize what is known about the biological constraints on classical conditioning. 10. Define negative reinforcement and describe two forms of negative reinforcement. 11. Distinguish between extinction versus punishment as techniques that decrease the probability of a behavior, emphasizing the special issues that surround the use of punishment to change behavior. Week 7 LEARNING, cont. MEMORY Reading assignment: Chapter 6 List and define the three aspects or stages of memory. (1) 1. Discuss short-term memory; define durability, capacity and encoding. (2) 2. Describe long-term memory; discuss information transfer and organization of LTM. (1) 3. Explain how context and motivation affect the memory process. (1) ***Chapter 5 Quiz*** Week 8 MOTIVATION AND EMOTION Reading Assignment: Chapter 7
After studying this chapter, you should be able to: 1. Define motivation, and describe three identified sources of motivation, emphasizing the various theories associated with each of these sources. 2. Summarize what is known about the bodily, brain, and environmental factors involved in the regulation of the hunger motive. 3. Define obesity, and identify and describe the biopsychological and behavioral factors involved in obesity. 4. Describe two eating disorders and summarize what is known about the biological and social-cultural causes of these disorders. 5. Describe the biopsychological and psychosocial factors that influence human sexual behavior. 6. Describe Alfred Kinsey s contributions to the understanding of American sexual behavior and explain the nature of the controversy that surrounded his work. 7. Define sexual orientation, and describe the biopsychological and behavioral factors involved in sexual orientation. 8. Summarize Simon LeVay s "Gay Brain" research, and explain the controversy surrounding it. 9. Summarize the status of sexual orientation theories. 10. Describe achievement motivation and explain how it is related to need for achievement and intrinsic motivation. 11. Distinguish between and give examples of intrinsic and extrinsic motivation. 12. Distinguish between overjustification theory and cognitive-evaluation theory. ***Chapter 6 Quiz*** Week 9 PERSONALITY Reading assignment: Chapter 10 1. Discuss the trait approach to the study of personality development. (2) 2. Discuss the psychoanalytic approach to the study of personality development. (2) 3. Discuss the behavioral and social-learning approach to personality development. (2,3) 4. Discuss the humanistic approach to the study of personality development. (2,4) 5. Compare and contrast the concepts of nature and nurture. (3,4) *** Chapter 7 Quiz *** Week 10 PERSONALITY, cont. SOCIAL PSYCHOLOGY Reading Assignment: Chapter 11
1. Describe the domain of social psychology. 2. Explain what is meant by social cognition, distinguish between dispositional and situational attributions, and explain three dimensions that have been offered to explain the attributional process. 3. List and describe two biases that enter into the attribution process. 4. List and describe three factors that influence the process of person perception. 5. List and describe four factors that influence our liking for another person. 6. Distinguish between the important features of two theories of romantic love, briefly summarizing any research that supports them. 7. Summarize the scientific evidence in support of the factors that promote romantic love. 8. Define attitude and explain the three components of an attitude. 9. Describe the ways in which our attitudes influence our behavior and how our behavior influences our attitudes. 10. Describe the elaboration likelihood model and how the qualities of the source, message, and audience influence the persuasion process. 11. Distinguish between prejudice and discrimination, and then summarize the factors that have been found to promote and reduce prejudice. 12. Define group and groupthink, and then summarize the factors that promote groupthink and criticism toward the concept. 13. Explain the resolution of the controversy that surrounded the concept of social facilitation, and then explain the concept of social loafing. 14. Describe two types of social influence and explain the significance of the obedience research. 15. Distinguish between prosocial and altruistic behavior. 16. Explain the bystander intervention model, describing the five steps. 17. Define aggression and describe the theories that attempt to account for aggressive behavior, emphasizing the strengths and weaknesses of each theoretical approach. 18. Explain the role deindividuation plays in group violence. ***Chapter 10 Quiz*** Week 11 SOCIAL PSYCHOLOGY, cont. STRESS, HEALTH, COPING Reading Assignment: Chapter 12 Describe Selye's stages of stress response and compare his theory to current theories. Describe the functioning of the immune system. Summarize the aims of psychoneuroimmunology and health psychology. Discuss the relationship between emotions and illness. Compare optimistic and pessimistic explanatory styles and describe their relationship to illness and coping with stress. Define locus of control and explain its relationship with health and well-being. Distinguish between primary and secondary control and explain how culture influences their use.
