Quinsigamond Community College (QCC) Course Title: Introduction to Psychology Course Number: PSY – 101 – 00 Prepared by & E-mail: Professor Sandra England sengland@qcc.mass.edu Office, Phone & Box #: 313-Administration Building, 508 - 854 - x7411 Box # 99 Office Hours: M/W p.m., T/TH a.m. Semester, Days & Time: Fall 2013, M/W/F, 0 -00:50 p.m.

Location: Room 000-Administration Building Co-requisite: ENG 100 or appropriate placement score I. Catalogue Description: Credits: Three In this survey course, the student becomes aware of and appreciates the various influences upon behavior. The topics covered include, but are not limited to, the nervous system, sensation and perception, motivation, learning, emotion and personality. Through an investigation of these areas, within a multiplicity of cultural contexts, the student understands the diversity of the human condition. II. Required: IIA) Text , ISBN # 978-1-4292-9546-8 (a list of the text’s ten-content areas, below); IIB) with PsychPortal Access Card (general portal information included below); IIC) Turning Technologies Clicker; IID) a Library Access Barcode; Q-mail account and

IIE) a QCC Print Card.

IIA. Text Griggs, R. A. (2012). Psychology A Concise Introduction. New York, New York: Worth Publishers, a Division of Bedford St. Martins, Freeman, and Worth, 3rd edition.

Chapters and Content Areas 1. The Science of Psychology 6. Thinking and Intelligence 2. Neuroscience 7. Developmental Psychology

3. Sensation and Perception 8. Personality Theories and Assessment 4. Learning 9. Social Psychology 5. Memory 10. Abnormal Psychology

Introduction to Psychology – Fall, 2013 – PSY 101 – 00 page 2 IIB. PsychPortal Website The text accompanies the portal when the ISBN# 9781429295468 is used. The portal’s address is http://courses.bfwpub.com/griggs3e.php . This is where the majority of your homework is located. Our bookstore has the portal’s access card packaged with the hard copy of the text. This package or just an access card can be purchased as a stand-alone directly from the website, also. Portal- How To Section - After entering the web address http://courses.bfwpub.com/griggs3e.php, set up your user ID and password, then click on my name and it will bring you to five-sections of Introduction to Psychology for fall, 2013. Choose your section number (PSY 101-00) by clicking on it. (Hint: their portal prefers the web browser, Firefox, especially if you are a Mac user.) The portal includes the sections: Home, E-Book, Quizzing, Course Materials, Assignment Center, and a Gradebook and offers user guides and online assistance. Just click on the icon HELP or call the number listed should you have any problems. There are many types of enjoyable activities to accompany our class topics, including: self-tests and specialized study recommendations, review materials, annotated Web links, simulations and demonstrations. Begin exploring the site as soon as you gain access. It is rather impressive! IIC. Turning Technologies ResponseCard – also referred to as a “Clicker” The student response project was initiated in fall, 2012, by the college and was undertaken by nine of the college’s professors in a variety of classes across multiple disciplines. This class will be continuing in the clicker project as the results appear to indicate an improvement in overall student performance. Additionally, the clickers appeared to facilitate class discussion, and promote a deeper understanding of the course material. Since attendance and participation points will be collected with the clicker, they also provide empirical data regarding class participation. Your clicker will be used daily and is expected to be brought to all classes, including our library training days, etc. Once you purchase your (clicker) ResponseCard, you will be registering it in two places:

One) First, go to http://student.turningtechnologies.com/. There is a simple wizard to assist you.

1. Enter your ResponseCard ID (6 character hexadecimal number) located under the barcode on the back of the clicker. 2. Enter your first name and last name in the appropriate fields/section. If you use a nickname, place it in “other” block.

3. Complete security entry.

4. Press Next.

5. Enter your instructor's email address, sengland@qcc.mass.edu to setup this account.

6. Select the class name that you are in for this instructor (PSY 101-00), and add it to the list on the right.

7. Click Next and confirm information. You may click Back if you find information you need to correct.

Two) The second area where you will register the clicker will be found from your Q page.

1) Choose Blackboard Learn,

2) Click on our course, PSY 101-05,

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3) Click Clicker Registration on the left,

4) Choose Turning Technologies Registration Tool,

5) Find your name on our class list and add your Card Device Id.

