• Demonstrate familiarity with the major concepts and theoretical perspectives appropriate to the following major fields in psychology--neuroscience, biological and evolutionary influences, perception, consciousness, learning, memory, developmental psychology, cognition, intelligence, motivation, emotion, social psychology, personality, and psychological disorders. 
  
• Explain scientific principles appropriate to psychology.
• Apply course materials.

III.    Linkage of course to educational program mission and program outcomes.

In addition to learning about psychology, this course helps students acquire knowledge and skills needed to fulfill general education requirements. General psychology can be used for all degrees and certificates of achievement offered at WNC.  It is most strongly linked to the missions for general education and the two primary transfer degrees, AA and AS.  The course helps students meet the student learning outcome of transferring successfully to baccalaureate degree programs.

Students in general psychology are expected to demonstrate that they meet five of the general education student learning outcomes:

• College-level reading and writing skills.
• Effective and efficient learning skills.
• Understanding of the methods of science.
• Understand and apply social science principles.    

E-mail and Messaging in Moodle.  Unless I am off-campus for specific meetings or conferences, I check my email and messages constantly throughout the day during the work week (Monday - Friday).  I rarely check my email over weekends or official holidays.  During the work week, I usually respond to questions from students within 24 hours of receiving email.  Please note that correspondence after 3 p.m. on Fridays is usually not answered until the following Monday.

 

Final Grade
Total Points	Percentage	Grade
342 - 380	90% and above	A
334 - 341	88 - 89%	B+
304 - 333	80 - 87%	B
296 - 303	78 - 79%	C+
266 - 295	70 - 77%	C
258 - 265	68 - 69%	D+
228 - 257	60 - 67%	D
<228	<60%	F

Tests are graded on a point basis rather than given a letter grade.  Students can determine their status for any assignment by calculating the percentage of points earned compared to the total number of points available at the time.  Students who wish to calculate grades for any assignment need only to use the 90% = A, 80% = B, 70% = C, 60% = D scale.  For example, if the total test is worth 50 points, 45 points are needed to get an A, 40 points to earn a B, 35 is the cut-off for a C, and 30 is the minimal score needed for a D. 

• All written assignments, quizzes, and tests should reflect each student’s thinking.  There may be times where students will work with others on a joint project, but the instructions for the assignment will specifically state that students may work jointly.  Unless such instructions are included for an assignment, students should work individually and independently of others. 
  
• If the student takes material directly from the text or another resource, the material must be in quotes.  Copying a complete answer directly from the text or other source, including a web site, the text, or the PowerPoint slides for the course without putting quotes around the material is plagiarism.   
  
• Copying from others or giving material to other students to copy is a violation of academic honesty.
• Working and studying with others is fine; however, the completed assignment should not be written as a joint effort.  Each completed assignment should be unique to the person who submits it.

• Take the time to read what your classmates say in the forums and other open areas of the course.  Everyone comes to this class with his or her own ideas, and each of us can learn a lot from others.  If you are not sure what someone means, ask for an explanation or try to paraphrase it to see if you understand it.
  
• Avoid sarcasm, ridicule, and humorous insults.  This type of communication is difficult to pull off in a face-to-face situation and almost impossible to pull off electronically. 
• Give other people the benefit of a doubt when it comes to interpreting what the person is saying.  There are times when I have sent out what I thought was a clear and polite email that the reader thought was either unclear or impolite.  Ask me to explain my meaning or let me know if you found something inappropriate. 
• We will be talking about some sensitive subjects in this class, and sooner or later you will hear or read something that offends you or is at odds with your values.  I'm a scientist, and psychology is founded on scientific principles.  That means I cannot skip material or ideas that might offend some.  Please keep in mind that I am not out to change your personal values.  I require that you learn the material; I do not require that you agree with it. I frequently tell students that if they really dislike some idea, they need to work at understanding it.  There are some theories in psychology that I understand very clearly that I still think are wrong and offensive.  I will be honest about the ones I think are bad theories, but you have the right to like them even if I do not!
  
• There is a difference between a spirited discussion and an out-and-out rant.  Be spirited.  Try to avoid rants.  Avoid shouting rants where you type in all caps. 
  
• Show your respect for your opinions and the opinions of others by "owning" your personal feelings or beliefs instead of making them into "statements of fact."   If you think something is wrong, say:  "I think it is wrong to . . ." instead of "It's wrong to. . ."  If you don't like an assignment, simply say "I don't like this. . ." or "I didn't get much out of. . .because. . ."   Remember:  The things you think are true are just as likely to strike someone else as wrong, and assignments that did not work for you may be very significant to someone else.
  
• Some students are really great with computers, know every techie trick, and speak in the latest lingo.  Others of us, and I include myself in this group, use computers, but aren't very sophisticated with some of the slang and technology of the computers.  I love learning new tricks and ways to make things work and welcome suggestions from everyone. 
  
• If you need tech help, the College can provide it.  You can send your email to me and I will do my best to help or direct you to another source. 
• PSY 101 does not require using the library for assignments.  However, there may be topics that you would like to pursue that require library research.  I have worked with our librarians for years and can testify that you won't find anyone who is more informed, interested in working with students, and able to help students find all types of quality information than our librarians.  If you do nothing else, visit their web page and find out about all of the great handouts, links, and information you can get for free.  Just go to the College's home page and look for library services. 
• There is an old rule of thumb that says that a three-credit course requires three hours of class and an additional six hours of study each and every week.  Since we don't have class time, this means you are expected to put in about nine hours of study every week for this course.  If you are not very good at studying, it may take you more time to master the material.  As you can see by one of the course outcomes, I want every student to learn to study effectively and efficiently.  But I will not know you need help unless you tell me.  Send me a private email if you want special help and we will arrange something to help you learn to study.
  
• I think of each class as unique.  I think of the class as our class; not my class, not your class, but our class.  There are fewer things in life I enjoy more than learning and helping others learn.  I expect to learn a lot this semester and have tried to create a structure to facilitate student learning.  I want everyone in the class to feel successful and will do all that I can to bring this about.
• One of the things that can derail a class faster than just about anything is a failure in communication.  I need to hear from each and every one of you on a regular basis and you should expect to hear from me.   If anyone feels he or she is getting behind or is a bit lost, do not hesitate to bring it to my attention by email, a phone call, or a forum posting.  This is especially true if something in the class is not working for you.  You can gripe to your friends and family or even put it in your blog, but since I am probably the only one who might be able to fix it, it makes the most sense to share your concern with me.
  
• Audio or video taping of lecture or any of the materials developed and used in this class is not allowed unless the student is given written permission from the instructor.