List and explain the major methods of coping with stress. Discuss the relationship between social networks and health and well-being. Discuss to what degree we have control over our health. ***Chapter 11 Quiz*** Week 12 STRESS, HEALTH, COPING, cont. PSYCHOLOGICAL DISORDERS Reading Assignment: Chapter 14 Upon completing this course the student should be able to: 1. Explain the difficulty of separating normal from abnormal behavior. (1,2) 2. Outline the major categories of the DSM-V (2,4) 3. Discuss anxiety disorders, including panic disorders, phobias, and OCD. (1,2) 4. Identify the primary characteristics of schizophrenia. (1,4) ***Chapter 12 Quiz*** Week 13 PSYCHOLOGICAL DISORDERS, cont. Week 14 PSYCHOLOGICAL RESEARCH METHODS AND STATISTICS ***Chapter 14 Quiz*** Week 15 FINAL EXAMINATION REVIEW ***COMPREHENSIVE FINAL EXAMINATION *** Classroom Policies Blackboard The student will be responsible for checking Blackboard, where all information about assignments, changes to assignments, course proceedings, and grades will be posted for students to access online individually. Missing Class In the case of missing a class period, students are responsible for obtaining information they missed during that session and will be held accountable for all assignments. Students missing class for approved college/high school related activities should inform Dr. Fonteno prior to the absence. Headphones and Cell Phones- Use of headphones or cell phones are prohibited. Attendance Policy Kilgore College expects punctuality and regular class attendance. An absence is defined as a student's not being in class for any reason. An instructor may drop students when their lack of attendance prohibits them from meeting the course Student Learning Outcomes or when students accumulate excessive absences. "Excessive absences" is defined as the equivalent of two weeks instruction in a 16-week semester or at least 12.5% of the total hours of instruction in any term. Some workforce programs may have more stringent attendance requirements due to applicable external requirements and/or competencies; therefore, students in workforce programs should check with their instructor regarding the specific number of absences allowed. Students will be dropped for nonattendance per Federal Financial Aid requirements.
Religious Day Absence In accordance with Texas Education Code 51.911, a student may request and be granted an absence from classes on a religious holy day provided the student follows college procedures for seeking such authorization. It is the student's responsibility to make satisfactory arrangements with instructors prior to the absence for completing makeup work. The procedure governing an absence on a religious holy day is outlined in the Kilgore College Student Handbook. Policy on Make Up Work Effective communication between students and their instructor is essential. Students are responsible for initiating any make up work regardless of the cause of the absence. Students absent on official college business are entitled to make up any and all missed work without any penalty attached. However, students should notify their instructors in advance of the absence and should schedule any make-up assignments before the absence. If the student does not submit makeup work by the prearranged time, the student forfeits the right for further make-up of that assignment. For a student whose absence is not official college business, the individual instructor will judge if the student is eligible to make up work. In all cases, the instructor will determine the time for making up work and the nature of the make-up work. Whenever possible, students should discuss their impending absence with the instructor and schedule the make-up work prior to the absence. Civility Statement: Students are expected to assist in maintaining an environment that is conducive to learning. Inappropriate or distractive behavior is prohibited in order to assure that everyone has an opportunity to gain from time spent in the course. Should a disruptive incident occur, the faculty member in charge may remove the student. Students have the right to appeal through the student complaint process. Statement on Academic Honesty Kilgore College expects students to do their own work. The department will not tolerate academic dishonesty, including plagiarism (submitting someone else's work as your own). The following information concerning academic dishonesty is taken from the Student Handbook section found under "Categories of Misconduct" and reads as follows: Misconduct for which students are subject to discipline falls into the following categories: A. Acts of dishonesty, including but not limited to the following: 1.Academic dishonesty including but not limited to cheating and plagiarism. a.the term "cheating" includes, but is not limited to (1) acquiring information for specifically assigned projects, working with one or more persons on an exam that is to be taken as an individual, or observing work from another individual's exam; (2) providing information on an exam that is to be done individually or giving out the exam or content prior to the exam time. b.the term "plagiarism" includes, but is not limited to (1) failing to credit sources used in a work product in an attempt to pass off the work as one's own; (2) attempting to
receive credit for work performed by another, including papers obtained in whole or in part from individuals or from other sources, including the internet. c.misconduct also includes conspiracy to commit an act of academic dishonesty. Additional information is found under "Student Disciplinary Procedures." B. Matters of Academic Dishonesty Academic dishonesty matters may first be considered by the faculty member who may recommend penalties such as withdrawal from the course, failing the course, reduction or changing of a grade in the course, a test, assignment, or in other academic work; denial of a degree and/or performing additional academic work not required by other students in the course. Acceptance of the faculty member's recommended penalties by the student shall make the penalties final and constitutes a waiver of further administrative procedures. If the student does not accept the decision of the faculty member, he/she may have the case heard by the appropriate department chair, dean and Vice President of Instruction for review. If the student is ultimately found not to have been involved in academic dishonesty, the instructor shall not base his/her evaluation of the student on the alleged but unproven dishonesty. If the student is ultimately found to have violated matters of academic dishonesty, the appropriate disciplinary sanction shall be implemented. Any student who believes that a grade has been inequitably awarded should refer to the academic grade change procedures. Use of Turnitin.com plagiarism detection service Students in all college-level Psychology courses will be required to submit papers/major essays to this plagiarism detection service. Student Grievance If a student wishes to pursue through the administrative structure some action that has been taken that significantly impacts him or her in a negative way, he or she needs to complete a Student Grievance Form available from the offices of department or division support specialists. This procedure applies to both instructional and non-instructional issues. Additional information Specific guidelines about the Research Topic Essay and other important classroom information will be posted on Blackboard. Student learning outcomes: Upon successful completion of this course, students will: 1. Identify various research methods and their characteristics used in the scientific study of psychology. 2. Describe the historical influences and early schools of thought that shaped the field of psychology. 3. Describe some of the prominent perspectives and approaches used in the study of psychology. 4. Use terminology unique to the study of psychology. 5. Describe accepted approaches and standards in psychological assessment and evaluation.
