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Course Name: |
Introduction
to Psychology |
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Course Number: |
PSYC 160 |
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Campus: |
Miami, Florida |
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Instructor’s Name |
Robert E. Beneckson, M.S. |
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I. Instructor’s Contact Information, Course
Pre and Co-Requisites |
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Room Number: |
304 |
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E-mail: |
rbpsych1@gmail.com |
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Office location: |
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Office hours: |
5-6 PM Friday |
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Course Equivalencies: |
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Course Prerequisites: |
None |
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Course Co-requisites: |
None |
Examines basic psychological
concepts, such as the nervous system, memory, intelligence and development
along with Freudian, humanistic, social, cognitive, and trait theories.
Presents an introduction to the issues, methods, and descriptions of
psychology. Discusses individual and social problems of everyday life through
the viewpoints and methods of modern scientific psychology. Examines the
psychological processes through which people deal with the challenges of
everyday life.
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Total Course Credits: 3 |
Total Course Hours: 47 |
Lecture Hours In-Class: 33.5 Lecture Hours Online: 13.5 |
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Lab Hours: 0 |
Supervised Clinical/Practicum Hours: 0 |
Externship/Internship Hours: 0 |
Requisites
None
1.
Discuss
the major concepts, theoretical perspectives, empirical findings, and
historical trends in psychology.
2.
Explain
basic research methods in psychology, including research design, data analysis,
and interpretation.
3.
Compare
and contrast the major perspectives in psychology (psychodynamic, behavioral,
cognitive, biological and sociocultural).
4.
Demonstrate
critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.
5.
Apply
psychological principles to personal, social, and organizational issues.
6.
Demonstrate
insightful awareness of their feelings, emotions, motives, and attitudes based
on psychological principles.
7.
Apply
psychological concepts, theories, and research findings as these relate to
everyday life.
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Week |
CLOs |
PLOs |
ILOs |
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1 |
1, 3 |
1, 5 |
1, 3 |
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2 |
1, 3, 6, 7 |
1, 5, 6 |
1, 3 |
|
3 |
1, 3, 4, 5, 7 |
1, 5, 6 |
1, 3 |
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4 |
1, 3, 4, 5, 6, 7 |
1, 5, 6 |
1, 3 |
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5 |
1, 4, 6, 7 |
1, 5, 6 |
1, 3 |
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6 |
1, 4, 5, 6, 7 |
1, 5, 6 |
1, 3 |
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7 |
1, 4, 5, 6, 7 |
1, 5, 6 |
1, 3 |
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8 |
1, 4, 5, 6, 7 |
1, 5, 6 |
1, 3 |
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9 |
1, 4, 5, 6, 7 |
1, 5, 6 |
1, 3 |
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10 |
1-7 |
1, 5, 6 |
1, 3 |
General
Education Program Mission
The General
Education program provides students with a measureable, outcomes-based
foundational education that not only integrates with and complements the chosen
academic emphasis, but also transcends the major discipline. The General
Education program prepares students to be competent and ethical problem
solvers. They will be adept at demonstrating critical reasoning, scientific
methodology, multidisciplinary inquiry, and communication skills that will
enable them to make intellectually sound decisions that will embody a
cultivated and deep appreciation for cultural diversity for the world in which
they live.
General
Education Program Philosophy
The General
Education program prepares students to be responsible, informed, and ethical
citizens, and to develop the dimensions of character needed to navigate, adapt,
and succeed in an ever-changing complex world. The General Education curriculum
challenges students to explore and analyze the dimensions of the human
condition through an intellectually coherent, meaningful, and transformative
foundational education. The General Education program is designed such that
engagement in high-impact learning experiences, technology, and integrative
learning will advance students’ knowledge and skills in written and oral
communications, critical reasoning, cultural diversity, scientific reasoning
and innovation, quantitative reasoning, and technological and informational
literacy. The achievement of General Education core competencies affords
students the foundation to grow personally, professionally, and socially, and
seek opportunities for lifelong learning.