6) Click Register. Don’t forget the clicker # is on the back of your clicker and should be copied accurately on this site to create a link between your name and the clicker.

Your purchase and use of the Clicker/ResponseCard is required, as it will contribute 5% to your formal assessment and final grade. The ResponseCard (clicker) can be purchased directly from the QCC bookstore, or from Turning Technologies. III. Teaching Methods: All teaching methods including: lectures, individual and group homework, individual written submissions, and tests are tied directly to learning outcomes. Additionally, the library training(s), each group and individual assignment, problem solving activities, and graded individual and group in-class homework are used to evaluate student knowledge and teaching effectiveness. Individual and group assignments, individual writing-across-the-curriculum presentations, along with adjunct efforts with visual and media materials including: chalkboard, videos, clickers, PowerPoint, selected psychology articles, quizzes, etc. will be employed. IV. Learning Outcomes, Training and Assessment Method(s) Used in Addition to the ResponseCards, Text and Portal Website: (Lecture (L); Library Training (LT); Visual &/or Media Materials (V/M); Group and Individual Problem Solving Activities(GPS) & (IPS); Classroom Discussion (CD); Graded Individual In-class Homework or Graded Group In-class Homework (GIHW) or (GGHW); Group and Individual Class Assignments (GCA) & (ICA); Writing-Across-the-Curriculum Graded Individual Presentations (WACGIP); and Objective Tests (OT). Upon completion of this course students should be able to complete the following activities at minimally a rudimentary level.

A. Outline the history, some of the initial schools of thought, methods, and approximate chronological age of the psychology discipline. (L), (V/M), (IPS), (CD), (GIHW), (GCA), (OT).

B. Differentiate between observational, correlation, and experimental research designs used by psychologists and perform a basic interpretation of the research results and variables involved. (L), (V/M), (GPS), (CD), (OT).

C. Explain how biological and/or environmental factors contribute to development, behavior, and personality. (L), (V/M), (CD), (OT).

D. Distinguish between a scientific journal study with an APA citation and references, compared to other citation styles utilized in academia within other disciplines. (L), (LT), (V/M), (CD), (WACGIP), (OT).

E. Express cognizance of the importance of critically evaluating information, especially the source. (L), (LT), (V/M), (GCA), (WACGIP), (OT).

F. Locate and retrieve relevant scholarly, peer-reviewed, empirical studies from psychology databases, while understanding the function of the major sections (literature review, method, results, discussion, etc.) found in the studies versus popular and secondary sources. (L), (LT), (GPS), (IPS), (WACGIP), (OT).

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G. The differences between an empirical, quantitative study versus a qualitative one, or an article selected by an editor. (L), (LT), (GPS), (IPS), (WACGIP), (WACGGP), (OT).

H. Identify the similarities and differences between significant theorists, major fields of study, topic areas, prominent psychology terms, and issues relevant to stages of development.(L), (V/M), (IPS), (CD), (ICA), (OT).

I. Discuss how stages of development, consciousness and perception might relate to the development of physical, cognitive and psychosocial issues. (L), (V/M), (IPS), (CD), (GCA), (OT).

J. Label the major parts of a neuron, an eye, lobes of the brain and the Central Nervous System (CNS) and provide a basic explanation of their function. (L), (V/M), (GPS), (IPS), (CD), (OT), (ICA), (GCA), (OT).

K. Provide examples of the importance of psychology topics to society, and explain how someone might use their knowledge of the links between theory, research and application to assist in daily human experiences. (L), (V/M), (CD), (ICA), (GCA), (OT).

L. Discuss social psychology concepts which occur across multiple cross-cultural, multicultural, intergenerational and social issues, and which have long-term implications on people’s development. (L), (V/M), (CD), (ICA), (GCA), (OT). M. Distinguish between classical conditioning, operant conditioning and cognitive learning and

express an elementary understanding of how each might assist both humans and animals to learn, remember, and develop emotions, attitudes and personalities. (L), (V/M), (GPS), (IPS), (CD), (GIHW), (GGHW), (OT).

