Intro Psychology Course Notes
Instructor introduces themselves and the class, including pronunciation checks and student majors (e.g., Psychology, Nursing, General Studies for nursing track).
They share personal background: 15 years at LCC, experience in higher education and a stint in the mental health field; completed a PhD in Human Development (around 2002–2006), Master’s in Psychology, and a dual Bachelor’s in Sociology/Psychology.
Emphasizes the course orientation toward healthcare-related programs and how the instructor may tailor the course based on the students’ majors (e.g., nursing, respiratory therapy, dental hygiene).
Course delivery approach: a scavenger-hunt style to explore the syllabus, with small groups formed by seating to gather and discuss syllabus items.
Core topic introduced: nature vs. nurture debate in developmental psychology and how identical twins illustrate the interaction of genetics and environment.
The course structure is introductory to psychology with broad coverage across subfields (learning, motivation, emotion, disorders, therapy, etc.), highlighting that this is a stepping stone to more advanced topics.
Instructor’s philosophy: emphasize active participation, attendance, and engagement as important components of learning.
The instructor’s emphasis on the connection between core identity and life experiences in Developmental Psychology (identity formation over time, marriages, children, etc.).
Overview of course logistics and tools: PowerPoints (slides), PDFs for notes, Connect for homework, and Blackboard as the course hub.
Administrative note: the class uses a four-unit structure with four exams totaling 400 points and a total potential of 700 points for the course.
The course uses a point-based grading system where every activity contributes points toward the final grade; extra credit exists to cushion performance.
Textbook and materials: Feldman, Essentials of Understanding Psychology, with a Connect access code for the eText and homework.
Text options: eText via Connect, with a potential paper copy feasible through used bookstores or rental services; minor edition differences are acceptable (e.g., older editions).
The instructor stresses that most unit tests (≈85%) come from material covered in class and in PowerPoints, so class content is a primary study source.
Overview of assessment structure: four units, each covering about two chapters, with unit tests; exams are multiple-choice only (no essays) unless stated otherwise; three homework attempts per assignment; one quiz per chapter; extra credit and attendance/participation contribute to final grade.
The discussion around “scavenger hunt” includes items like locating the unit structure, the grading scale, extra-credit rules, and where to find course resources (Blackboard, Connect, library resources, Google Scholar).
The professor explains the workflow for Connect integration: clicking into Blackboard, registering for Connect with a one-time setup (using a school email), which then links to specific homework/quiz assignments.
Emphasizes the difference between online (Connect) activities and PDFs of PowerPoints: PDFs are viewable and printable but not directly editable within the file; PowerPoints are used to drive lecture content, while PDFs serve as note-repositories.
The format of the course content: four units; each unit has two chapters; within each chapter there are three slides per topic, with videos linked to chapters as supplemental material.
Additional support resources: videos posted for Chapter 1, with a link to corresponding homework; videos may clarify topics from class or supplement missed sessions.
Communication and alerts: sign up for text/email alerts for weather, compressed schedules, or campus disruptions; students can choose preferred alert methods.
The course structure is designed to be adaptable, with the instructor prepared to adjust based on student needs and class dynamics.
The end goals: provide a broad foundation in psychology and prepare students for more advanced courses and future licensing requirements in psychology-related fields.
Note: The transcript contains some informal dialogue, edits, and teacher explanations (e.g., minor wording like “a a lot” or “a little bit unusual”). The notes capture the substantive points and instructional framework communicated.
The instructor begins by introducing themselves and the General Psychology course. They conduct pronunciation checks for student names and inquire about student majors, noting common ones like Psychology, Nursing, and General Studies (often a nursing track prerequisite).
The instructor shares their extensive personal and professional background, which includes:
15 years of teaching experience at LCC.
Prior roles in higher education administration and a period working in the mental health field.
Academic qualifications: a PhD in Human Development (completed between approximately 2002 and 2006), a Master’s degree in Psychology, and dual Bachelor’s degrees in Sociology and Psychology.
They emphasize that the course is specifically oriented toward students in healthcare-related programs. The instructor may tailor course content and examples based on the predominant majors within the class (e.g., nursing, respiratory therapy, dental hygiene).
The course employs an interactive, "scavenger-hunt" style for exploring the syllabus. Students are formed into small groups based on seating arrangements to collaboratively locate and discuss key syllabus items, promoting immediate engagement and understanding of course policies.