General
Education Program Learning Outcomes
Following
completion of the General Education curriculum, students will be able to:
1.
Demonstrate
competent written communication skills.
a.
Demonstrate
an understanding of creative, academic, and other professional written
communication.
b.
Demonstrate
competence in written English communication through intensive, research-based
practical application of basic and advanced writing principles.
c.
Demonstrate
the ability to organize, develop, and present coherent written work that
reflects a strong command of English grammar, sentence mechanics, paragraph
structure, and paper formatting, and be able to employ these competencies
effectively in a range of writing.
2.
Employ
effective oral communication skills.
a.
Demonstrate
the ability to effectively apply verbal and nonverbal communication in a range
of academic and nonacademic settings.
b.
Demonstrate
the ability to analyze and address usages of ethos, pathos, logical fallacies,
audience reception, cultures of communication, language choice, nonverbal cues,
effective listening, and speech delivery.
3.
Interpret
quantitative data using mathematical principles to effectively identify core
issues and solve problems.
a.
Demonstrate
competence in quantitative reasoning by applying mathematical concepts and
basic quantitative literacy to real-world applications.
b.
Demonstrate
the ability to effectively synthesize, analyze, and interpret mathematical data
to draw inferences and connect findings to a range of other disciplines.
4.
Illustrate
competence in the biological, physical, and natural sciences.
a.
Demonstrate
an understanding of scientific concepts, theories, and principles.
b.
Demonstrate
an ability to analyze, interpret, and apply scientific theory and investigative
methodologies through laboratory and practical experiences.
c.
Demonstrate
an effective connection of quantitative and critical reasoning to the
biological, physical, and natural sciences.
5.
Demonstrate
technological and informational literacy by locating disparate information
through multiple sources.
a.
Demonstrate
the effective use of a multidisciplinary and ethical approach to electronic and
print information access, retrieval, analysis, and synthesis of general and
specialized information.
b.
Demonstrate
the application of critical and quantitative reasoning skills to determine
reliability and validity of information.
6.
Analyze
ideas and make decisions using critical thinking skills.
a.
Demonstrate
an understanding of how to differentiate and analyze critical reasoning,
perception, cognitive development, decision making, emotional intelligence,
deductive and inductive reasoning, and formal and informal logic.
b.
Demonstrate
an understanding, recognition, and construction of critical reasoning in
relation to written and spoken arguments.
c.
Demonstrate
competence in the application of critical reasoning techniques to address real-world
situations and issues.
7.
Describe
and interpret diverse perspectives, value systems, histories, cultural
traditions, and artistic expressions.
a.
Demonstrate
an understanding and appreciation of the profound interconnectivity of diverse
human behaviors, value systems, societies, cultures, and traditions.
b.
Demonstrate
an understanding of the impact of the complexities and interconnections of
society and culture across a variety of historical and contemporary contexts.
c.
Demonstrate
the ability to explain how global culture and diversity impact students’ own
values, ethics, character, and judgment.
8.
Articulate
issues and arrive at a defensible conclusion, given a set of ethical dilemmas.
a.
Demonstrate
the ability to recognize contexts in which ethical dilemmas arise.
b.
Demonstrate
the ability to apply ethical values and principles to discipline-specific and
other real-world situations.
c.
Demonstrate
the ability to delineate competing ethical claims in the process of
articulating a values-based, critically reasoned defense
Visit the WCU bookstore to purchase any required
materials, including publisher access codes, as needed.
An Access Code is required in this
course. The “Required” ISBN is a bundle that includes the Access Code with
eBook and the print version of the book together. Students may choose to just
purchase the “Optional” ISBN – that is, the stand alone Access Code with
eBook-and that will fulfill the required materials for the course. Directions
for accessing the text and online materials are in the course.
Supplemental materials are located in
the Blackboard Course under Web Resources.