IV. Tutorial Resources and the Writing Fellows Initiative:

A. SMARTHINKING is QCC’s online tutoring service. It is FREE for our students. Students can access all tutor schedules for all tutoring centers via the QCC student portal. https://confucius.qcc.mass.edu/ics. Click on Student Services, then Tutoring. The list of all subjects tutored in all the centers are clickable links that will take students to the in-house and online schedule for that subject. The link and log-in instructions for Smarthinking are there as well. http://www.smarthinking.com Follow these steps to get started with the tutorial resources:

Go to www.smarthinking.com

1. Enter QCC followed by your QCC STUDENT ID (ex. QCC123456) for the username and THE LAST 4-DIGITS OF YOUR SOCIAL SECURITY # for the password

2. Log in this way whenever you need help.

Help when you need it: 24 hours a day!

B. Writing Fellows Initiative: “A Writing Fellows Program is a curriculum-based peer-tutoring program that links trained, peer-writing tutors with specific writing-intensive courses on a semester basis. As such, a Writing Fellows Program extends college-level writing instruction beyond the English department and further encourages instructors across the curriculum to include a writing component in their courses. By acting as readers, tutors, writing mentors, and workshop leaders for other students in

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designated classes, Writing Fellows support students ‘ ongoing writing development and academic success.

• Fellows will attend a number of classes. • Fellows will be available outside of class for tutoring/conferencing/workshops. • Fellows are available to work in class alongside the faculty member on writing-related activities. • Fellows are available to comment on rough drafts of papers. • Fellows will attend bi-weekly meetings with the Learning Manager of the Communication Skills

Center (CSC). • Fellows will meet regularly with their faculty member. • Fellows are not teaching assistants. They do not grade or assist with course content other than

reading and writing. The Writing Fellows Pilot Program addresses the College’s need for ongoing support for and improvement of student writing across the disciplines. The Program emphasizes the importance of developing strong communication skills by providing supplemental support and structure for the writing component of a course – creating confident writers, improving writing skills, and leading to improved learning outcomes, course completion, and retention. As such, the Program also supports various initiatives on campus, such as Writing in the Disciplines and Communication Skills General Education Outcomes, as well as retention and completion goals.” per (CSC) e-mail, August, 5, 2013.

V. Class Expectations and Standard Classroom Rules and Procedures include:

A. College students stay engaged with the lecture material, use their clickers daily, take notes, and have paper and writing utensils available, at all times. On test days, especially, please bring your pencil and an eraser

B. Most colleges recommend study time be minimally two to three hours of study for every hour in class. We meet three times a week for approximately 50 minutes, and have a three credit class, therefore, spending between six and nine hours per week on this class would be a fair expectation.

C. Assigned reading and on-line work should be completed prior to a class lecture on the topic. This allows you to ask questions in class to clarify your understanding of the material, gain experience in integrating and evaluating information, and practice expressing yourself at a college level. It also increases your academic success with random, post-reading quizzes.

D. No texting or cell phone use during class, unless by special permission. Should your cell phone make an appearance, it will be placed on the professor’s desk and picked up by you at the end of class.

E. Adherence to QCC’s, Ten Steps to Promote Positive Classroom Etiquette

The following classroom etiquette guidelines were developed to provide faculty and students with a positive and respectful learning environment, to foster teaching and learning. The purpose

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of these guidelines is to provide both students and faculty with a positive atmosphere in the classroom and to promote honesty and integrity in the classroom. 1. Students are expected to attend all scheduled classes 2. Students are expected to be in class on time. 3. Students are expected to remain in class for the entire instructional period. 4. Students are expected to remain alert throughout the entire instructional period. 5. Students are expected to come to class free of alcohol or drugs. 6. Students are expected to be respectful of opposing opinions. 7. Students are expected not to interrupt a faculty member or other students when they are speaking. 8. Students are expected to address student specific concerns prior to or after the instructional period.

9. Students are expected to use respectful language throughout the instructional period. 10. Students are expected to receive the faculty’s permission prior to using cell phones, laptops, or other electronic equipment.

Discipline policies, plagiarism policies, etc. are in direct concurrence with the Quinsigamond Community College Handbook and other QCC written documents (see example below). Plagiarism, for example, will result in a grade of 0 for the assignment and will be turned over to the appropriate college administrator for disciplinary action. Bringing another student’s clicker to school and responding on their behalf would be another example of cheating.

QCC’s Academic Honesty and Plagiarism Policy

Our purpose in the classroom is to seek the truth; this work requires trust and honesty between teacher and student. If we are not honest about what we know and do not know, our learning will always be impaired. Because our teaching and learning depends on this honest communication, we expect all students to understand what plagiarism is and why it is unacceptable.

