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This syllabus is intended for students enrolled in Psychology 151-IT (Internet). It is designed to be used by you to strategically achieve an enjoyable learning experience, a "good" grade, and in addition, to get your money's worth.

COURSE DESCRIPTION:
An introduction to psychology as the science of behavior and an overview of current psychological thought. Topics include: scientific method, the brain, sensation and perception, learning, remembering and forgetting, thinking, motivation, adjustment, therapy, personality, and social psychology. (3 credits)

RATIONALE FOR THE COURSE:
An introduction to psychology course deals with basic psychological concepts, which are intended to introduce you to (1) much of what is known about human behavior, (2) how that knowledge is acquired, and (3) what applications that knowledge may have. A primary outcome of the teaching/learning environment is to cause us to inquire, wonder, and participate in a shared academic experience in an area possibly unmatched in 21st century.

COURSE LEARNER OUTCOMES (151)
Cognitive/Knowledge:
1.    To describe scientific evidence and current psychological thought in the various branches of psychology.
2.    To differentiate among the types and nature of psychological research.
3.    To analyze, interpret, and evaluate scientific and non-scientific explanations of human behavior.
4.    To apply psychological concepts and principles to one’s own life experiences.
5.    To demonstrate competence in writing fluently about issues/concepts in psychology.
Affective/Disposition
6.    To develop a sensitivity to differences among individuals and an openness to the factors that underlie those differences.
7. Develop a positive attitude concerning the role of psychology in society.

An introductory course in psychology deals with basic psychological concepts, which are intended to introduce you to (1) what is known about human behavior, (2) how that knowledge is acquired, and (3) what applications that knowledge may have. My primary purpose in teaching is to seduce you into learning and participating in an academic area possibly unmatched in 20th and 21st centuries. I hope to whet your appetite for inquiry and learning rather than satisfy it by providing "answers."

Learning does not occur in a vacuum, but rather between real people in real situations. However, a scientific study of psychology would be both biased and remiss without an adequate consideration of some non-people (theory, methods) topics. Hopefully, a blending of pure and applied psychology has occurred which will lend balance and insight into the discipline of scientific psychology. Relatedly, I have purposely not adopted any one perspective on the subject, e.g., behaviorist, experimental, humanistic, but instead I have opted for a healthy eclectic approach.

In designing this course, I have operated on an incomplete set of assumptions about learning and understanding. These include:

(1) Most actual learning takes place outside the classroom, e.g., discussion-sessions, independent reading, and the application of knowledge to job, play, friends, and lovers; (2) Learning, at least initially, should be an affective experience (exciting). In other words, if a person is exposed and involved with ideas and experiences that are interesting and meaningful, then the principles and concepts are "easy"; (3) Education is not terminal. Psychology, specifically, is not confined to the "fifty-minute hour", it is seminal in that it encourages the development of a desire to push and pursue beyond the end-of-the-semester-exams; and (4) Psychology is not a subject area that is necessarily studied apart from the person doing the studying - each student is a part of the course content!

Individual Change
(a) To cause you to "see" yourself differently and, as a result, to view yourself more positively and realistically; (b) To stimulate you to develop a greater sense of responsibility toward actively committing yourself to more fully realizing your full potential as a unique human being; (c) To acquire an increased facility for understanding, tolerating and/or changing the thoughts and behavior of other people; (d) To gain an enhanced level of competency in perceiving, analyzing and evaluating the circumstances of your environment; (e) To encourage you to find that learning can be an enjoyable as well as worthwhile experience in that you will hopefully pursue additional courses in psychology, or at the very least, continue to read in the area after the course is concluded.

ACADEMIC ASSESSMENT OF STUDENT LEARNING
The college is committed to a process of effectively assessing and documenting student learning. Instructors and students both share in the responsibility to assist in an effort to promote continuous improvement in course delivery and student achievement. This course addresses the following general education outcomes.

LCCC General Education Outcomes
C4: Social Sciences: Apply scientific concepts and methods of inquiry in the Social Sciences
Social Sciences Core Course
c1: English: Demonstrate precision and clarity in writing. Not a core course<>
In1: Critical Thinking: Employ critical thinking skills in addressing issues and problems <>
In3: Cultural Diversity: Analyze the role of cultural diversity in the development of the individual, the community, and the global society<>
In5: Health: Identify behaviors that promote the health of the individual

A special "thank you" to Linda Krystowski, Melissa Siwinski, Chris Nottingham, Larry O'Grady, Joe Querin, Patty Kushner, the Social Sciences/Human Services Division and Computer Services of Lorain County Community College. And a very special "thank you" to Sandra Crobar for the animated Mouse Gif.

Enjoy,