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West Coast University Grading
Scale (Reflective of
final course grade; see associated policy in Catalog) |
Grade |
Points |
WCU Grading Scale |
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A |
4 |
93–100 |
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A- |
3.7 |
90–92 |
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B+ |
3.3 |
87–89 |
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B |
3.0 |
83–86 |
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B- |
2.7 |
80–82 |
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C+ |
2.3 |
76–79 |
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C |
2.0 |
73–75 |
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C- |
1.7 |
70–72 |
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D+ |
1.3 |
66–69 |
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D |
1.0 |
63–65 |
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D- |
0.7 |
60–62 |
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F |
0.0 |
59 or below |
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AU |
0.0 |
Audit |
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CR |
0.0 |
Credit |
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P |
0.0 |
Pass |
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NP |
0.0 |
Not Passed |
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I |
0.0 |
Incomplete |
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TC |
0.0 |
Transfer Credit |
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W |
0.0 |
Withdrawal (Before Drop Deadline) |
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WF |
0.0 |
Withdrawal (After Drop Deadline) |
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Note: AU, CR, P,
NP, I, TC, W, and WF are used on the
Academic Record but have no point values and are not computed in the Cumulative Grade
Point Average (CGPA) A minimum passing grade is required for
each course and varies by program. Earned grades
below the minimum passing grade reflect that the course has not been
successfully completed. Each academic program has unique prerequisite
requirements. Please see the specific program section for additional
information. Students should review the program
specific grading scale in the University Catalog. |
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Evaluation Criteria The evaluation criteria consists of Formative and Summative assessments
of student learning. |
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Formative: Assessment that occurs
throughout the course to provide feedback and support for improved
performance as part of an ongoing learning process. |
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Summative: Assessment that
occurs at the conclusion of the course to determine whether student
learning outcomes have been achieved. |
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Additional Information: ·
All assignments
are to be submitted via the online classroom except where otherwise noted.
Email submissions will not be accepted. Grades and comments on graded items
will be posted in the Blackboard Gradebook, unless otherwise specified. All
assignments submitted for each course must be created for that particular
course. Any assignment (a paper or presentation) submitted for credit in one
course may not be duplicated and submitted for credit in any other course
unless approved by the faculty or noted in the syllabus. ·
Please review all rubrics in the course for assignment grading
criteria, found under the My Grades tab. ·
It is important that you save all of your completed assignments
for your records. ·
Please ensure
that you have saved copies of all your work on a drive such as Dropbox or a
personal hard drive as you may be asked to recall these assignments as you
near the end of your program. |
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Assignment/Assessments |
Due
Date |
Points |
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Midterm Exam |
5/10/19 |
15% |
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Final Exam |
6/7/19 |
15% |
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Journals |
Ongoing |
12% |
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Signature Assignment |
5/24/19 |
10% |
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LearnSmart (Class Participation) |
Weekly |
15% |
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Personality Analysis Paper |
4/1919 |
16% |
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Online Discussions |
ongoing |
10.5% |
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DSM V Paper |
5/17/19 |
6.5% |
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Types of evaluations and related weights |
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Assignment |
Weight / Points |
Week Due |
Details |
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Formative |
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Online Weekly Discussions |
15 pts each/105 pts total |
Weekly |
There
are online discussions starting after the first in class session. You
must participate in these discussions in order to be accounted as present for
the class. Review
the rubric in the course for content grading criteria. |
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Online LearnSmart
Assignments |
150 Points |
Weekly |
Your
textbook activities are mandatory. Please make sure to purchase the bundled
code for McGraw Hill from the WCU bookstore. |
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DSM-5 Written Paper |
65 Points |
Week 6 |
Review
the rubric in your course for grading criteria. |
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In Class Assignments |
280 Points |
Weekly |
There
are 7 total in-class assignments, worth 40 points each. |
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Summative |
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Mid Term Exam |
150 Points |
Week 5 |
The
Mid Term Exam will be proctored and delivered in class. |
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Article Critique Written
Assignment |
100 Points |
Week 8 |
This
is a Signature Assignment. Review the rubric in your course for grading criteria. |
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Final Exam |
150 Points |
Week 10 |
The
Final Exam will be proctored and delivered in class. |
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Total |
1000 points |
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Attendance
Policy for Blended Courses
Blended delivery
courses require in-class and online attendance. Students are subject to the
Attendance Policy for each and both are described in the University catalog (http://westcoastuniversity.edu/admissions/catalog.html). In-class attendance is determined by
a weekly signed roster and presence in a registered course. Online attendance
is determined by weekly gradable academic activities as noted in the syllabus.