Plagiarism means taking someone else’s ideas or words and presenting them as one’s own. The offense can take many forms including cheating on a test, passing in a paper taken from the Internet or from another student, or failing to properly use and credit sources in an essay. Sometimes the issue is subtle, involving getting too much help on an assignment from someone else. In every instance, plagiarism means cheating both oneself and the owner of the source. Since, student cheating sabotages the learning experience, consequences range from no credit for the assignment to failure for the course and possible expulsion from the college.

Any student considering plagiarism should recognize the consequences and consider alternatives. Students uncertain about what constitutes plagiarism may request help from faculty or from appropriate college services.

VI. Classroom Assessment Methods, or in general, “How It Will Work”:

Each student’s overall performance is evaluated through multiple activities with varying weights, all of which contribute to your final grade. (Suggestion: Keep handouts, notes, tests, etc. together and available in some type of binder. Since a combination of multiple items constitutes your class grade, your past exam scores and other returned assignments will assist you in determining your on-going class standing based upon the percentages for each activity: A. Tests, 60%, B. Portal, 15%, C. Packets, 10% (5% each), and D. (Attendance, 10%, & Clickers/Attendance, 5% = 15%.) Each Graded-Activity is elaborated upon below and listed under their corresponding letters A – D: Introduction to Psychology – Fall, 2013 – PSY 101 – 00 page 7

A. Tests 60% - No Make-up Tests or Extra-credit are offered, although each student will have

their lowest test grade dropped; if an exam is missed, it will count as that lowest grade. The remaining tests are averaged and then multiplied by .60 to determine this 60% section of your grade.

1. Should a student miss two tests a cumulative final is given, in lieu of the regular two-chapter test provided to the rest of the class. The grade obtained on the cumulative final will be used

twice, once to replace one missed test, and again for the final test grade.

2. Should more than two tests be missed, a zero will be averaged into the overall test scores for each test missed over two.

3. Perfect attendance from one test to the next awards a plus-two point* addition to that test. *(See Incentive Plan, Section VI., D5 & D6, page 9 for more information about this enticement to attend class.)

B. Portal and Take-home Homework 15% - 1. Each chapter has a variety of on-line work assigned, quizzes, etc, with due dates listed. This

assigned work is submitted through the PsychPortal, but there are also many portal activities not formally assigned but available to assist you if you require further clarification on a topic. Additionally, there might be miscellaneous “other assignments not from the portal” which might be requested and are to be completed by you at home. (This is at the discretion of the instructor.)

2. Missing class is not an acceptable excuse for not reading or turning in an assignment when

it is due. If it requires a hard-copy, rather than the more typical portal, or on-line submission; you have many options: make arrangements with another student to drop it off; hand it in early by placing it in either my box (#99), or in my door slot, Room 313A; or e-mail it (NOT INDIVIDUAL PACKET SUBMISSIONS) before the class period ends at (sengland@qcc.mass.edu).

3. Anything designated as homework is always due the next class, unless informed otherwise.

Homework might include, but is not limited to, a variety of items such as: portal submissions, website information, always a portal quiz on each chapter’s reading assignments, diagrams, or puzzles, etc. Occasionally, homework might be completed in a small group, but usually assignments are completed individually.

4. Please type all work, unless they are handouts in a worksheet-type format.

5. Late assignments are not accepted and have no credit issued; they are no longer relevant to the subject under discussion.

We will utilize a variety of approaches to both assist in your psychology learning and your getting to know your classmates. Utilizing diverse efforts should aid in answering the many different students’: learning requirements, choices of learning experiences and preferred teaching methods.

C. Two-Individual Submission Packets, 10% (so, 5%, 5 points, possible for each packet) –

Each individual submission packet minimally consists of five parts:

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1. A copy of a “Psychology Today” (secondary source) article from our library that piques

your interest to investigate further.

2. Copy the Psychology Today article’s citation, if it is available, or create the article’s citation using the APA Style with the hanging indent format.

3. Locate and copy the original study (This is the research the Psychology Today author based their article’s information on. It is called a primary source.) which provided the basis for the secondary source, (the Psychology Today article), to be written.

