General Psychology

Course Number: PSY 202A
Transcript Title: General Psychology
Created: September 1, 2012
Updated: June 11, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: Yes
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisites

MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121.

Recommended

Course Description

Surveys the major concepts, theoretical perspectives, empirical findings, and historical trends in personality theory, psychological disorders, therapy, emotion, motivation, intelligence, health psychology, and social psychology. Provides an overview of popular trends, examines the overarching themes of heredity vs. environment, stability vs. change, and free will vs. determinism, and emphasizes the sociocultural approach which assumes that gender, culture, and ethnicity are essential to understanding behavior, thought, and emotion. PSY 201A and 202A are not sequential and may be taken in any order. Prerequisites: MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.

Intended Outcomes

Upon successful completion students should be able to:

  1. Analyze personal lifestyle and apply problem-solving techniques to situations while understanding the limitations of one’s psychological knowledge and skills, recognizing that ethically complex situations can develop in the application of psychological principles.
  2. Recognize and respect human diversity while anticipating that psychological explanations may vary across populations and contexts, and exhibit sensitivity to feelings, emotions, motives, and attitudes regarding specific behavioral concerns.
  3. Recognize and explain the difference between personal views and scientific evidence and identify claims arising from myths, stereotypes, common fallacies, and poorly supported assertions regarding behavior.
  4. Articulate the ways that psychological theories can facilitate personal, social, and organizational change, describe issues pertaining to psychological aspects of human dignity, and anticipate that psychological explanations may vary among populations and contexts.
  5. Evaluate public and private assumptions concerning individual and group differences using a global and multifaceted sociocultural approach.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Not addressed

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

Students will demonstrate achievement of these outcomes by any of the following:

  1. Written assignments designed to promote integration of class material with personal reflection and experience.
  2. Written or oral assignments designed to stimulate critical thinking.
  3. Multiple choice, short answer, and essay questions that require integration, application, and critical examination of material covered in class.
  4. Active participation in class discussion.
  5. In-class participation in individual and group exercises, activities, or class presentations.
  6. Design and completion of research projects.
  7. Service learning activities.
  8. Participation in online discussions and/or completion of assignments through electronic media.

Texts and Materials

Spielman, R.M. (2018). Psychology. Open Stax, Rice University

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

  1. Analyze personal lifestyle and apply problem-solving techniques to situations while understanding the limitations of one’s psychological knowledge and skills, recognizing that ethically complex situations can develop in the application of psychological principles.
    • personal understanding of the limits in psychological self-analysis based upon this course;
    • recognizing one’s own biases and how it influences behavior interpretations of self and others;
    • using basic psychological tenets to better understand behaviors and the behavioral reactions of others.
  2. Recognize and respect human diversity while anticipating that psychological explanations may vary across populations and contexts, and exhibit sensitivity to feelings, emotions, motives, and attitudes regarding specific behavioral concerns.
    • cultural dimensions of psychological-based interpretations of behavior;
    • the effects of environmental and social contexts as they relate and influence human behavior;
    • self-reflection and introspection about one’s own behaviors in relationship to others.
  3. Recognize and explain the difference between personal views and scientific evidence and identify claims arising from myths, stereotypes, common fallacies, and poorly supported assertions regarding behavior.
    • deductive vs inductive reasoning;
    • critical thinking in analysis of behaviors and their purported explanations;
    • inclusion of a broader perspective on causality of behaviors before firming individual beliefs.
  4. Articulate the ways that psychological theories can facilitate personal, social, and organizational change, describe issues pertaining to psychological aspects of human dignity, and anticipate that psychological explanations may vary among populations and contexts.
    • explain change at multiple levels (personal, social, organizational) based upon human behaviors, antecedents to behaviors, cultural influences on individual and group behaviors, as well as environmental influences on behaviors.
  5. Evaluate public and private assumptions concerning individual and group differences using a global and multifaceted sociocultural approach.
    • recognize what are assumptions vs science-based understanding of behaviors of individuals and groups;
    • delineate between global perspectives and cultural perspectives on behaviors and personal differences between individuals and groups, both heterogeneous and homogenous.