Discussion
Board Details for Blended Courses
The Discussion
Board is an online academically related activity designed to stimulate class
dialog with and between classmates and the instructor. If/when a blended course
has a gradable online Discussion Board forum in any week, the following
criteria pertain to the associated grading and attendance.
1.
Grading: As directed by the instructor, students are expected to submit
well-developed posts. A well-developed post is meaningful, shows relevance to
the topic, and reflects knowledge of the material. Well-developed posts
demonstrate synthesis of the subject matter, extend the discussion by building
on previous posts, and include proper source citations, when applicable. Posted
content will be assessed using a rubric found under the My Grades menu item in
Blackboard. Please see the syllabus course agenda and Blackboard course for
specific posting requirements. There is a 10% grade deduction for late
Discussion Board forum postings.
2.
Attendance: Online attendance for a gradable Discussion Board forum post
requires that the post must be completed during the assigned week. Activity
that is posted in advance of or after the assigned week will not count toward
weekly online attendance. Online attendance also requires substantive
interaction in Discussion Board forum as outlined in the University catalog (http://westcoastuniversity.edu/admissions/catalog.html). Posts limited to "I agree,"
"Great posting," or "Thank you" will not count toward
weekly online attendance.
The Minimum Passing Grade in a General
Education course is a C.
Assignments
and Activities (written papers, journals, blogs, projects or similar, both in
class or online):
·
Students
may be allowed to make up assignments and work missed as a result of absences
with penalty. Assignments submitted after the established due date will be
penalized at 10% per day. Late assignments will not
be accepted more than 3 days after the due date unless preapproval from the
instructor has been obtained in writing. Be sure to contact the instructor if
you believe you must submit an assignment after the due date. Approvals outside
the 3 days are generally provided for extenuating circumstances only.
Quizzes
and Tests*
It is the
student’s responsibility to contact the faculty member within 48 hours of the
original examination date of a quiz or test and follow the program policies for
missed work. Students will not be allowed access to a quiz or test after the
due date. Students may be able to complete a make-up quiz, test, or alternative
assignment based on instructor discretion. Students who do not contact the
faculty within 48 hours of the original examination date will earn a zero.
Examinations
(Midterm and Final Examinations, Proctored Examinations, Proctored Assessments,
or similar)*
Students are
required to be present for all examinations. If the student must miss an
examination due to a compelling reason**, the student must complete and submit
the Examination Date Change Request form with the required supporting
documentation for the event to the faculty member for that course. The
documentation must be submitted at least three (3) weeks in advance of the
examination. The faculty member will review and sign the request before
submitting the documentation to the Dean, Chair, or designee for approval or
denial of the request. The documentation must be submitted at the time of the
request, and the decision based on the original request is final.
Extenuating
Circumstances
An extenuating
circumstance is defined as an absence that is due to an unforeseeable
circumstance and not a compelling reason or scheduled event. The student must
notify the faculty member of the course within 48 hours before or after the
date and time of the examination. The Dean, Chair, or designee will make a
determination regarding student eligibility to take an alternate form of
make-up examination. If the student is able to demonstrate extenuating
circumstances (such as the inclusion of healthcare provider documentation, a
copy of obituary notice or death certificate, or a copy of police report for
automobile accidents), the Dean, Chair, or designee may permit an alternate
form of a make-up examination. The student may earn up to 100% on this make-up
examination based on the review of the supporting documentation of the
extenuating circumstances.