4. Now, locate and copy the original study’s citation.

5. The fifth and last item for your packet submission will be the top sheet of your packet. It

will include three, typed-paragraphs in response to the questions posed below, your name, class, section and date. The 3-Questions: a. What do you believe occurred in this study? (Basically a summary) b. Did the secondary report remain faithful to the primary information? and c. Might the primary or related study raise further questions for you or others, and what might those questions be?

If a copy of the original research study and citation (which is preferred) is not available, then substitute a very similar study and its citation, you believe will best support the secondary source information you read in the newsfeed or magazine. Since the similarity, relativity, and strength of support of this similar study are more open to interpretation by the instructor, be sure you locate the best study possible to support your choice. It might even be worth your while to find two studies and their citations in this situation! (Don’t leave this assignment until near the due date, as it will often require extra time for the library to acquire the original study, especially if QCC doesn’t carry the journal and they have to utilize an interlibrary loan.)

*Items in the packet should be copied in full for credit. E-mailing this project is not acceptable. *The order to staple the packet together, by page, is listed below: 1st) The three-paragraph sheet on the top of the packet (see C5 above), value of 1 point, 2nd) The copy of the Psychology Today article you chose (see C1 above), value of 1 point, 3rd) The citation for the Psychology Today article, using APA format, (see C2 above), value of 1 point, 4th) a. A copy of the original study, which was the justification for the “Psychology Today” article (see C4 above), OR 4th) b. A copy of a similar study you believe supports the original article’s views/perspective(s), (see C6 above) 5th) The citation (APA hanging indent style) for either the copied primary study or the research article you felt best supported the secondary source, (see C5 above), value of 1 point.

Introduction to Psychology – Fall, 2013 – PSY 101 – 00 page 9

*Your first Individual Packet (possible value of 5 points) will be submitted to the professor on the first individual submission date or early if you know you won’t be in class on that date. Should it receive less than five points, it may be resubmitted on the resubmit date for the higher score. You will be provided three opportunities to refine your submission packet and resubmit for the higher score, however, an overall value of only three points is available if the resubmit date is a first-submission, due to it being a late submission.) See the Tentative Topics and Assignments Schedule in the back of the syllabus for submit and resubmit dates. [Hint: The professor and/or your peer-tutor will be pleased to view your packet information and assist you, to assure you are on track. Just make an appointment with the tutor or drop in during my office hours (NOT during our class timeframes). (See the first page of this syllabus for office hours)]. Again, these packet submissions will not be accepted electronically.

. *Your second packet will be accepted in class and on the due date, following the same guidelines outlined above. Like the first project, the second packet loses points if it is late and not handed in, during class or earlier. Any confusion about this project will, hopefully, be alleviated as feedback occurs during the initial packet’s submission.

Additional Information to Assist with your Individual Submission Project:

1. *Attendance at a Library Training is required, will count as a homework grade, and will be instrumental in your success on these projects. The date will be confirmed early in the semester. Make sure you write your name on this verification to receive proper credit for the training. 2. *Should you miss the library training, you will be required to schedule a 1-1 with a research librarian and bring verification of your training session to your professor. 3. *Since publications such as “Good Housekeeping”, “Sixteen” magazine, etc. or any source other than the approved genre of peer-reviewed, empirical, quantitative, research journal studies will not be acceptable as the primary research study you submit, attending the library session should assist you in identifying those sources that will assist you in your efforts

to be successful. The librarians will discuss the literature and explain why you do not want case studies, qualitative studies, meta-analysis, editorials, or reviews as they fall into the not approved genre’ for this project.

4. *Acceptable studies can often be identified by the terms: empirical, quantitative, peer- reviewed, research or journal studies.

5. *The librarians will train you to locate acceptable studies with the sections of: title, literature review, methods, results, discussion, and reference sections, per the approved American Psychological Association (APA) research guidelines. Additional explanations of this topic will occur in class, on the classes’ scheduled library day, and in the library handouts you receive on training day. 6. * Remember to document sources appropriately using the hanging indent, APA guidelines (This is another of the things you will learn to do on your library training day.) 7. * After you print your study, while it is still being viewed on the computer screen, copy the APA citation for it from the drop-down menu.

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D. Class Participation/Attendance (10%), Clickers/Attendance (5%), plus Incentive Plan*, below):

1. Attendance is important in either college (or a job)! If you do not attend class, bring your

clicker, and display engagement with the class material, then you should not expect full credit for this portion of your grade, just as you would not expect full pay in your paycheck. Please be courteous to your fellow students and support their efforts by being present and punctual, as well.