A core topic introduced is the nature vs. nurture debate in developmental psychology. The instructor uses the example of identical twins to illustrate how both genetic predispositions and environmental factors interact to shape individual development.
This course serves as an introductory survey of psychology, covering a broad range of subfields such as learning, motivation, emotion, psychological disorders, and various therapeutic approaches. It is highlighted as a foundational stepping stone to more advanced topics and specialized psychology courses.
The instructor's teaching philosophy heavily emphasizes active participation, regular attendance, and consistent engagement as crucial components for successful learning and retention of material.
Emphasis is placed on the connection between an individual's core identity and their life experiences within the context of Developmental Psychology, discussing how identity forms and evolves over time through significant life events like marriages and raising children.
Course Logistics and Tools Overview:
PowerPoints (slides): Used as the primary visual aid and framework for lectures.
PDFs for notes: Provided as companion documents to PowerPoints, containing key information and allowing students to follow along.
Connect: The platform used for all online homework assignments and quizzes.
Blackboard: Serves as the central hub for the course, providing access to the syllabus, PowerPoints, PDFs, grades, Connect links, and announcements.
Administrative Note on Grading:
The course structure is divided into four units.
There are four main exams, contributing a total of 400 points to the final grade (100 points per exam).
The total potential points for the entire course is 700 points, encompassing exams, homework, quizzes, and other activities.
A point-based grading system is used, where every assigned activity directly contributes points toward the final course grade.
Extra credit opportunities are provided to help cushion student performance and offer chances to boost overall scores.
Textbook and Materials:
The required textbook is Feldman, Essentials of Understanding Psychology.
A Connect access code is mandatory, as it includes the eText and allows access to all homework assignments.
Students have options for accessing the text: the eText via Connect, or a potential physical paper copy through used bookstores or rental services.
Minor differences in textbook editions (e.g., older editions) are generally acceptable, as the core content remains consistent.
Assessment Structure Details:
The majority of unit test questions (approximately ) are derived directly from material covered in class lectures and within the PowerPoints, underscoring their importance as primary study resources.
The course consists of four units, with each unit covering approximately two chapters of the textbook.
Unit tests are exclusively multiple-choice questions unless otherwise explicitly stated by the instructor.
Students are granted three attempts for each homework assignment to improve their scores.
There is one quiz assigned per chapter, reinforcing comprehension.
Both extra credit and attendance/participation are factored into the final grade calculation.
"Scavenger Hunt" Discussion Topics: The in-class scavenger hunt guides students to locate critical course information, including:
The detailed unit structure and academic calendar.
The precise grading scale used for the course.
Rules and availability for extra-credit opportunities.
Locations for accessing course resources such as Blackboard, Connect, relevant library resources, and Google Scholar for academic research.
Connect Integration Workflow: The professor outlines the process for connecting to Connect:
Students first click into Blackboard.
They then proceed to register for Connect, which is a one-time setup process.
During registration, students must use their official school email address.
Once registered, Connect seamlessly links to specific homework and quiz assignments within the Blackboard portal.
Distinction Between Online Activities and PDFs:
PDFs of PowerPoints are designed for viewing and printing but are not directly editable within the file itself.
PowerPoints are utilized to present lecture content dynamically.
PDFs serve as static repositories of lecture notes and key information for student review.
Course Content Format:
The course content is organized into four distinct units.
Each unit encompasses two chapters from the textbook.
Within each chapter, topics are typically presented with three slides per topic, ensuring a structured progression.
Supplemental videos are explicitly linked to specific chapters to enhance understanding.
Additional Support Resources:
Videos are posted, for example, for Chapter 1, along with a direct link to the corresponding homework assignment.
These videos are intended to clarify complex topics discussed in class or to provide an alternative resource for students who may have missed a session.
Communication and Alerts:
Students are strongly encouraged to sign up for text or email alerts.
These alerts provide timely notifications regarding important events such as weather-related campus closures, compressed schedules, or other campus disruptions.
Students have the flexibility to choose their preferred method for receiving these alerts.
Course Structure Adaptability: The instructor emphasizes that the course design is inherently flexible and they are prepared to make adjustments based on student feedback, evolving needs, and the overall dynamics of the class.
End Goals of the Course: The primary objectives are to provide students with a broad and foundational understanding of psychology. This foundational knowledge is intended to adequately prepare them for more advanced courses in psychology and for eventual licensing requirements in various psychology-related professional fields.