·
The
make-up examination must be taken within five (5) business days of the initial
examination administration or before the date of the next class.
·
The
make-up examination may not be the same examination but may be an alternative
format such as an essay examination.
·
The
student must take the make-up examination in a proctored environment.
·
If
the student is not able to provide acceptable documentation for either a
compelling reason or an extenuating circumstance, the maximum score that the
student may earn on the examination is 76%.
·
Students
who do not take the examination on the scheduled make-up date or who do not
contact the instructor within 48 hours of missing the examination will receive
a zero score for the examination.
·
One
form is required for each request. Any future make-up requests require a new
form.
·
Receiving
the maximum amount of points on a make-up examination will be considered only
for students who provide documentation of a compelling reason** for missing the
examination or if an extenuating circumstance occurs and is supported by
documentation. This does not apply for students who miss their regularly
scheduled examinations due to student choice or error (e.g., oversleeping). The
final determination for approval of a make-up examination is at the discretion
the Academic Dean, Chair, or designee.
*Course
curriculum varies from course to course. Not all courses have quizzes, tests,
or examinations. It is your responsibility to review each syllabus for
assignment criteria.
** A compelling reason is defined as
planned events or discretionary participation in activities such as weddings or
required travel.
Online activities: completed prior to the
in class session
In-Class activities: completed during the
in-class session.
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Weekly activities
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University
Mission
At West Coast University, we embrace a student-centric learning partnership
that leads to professional success. We deliver transformational education
within a culture of integrity and personal accountability. We design
market-responsive programs through collaboration between faculty and industry
professionals. We continuously pursue more effective and innovative ways
through which students develop the competencies and confidence required in a
complex and changing world.
Institutional
Learning Outcomes
Institutional learning outcomes are designed by the University as a whole,
taking into account the role that both instruction and student services play in
contributing to a student’s success. Institutional learning outcomes assume
achievement of the stated programmatic learning outcomes of one’s discipline.
Upon graduating from a degree program offered by West Coast University,
students will be able to:
1.
Implement intellectual
and practical problem-solving skills through information assessment and
critical thinking.
2.
Demonstrate
effective written communication skills.
3.
Demonstrate
effective oral communication skills.
4.
Demonstrate
computer proficiency and information literacy.
5.
Describe
ethical standards and legal guidelines associated with one’s chosen career
field.
6.
Explain
why knowledge of and respect for the societal contributions of diverse cultures
and perspectives is an important quality in one’s discipline.
7.
Articulate
the importance of working collaboratively with other healthcare providers in
support of the client/patient.
Academic
Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student
Handbook. Students
are expected to approach their academic endeavors with the highest academic
integrity. They must cite sources and submit original work. Academic honesty is
central to the institution/student partnership toward student success. Students
are accountable for adhering to the Academic Integrity and Academic Dishonesty
policies in the University Student
Handbook.
Attendance
Policy
West Coast University has a clear requirement for students to attend courses.
Students should review the Attendance Policy in the University Catalog.
Reasonable
Accommodations
West Coast University strives to provide reasonable accommodations to students
who have a defined need and who follow the appropriate steps toward seeking the
accommodation. The Reasonable Accommodations Policy is found in the University Catalog and the Student Handbook.
Classroom
Policies
Students are expected to dress professionally during class time as required by
the Code of Conduct in the Catalog and any rules in your programmatic handbook.
No children are allowed in classes or to be unattended on campus. Use of cell
phones, smart phones, or any other electronic devices in the classroom during
class time is strictly prohibited. Unauthorized use may lead to faculty member
confiscation of the device for the remainder of the class. Behavior that
persistently or grossly interferes with classroom activities is considered
disruptive behavior and may be subject to disciplinary action. A student
responsible for disruptive behavior may be required to leave the class.
Grade
Rounding
At West Coast University, scores are not rounded to the whole number until the
end of the term. All student assignments, quizzes, and examinations will be
rounded to the first decimal point. At the end of the terms, final course
grades will be rounded to the nearest whole point. For programs that use the
exam average to determine whether other course assignments are included in the
final scoring (e.g., Nursing), the end-of-term exam average may be rounded
(using the above rules) to make that determination.