6. Identify factors in physiological and psychological processes involved in human behavior. COMMON COURSE OBJECTIVES Common Core Curriculum for PSYC 2301 Social/Behavioral Science -- Courses in this category focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human. Courses involve the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on the individual, society, and culture. How will the objective be addressed? How will the objective be assessed? Critical Thinking Analysis of information Evaluation of information Students will be introduced to the five skills of critical thinking. These five skills will encompass but not be limited to analysis of information, evaluation of information and synthesis of information. This will be addressed by lecture, class discussion, power point presentations, and text readings. Students will be introduced to the five skills of critical thinking. These five skills will encompass but not be Students will apply the five skills of critical thinking to a controversial area in psychology, by writing an essay with a clearly developed thesis, along with relevant supporting evidence, and be a minimum of two pages in length. The department will create a list of controversial topics in psychology from which the students will choose. The department will develop a grading rubric based on content, critical thinking skills, and standard English grammar. Instructors will require students to use Turnitin.com as a means to further reinforce students own personal responsibility when citing sources and/or using their own words. APA style will be used in citing sources. Students will apply the five skills of critical thinking to a controversial area in psychology, by
Synthesis of information limited to analysis of information, evaluation of information and synthesis of information. This will be addressed by lecture, class discussion, power point presentations, and text readings Students will be introduced to the five skills of critical thinking. These five skills will encompass but not be limited to analysis of information, evaluation of information and synthesis of information. This will be addressed by lecture, class discussion, power point presentations, and text readings writing an essay with a clearly developed thesis, along with relevant supporting evidence, and be a minimum of two pages in length. The department will create a list of controversial topics in psychology from which the students will choose. The department will develop a grading rubric based on content, critical thinking skills, and standard English grammar. Instructors will require students to use Turnitin.com as a means to further reinforce students own personal responsibility when citing sources and/or using their own words. APA style will be used in citing sources. Students will apply the five skills of critical thinking to a controversial area in psychology, by writing an essay with a clearly developed thesis, along with relevant supporting evidence, and be a minimum of two pages in length. The department will create a list of controversial topics in psychology from which the students will choose. The department will develop a grading rubric based on content, critical thinking skills, and standard English grammar. Instructors will require students to use Turnitin.com as a means to further reinforce students own personal responsibility
Creative thinking Inquiry Innovation Communication Effective development, interpretation and expression of ideas through -written communication -oral communication -visual communication Empirical and Quantitative Skills Manipulation of numerical data or observable facts resulting in informed conclusions Analysis of numerical data or observable facts resulting in informed conclusions Social Responsibility Intercultural competence See the Analysis, Evaluation, and Synthesis sections. Using raw data students will covert that data into measures of central tendency and measures of variability that will lead to a scientific explanation of the data. Using parametric statistical data, students will analyze a bell curve, including illustrating the relationship between IQ classifications and a person s predicted ability to survive in an academic setting. This exercise will aid in a basic understanding of research parameters and to develop better consumers of researched data. Presentation of social psychological concepts including prejudice, discrimination, stereotypes, when citing sources and/or using their own words. APA style will be used in citing sources. Essay graded based on content, critical thinking skills, and standard English grammar using a departmental rubric. Embedded questions multiple choice test All instructors will use standard embedded questions. All questions are addressing the basic obtainment levels held across the field of General Psychology. Embedded questions multiple choice test All instructors will use standard embedded questions. All questions are addressing the basic obtainment levels held across the field of General Psychology. Embedded questions - multiple choice test
Knowledge of civic responsibility Ability to engage effectively in regional communities -national communities -global communities ethnocentrism delivered by lecture, text readings, power point presentations and class discussions. Presentation of the national social problem of drug abuse and psychological components of drug addiction delivered by lecture, text readings, power point presentations, and class discussions.. All instructors will use standard embedded questions. All questions are addressing the basic obtainment levels held across the field of General Psychology Embedded questions multiple choice test All instructors will use standard embedded questions. All questions are addressing the basic obtainment levels held across the field of General Psychology.. Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information Communication Skills - to include effective development, interpretation and expression of ideas through written, oral and visual communication Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions Social Responsibility: to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities Disclaimer: As instructor, I reserve the right to amend and/or modify this syllabus as necessary to promote the best education possible within prevailing conditions affecting this course. Each semester students will be given an opportunity to evaluate the instructor and the course. ADA Statement: Kilgore College is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. If you choose to request accommodations for a documented disability which may impact your performance, attendance, or grades in this course, you must first register with the Office of Disability Services. Please note that classroom accommodations cannot be provided prior to your instructor s receipt of an accommodation letter from the Office of Disability Services. For more information about accommodations, please contact the Disability Services office on the second floor of the Devall Student Center: (903) 983-8206.
Evaluation of Instructor. At the end of the semester, students will be given an opportunity to evaluate the instructor and the course. Approved evaluation forms are provided by the Office of Institutional Research, which is also responsible for their analysis.