General Psychology

The goal of this course is to provide a broad introduction to the field of psychology with an emphasis on how psychologists use research to answer questions. The focus will be on dominant perspectives, theories, methods and phenomena that make up contemporary psychology. Included among these are research methods, statistics, psychobiology, evolutionary psychology, stress and health, sleep and dreams, conditioning, memory, emotional and motivational processes, personality, and social processes. Attention will also be given to historical and philosophical issues and to tools for student success.

Course Objectives

Textbook
Kosslyn, S. M., & Rosenberg, R. S. (2006). Psychology: In Context (3rd ed.). Boston: Allyn and Bacon. (ISBN: 0-205-45614-6)

Study Guide
 McKinley, M. J. (2007). Grade Aid for Psychology in Context. Boston: Allyn and Bacon. (ISBN: 0-205-49082-4)

Required Course Points
Course grade will be based on the number of points earned through quizzes, assignments, exams, and subjective evaluation of personal responsibility. 
Sporadic attendance and a poor work ethic will negatively affect course grades. 

Exams (100 points each, 400 possible points): Exams will consist of multiple-choice, fill-the-blank, matching, definitions, graph interpretation, diagram completion, and short answer.  Questions will be based on the text, quizzes, lectures, films, demonstrations, and class discussions.  If you miss an exam and if you notified me in advance and provided a justifiable reason that can be verified through the Student Services -- you may take a make-up exam. 

Quizzes (10 points each, variable points): Announced and unannounced in-class quizzes can be expected.  The format will vary.  Missed quizzes cannot be made up except under very extreme, documented circumstances for students who have demonstrated personal responsibility.

Participation in co-curricular activities, such as athletics, organization activities, trips, etc. does not constitute "very extreme circumstances" because they are normal college activities involving personal choice.  Medical and family emergencies, death in the family, and similar unfortunate events that can be verified through Student Services are considered "very extreme circumstances."

“Personal responsibility" means demonstrating a) regular class attendance; b) respect for the dignity and rights of other people; c) consistency in meeting deadlines; d) behavioral evidence of preparation for class such as attentiveness, questions about material in the textbook, and responsiveness to questions from me or other students; e) timely requests for help; f) academic integrity; g) visits to my office; h) use of laptops in accordance with the laptop policy.

Laptop Policy:  Laptops welcome in this course when specifically invited by the professor!

Accommodations: BVU is committed to providing a supportive, challenging, diverse and integrated environment for all students. In accordance with Section 504 of the Rehabilitation Act – Subpart E and Title III of the Americans with Disabilities Act, the University ensures accessibility to its programs, services, and activities for qualified students with documented disabilities. Students are responsible for providing adequate documentation and for initiating the accommodations process. For more information, contact Donna Musel, Center for Academic Excellence, west entrance to the Forum next to 2Fix office, (712) 749-1236, mussel@bvu.edu, or go to http://www.bvu.edu/departments/academicaffairs/cae/equalopportunity.asp to download appropriate forms.

Academic services: BVU provides academic services through the Center for Academic Excellence which serves as the university's academic support unit. Students may access tutoring services by logging on to http://www.bvu.edu/departments/academicaffairs/cae and making an appointment with the appropriate tutor.

Academic Honesty Policy: The products of you efforts in this course must be your own or when you borrow information from someone else, you must give them proper credit for their intellectual ideas and labors. All forms of cheating, plagiarizing, misrepresenting/falsifying sources and data, assisting others in academic dishonesty, and other infractions discussed in the Student Handbook http://www.bvu.edu/resources/documents/handbook04.pdf (p. 30) will be reported to the administration and will seriously affect your course grade and/or your continuation in this course and the university. I support and am obligated to uphold BVU’s academic honesty policy if I suspect academic dishonesty in any form.

 

Extra Course Points
Additional course points can be earned through participation in psychological research and in-class presentations. 

Participation in Psychological Research (maximum 30 points): Opportunities to participate in research conducted by upper division psychology students or faculty will be available during the semester. Each participation will earn at least two course points. One in-class opportunity is scheduled which involves informed consent and the completion of several questionnaires as part of my ongoing research. An alternative task will be made available to students who decline participation on the consent form.

In-Class Oral Presentations (maximum 45 points)
Oral Presentations (possible 15 points each, maximum of 45 points). All presentations must be relevant to the current textbook chapter. Presentations may be done individually but small group (2 to 3 students) efforts are strongly encouraged. See the presentation guidelines below.  Expect positive and negative in-class feedback on your presentations.  Complete presentations must be submitted for my approval at least one class session in advance.

Oral Presentation Guidelines. Orally present the major concepts of a psychological theory that is discussed in the current chapter or that is directly relevant to the current textbook chapter.  Summarize the major concepts and explain how they fit together. Suggest a practical application of the theory.  To earn maximum points you must provide me a copy of your complete presentation at least one class session in advance (Up to 15 points). See the oral presentation rubric below.

Oral Presentation Evaluation Rubric

Exemplary Presentation: (15 Points)

  1. The students’ demonstrated awareness of the importance of both content and delivery.
  2. The content was well organized and articulated clearly at a level appropriate to the knowledge and characteristics of the audience.
  3. Important concepts were identified, emphasized and elaborated with clear and appropriate examples using own words.
  4. Delivery was directly to the audience in a manner that indicated familiarity with the material (e.g., spoken, not read, with only occasional glances at notes).
  5. Eye contact with the audience was maintained, facial expressions and gestures engaged the audience, posture and limb movement displayed confidence, voice carried well to the audience.
  6. Presenters demonstrated knowledge about the topic and were able to answer specific questions accurately and completely.

Proficient Presentation: (10 Points)

  1. The students showed awareness of the importance of both content and delivery.
  2. The content had noticeable organization and was articulated with few hesitations at a level appropriate to the audience
  3. Important concepts were identified and defined accurately in the words of the presenter.
  4. Delivery was directly to the audience (e.g., spoken, not read, with repeated but not distracting review of notes).
  5. Eye contact with the audience was frequent, facial expressions and gestures were appropriate, posture was erect, limb movement was not distracting, voice carried to the audience.
  6. Presenters were informed about the topic and were able to answer general questions effectively.

Marginal Presentation: (5 Points)

  1. The students showed little awareness of the importance of content and delivery.
  2. Organization of the content was not obvious and was articulated with many hesitations or was read directly from notes without apparent awareness knowledge and characteristics of the audience.
  3. Important concepts were mentioned and defined superficially using textbook language.
  4. Delivery was to the professor, to each other, to the floor, ceiling or the air.
  5. Eye contact was not maintained, facial expressions and gestures were distracting, and posture displayed uneasiness and suggested lack of confidence or inadequate preparation.
  6. Presenters were familiar with general concepts but had difficulty answering even general questions.

Grading

Grades for the course will be awarded according to the point system below:
                                                                                   
Grading Category                               Available Points
Exams (Required)                                 400
Quizzes (Required)                                Variable
Oral presentations (Optional)                  45 (Max)
Research Participation (Optional)           30 (Max)

Letter Grade               Percentage Cutoff                               PNC Grading             
A                                 90% of available points.                         Pass               >= 70.0%
B                                  80% of available points.                         No Credit       < 69.9%
C                                  70% of available points.
D                                 60% of available points.
F                                  59% of available points.

Final Course Grade = (Earned points + Optional points) ¸ Total Available Points

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