WCU
Quiz, Test, and Exam Policies
Quiz,
test, and exam policies vary by course objectives and programmatic
expectations. Some quizzes, tests, and exams utilize a timed approach,
password verification, authentication process, proctoring protocols, and
academic integrity software. Students must follow the policies as outlined in
the syllabus and in accordance with the university, program, and any
third-party company (i.e., ATI®) policies. Refer to the Code of Conduct
and Academic Honor Code found in the University Student Handbook. Reference the
Late and Make-Up Work policy for specifics regarding missed quizzes, tests, and
exams.
Late
and Make-Up Work Policy
All students are
expected to submit evidence of learning as established by the academic program,
which is outlined in the course syllabus. Students are required to meet the
course objectives by submitting coursework no later than the assigned due
date. In order to demonstrate achievement of the course learning outcomes,
students may be allowed to submit late work. Specifics regarding late work are
listed in the program and/or course section of the course syllabus. If a
student submits late coursework, the instructor, at her or his discretion,
may deny acceptance of the assignment or award partial to full credit in
alignment with the program policies. Technological issues are not an excuse for
late submissions unless the problem stems from university equipment, Blackboard
outages, or third-party content providers.
Missed
Quizzes, Tests, and Exams
All quizzes,
tests, and exams must be completed by the date they are assigned. If a quiz,
test, or exam is missed due to a documented emergency situation (e.g., death in
the immediate family), it is the student’s responsibility to contact the
faculty member within 48 hours of the original due date and follow the program
policies for missed work. Students who do not make up the quiz, test, or
assessment as scheduled or who do not contact the instructor within 48 hours
will receive a zero score for that assessment.
Final
Week of Term/Semester/Trimester
Quizzes, tests,
and exams must be completed and assignments must be submitted no later than the
last scheduled day of class during the final week of the term/semester/trimester.
In the final week, some courses will have an alternative class meeting day,
time, and room, or submission deadline. Specifics regarding the final week are
listed in the course syllabus. Refer to the University Attendance Policy for maximum
absences and other details.
Technology
West Coast
University utilizes the Blackboard Learning Management System. Technical
support for Blackboard is offered 24 hours per day, 7 days per week. There are
minimum system requirements to access not only Blackboard but also any
resources that may be posted in Blackboard or utilized in a course. Please
refer to the University Student
Handbook. for
minimum technical requirements. For tech support options, please click on the
Support tab located at the top of your Blackboard home page. Blackboard can be
accessed here: www.learn.westcoastuniversity.edu
Library
Information
You can access the library through the Library tab at the top of your
Blackboard home page or here: https://westcoastuniversity.edu/academics/library-resources.html
Course Related Policies
West Coast University has specific course related policies for overload,
auditing, repeats, courses passed but not successfully completed, add/drop and
withdrawal. Please see the University Catalog for course related policies.
Guidelines for the Journal Assignment
The study of psychology is based on the observation of human behavior, mental processes, and growth and development. Because this is a study of human beings, rather than an abstract science like some aspects of mathematics or quantum physics, it should be possible for the student to apply the knowledge gained from psychology to real events in their lives: to themselves and other people they come in contact with. These journals provide the student the opportunity to apply the material studied to themselves in a practical and useful way which is intended to help the student gain insight in a manner that is helpful to them in an applied, meaningful way.
Each student will write a minimum of five journals applying the material from the text to aspects of their life as they see fit. The journal will be typed, double spaced in a 12 pt. font. The paper should be two pages in length. Further explanations of this assignment will be provided in class.
Guidelines for
the Personality Analysis Paper Assignment:
After you take the 5 Factor Personality test during the first week of class you will write a paper analyzing your results. You will utilize critical thinking to discuss the traits the test assigns to you, adding supporting evidence from your actual behavior to support you analysis. This will be discussed in detail in class.