2. Sending your clicker to class with another student to answer questions, or exchanging

clickers with other students in class is viewed as cheating. Anyone caught cheating with the clickers will receive zero points for all the clicker question portion of their grade for the semester. 3. Clickers are also used for attendance purposes. They display the amount of students present

and are used in lieu of your name, after they are paired. For my records the number of responses should also match the class head count. There would be a problem establishing each student’s individual attendance if they didn’t register their clicker and/or respond to questions. When you answer questions, you enter your clicker ID, simultaneously.

4. Once you purchase your Clicker, a) go to http://student.turningtechnologies.com/ to register

your clicker for this course. There is a simple wizard to help (see page 2 of this syllabus). b) You will also be registering your clicker at QCC on the Blackboard site allocated for your class accessed from your Q page(see page 2 of this syllabus) , so you need to have your Q-mail working.

5. Part of the class participation grade also includes involvement in classroom discussions,

group work and other ancillary activities.

*Incentive Plan

6. *If perfect attendance occurs for every class prior to a test, a 2-point bonus is added to that test! You begin to accumulate bonus points after each test toward the next test. Make sure to sign into the daily roster sheet!

7. *Additionally, if you miss only one or none of the two-point bonuses this term, your final

test grade (excluding cumulative test participants) will receive a bonus of ten points, instead of two points.

E. Concerning Students with Special Needs and other Special Populations:

It is of the utmost importance that you inform me at the beginning of the semester of your particular needs. If you have concerns about this course please make an appointment with me. Many services are available for special populations at Quinsigamond Community College. Information on these services can best be found on the left side of the screen on the Q site. If your concerns are about

a learning disability, please make an appointment with me, and a learning specialist at the Learning Assistance Assistance Center, Room 246A. They are located:

On the Worcester Campus in the Administration Building Room 246, or contact them by phone at 508-854-4471 or via e-mail at disabilityservices@qcc.mass.edu Introduction to Psychology – Fall, 2013 – PSY 101 – 00 page 11

On the Southbridge Campus in the Reception Area of 5 Optical Drive, or contact

them by phone at 774-318-2113 or via e-mail. All information is strictly confidential.

Veterans Services, for example, another of the links on the left side of the Student Services screen provides support to assist student veterans and members of the Armed Forces in their adjustment to becoming successful in civilian and college life. They are committed to promoting college spirit, as well as, establishing and maintaining fellowship amongst veterans and students on campus. The Office will assist Veterans of the United States Armed Forces, Reservists, Guardsmen and Dependents of Veterans apply for and receive education benefits in compliance with the regulations of the United States Department of Veterans Affairs (DVA). Our pages provide multiple links to information about the GI Bill and other valuable resources. Contact the College’s Veterans Affairs (VA) Certifying Official, Paula L. Ogden, at (508) 854-2721, or either of the following e-mail addresses: pogden@qcc.mass.edu , or veteranaffairs@qcc.mass.edu . Their room number is 125-A and their hours are from 8 a.m. to 4 p.m., Monday – Friday.

Tentative Topics and Assignments Week Date and Day Lecture/Study Guide/Films Prep for Next Class *Buy Text Package & Clicker, Read Ch One Week One 9/2 Mon Labor Day – No Classes! *Explore Psych Portal homework @ http://courses.bfwpub.com/griggs3e.php

9/4 Wed Syllabus/Intro/Ch One * Always read prior to classes! The Science of Psychology *Check out FREE “Companion Site”,

9/6 Fri Ch One (cont.) (not for class credit, but might assist you)! www.worthpublishers.com/griggs *Familiarize yourself with clicker! Week Two 9/9 Mon Ch One (cont.), *Add/Drop 9/3-9/10, Clickers in Place!

9/11 Wed Ch One (cont.) *Read Ch Two,withdrawal begins today! 9/13 Fri Ch Two, Neuroscience, *Don’t forget the portal homework!

Week Three 9/16 Mon Ch Two, (cont.) *(Choose & copy “Psychology Today” article, 3rd floor librarians will assist, 9/18 Wed Ch Two (cont.) need for 9/27/13 tentative library date).

9/20 Fri Ch Two (cont.) *Study for Test Ch 1 & 2 Week Four 9/23 Mon Test 1/Ch 1 & 2 * Read and study Ch Three. Do portal! 9/25 Wed “Choose Tomorrow”in the *Suicide Prevention Seminar HLC, 109-B *Visit library for article, yet?

9/27 Fri *Library Training Day (unconfirmed) *When Library Day is confirmed, know we will meet on the 3rd Floor of the Alden Library on that date. Your mission is to obtain one empirical, peer-reviewed research journal study, and its APA citation, based upon the “Psychology Today” article you have chosen.

Week Five 9/30 Mon Ch Three, Sensation *1st Packet due 10/4. Go to Library, yet? & Perception *Have you visited professor or tutor re: packet due 10/4, yet?? 10/2 Wed Ch Three (cont.) *Read and study Ch Four. Do portal? 10/4 Fri Ch Four, Learning *1st Packet Due in class, today! Introduction to Psychology – Fall, 2013 – PSY 101 – 00 page 12

Tentative Topics and Assignments

Week Date and Day Lecture/Study Guide/Films Prep for Next Class Week Six 10/7 Mon Ch Four (cont.) *Go to library, yet? Visit peer-tutor? 10/9 Wed Ch Four (cont.) *Study for Test Ch 3 & 4 10/11 Fri TEST 2/CH 3 & 4 *Resubmit Packet #1, if required. (Resubmit value-3pt. only, if late submission.) Week Seven 10/14 Mon Columbus Day-No Classes! * Read and study Ch Five. Do portal? 10/16 Wed Ch Five, Memory *Work on packet # 1 for resubmission (if required)? *Visit peer-tutor, if resubmitting? 10/18 Fri Ch Five (cont.) *Do portal homework, yet?? Week Eight 10/21 Mon Ch Five (cont.) *Read and study Ch Six. 10/23 Wed Ch Six, Thinking & Intelligence *Go to library to do packet, yet? Tutor?

10/25 Fri Ch Six, (cont.) *Third & last resubmit for packet #1. (Resubmit value-3pt. only, if late submission.) *Study for Test Ch Five & Six

Week Nine 10/28 Mon Test 3/Ch 5 & 6 *Read and study Ch Seven. Do portal? 10/30 Wed 3rd Floor Library Research Day *Progress Grades Due/Registrar 11/1 Fri Ch Seven, Developmental *Priority Registration begins today!

Psychology Week Ten 11/4 Mon Ch Seven (cont.) *Do portal homework, yet??

11/6 Wed Ch Seven (cont.) 11/8 Fri Ch Seven (cont.) *Visit peer-tutor re: packet #2, yet? Week 11 11/11 Mon Veteran’s Day-No Classes! *Visit library re: project, yet?

11/13 Wed Ch Seven (cont.) *Read and study Ch 8 11/15 Fri Ch Eight, Personality Theories & Assessment *2nd Packet Due, in class today! *Study Test Ch 7 & 8. Week 12 11/18 Mon Ch Eight (cont.) *Priority Registration ends 11/20 Wed TEST 4/CH 7 & 8 *Read and study Ch Nine. Do portal? 11/22 Fri Ch Nine, Social Psychology *#2 packet resubmit date, if required.

(Resubmit value-3pt. only, if late submission.) *Last day to withdraw w/o penalty Week 13 11/25 Mon 2nd Library Training *Did you do your portal homework? 11/27 Wed Writing Day for resubmits, due 12/4, after Thanksgiving! 11/29 Fri Thanksgiving Recess 11/28-12/1 *Enjoy and study a bit, too?

Introduction to Psychology – Fall, 2013 – PSY 101 – 00 page 13

Tentative Topics and Assignments (continued)

Week Date and Day Lecture/Study Guide/Films Prep for Next Class *Read and study Chapter Ten Week 14 12/2 Mon Ch Nine (cont.) (Resubmit value-3pt. only, if late submission.) *Last date for packet # 2 submissions! 12/4 Wed Ch Nine (cont.) *Don’t forget to do portal HW! 12/6 Fri Ch Ten, Abnormal Psychology Week 15 12/9 Mon Ch Ten (cont.) *Study for Final Exam 12/11 Wed Test 5/ Ch 9 & 10 Final Exam, unless cumulative exam required, see syllabus! *00:00-0:00 p.m. Note: 2-hour timeframe and time change!