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Catalog Description Formerly known as PSYC 100 Advisory: Eligibility for college-level writing (C-ID ENGL 100) and reading (a course with an existing skill of ability to read a college level text) Hours: 54 lecture Description: This course is an introduction to psychology, which is the study of the mind and behavior. Students focus on theories and concepts of biological, cognitive, developmental, environmental, social, and cultural influences; their applications; and their research foundations. (C-ID PSY 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply research methods (e.g., experimental, correlational, case study) and ethical guidelines to evaluate the scientific evidence for psychological claims. CSLO #2: Apply and critique psychology’s major perspectives (e.g. behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural) as they relate to behavior and mental process. CSLO #3: Utilize breadth and depth in several content areas of psychology (e.g., but not limited to): (1) research methods (2)biological bases of behavior and mental process (3) sensation (4) perception (5) cognition (6) social processes. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Demonstrate fundamental knowledge and comprehension of major concepts, theoretical perspectives, historical and cultural contexts, and empirical findings within the broad discipline of psychology. Use a scientific approach (including critical and creative thinking) to understand individuals’ mind and behavior within psychological, biological, sociocultural, and ethnocultural contexts while recognizing that biases filter experiences. Apply psychological theories, concepts, and values to individual, interpersonal, group, and societal issues to demonstrate awareness of self and others. Draw logical and objective conclusions about the mind and behavior from evidence to show how psychology evaluates, modifies, and supports its claims and counters unsubstantiated statements, opinions or beliefs. Demonstrate familiarity with the major concepts, theoretical perspectives, research methods, core empirical findings, and historic trends in psychology. Explain (including advantages and disadvantages) and compare major theoretical perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic and socio-cultural); Describe and state the significance of the following nine general domains: biological bases of behavior and mental processes, sensation and perception, learning and memory, cognition, consciousness, individual differences, psychometrics/measurement, personality, social processes (including those related to socio-cultural and international dimensions), developmental changes in behavior and mental processes that occur across the lifespan, psychological disorders, and emotion and motivation Describe and critically analyze applied areas of psychology (e.g., clinical, counseling, forensic, community, organizational, school, health); Compare and contrast the scientific and non-scientific methods of understanding and analysis. Recognize and evaluate the impact of diversity on psychological research, theory and application, including (but not limited to): age, race, ethnicity, culture, gender, socio-economic status, disability, and sexual orientation. Apply psychological principles to personal experience and social and organizational settings. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Social and Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D9 Psychology CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: 1. In an examination, write a short essay to, "Discuss and explain the role of priming as used in studies on subliminal perception." Essay will be evaluated based upon coherence, development of ideas, and accuracy. 2. In an examination, write a brief essay to, "Describe and explain the experimental evidence on "multitasking". Identify how the scientific evidence does or does not appear to accurately describe everyday behavior." Essay will be evaluated based upon coherence, development of ideas, and ability to convey the state of the psychological research on the topic of "multitasking". Objective Examinations Example: In an examination, a multiple choice question like the following, is used to evaluate understanding and the ability to apply the concept of correlation. Scientists conducted a study involving two variables. Their research indicated a strong positive correlation between the two variables. This means that A. as one variable increases, the other decreases. B. there is no observable association between the variables. C. there has been an error in the calculations. D. as one variable increases, the other also increases. Problem Solving Examinations Example: In an examination, briefly describe an experiment, experimental design, and procedures based on the following, "Imagine that you are a researcher charged with determining if a new drug improves memory. Design an experiment that will allow you to determine if the drug improves memory with respect to a placebo group." Response will be evaluated based on the logic of the experimental procedures and accuracy of experimental design. Projects Example: For a take home written assignment, "Select a recent popular claim related to the field of psychology. Seek and evaluate the validity of the available scientific evidence." Written assignments will be evaluated based upon topic selection, development of ideas, and selection and evaluation of supporting source materials. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lectures will be presented using slide , with accompanying audio-recordings and written transcripts to help accomplish the goal of universal access. Students will be directed to watch videos or go to websites when appropriate to delve into the lecture topic. For example, when discussing ways to examine the living human brain, students will be directed to watch a video of an fMRI scan to learn about how this scanning technique works, and the conclusions we can draw from the brain visuals it provides. Instructor designs an operant conditioning activity and then leads a discussion on behavioral shaping; instructor follows up on this concept by having students report to the class on a personal application of the concept. Distance Learning The college's LMS will be utilized to provide access to content in the form of course pages, links to videos, demonstrations, and outside resources. Optional video conference meetings may be offered, and recordings made available to students who cannot be present. The video conference audio-recordings and written transcripts will be made available to help accomplish the goal of universal access. For example, when discussing the topic of Attention, students will be directed to watch a video that demonstrates the difficulty of task switching. Thus, allowing students to experience the selective nature of attention. Typical Out of Class Assignments Reading Assignments 1. Read chapter on memory and be prepared to discuss empirically-validated techniques to improve memory. 2. Read chapter on learning and bring to class two real-life examples of operant conditioning, to discuss in small groups. 3. Read chapter on memory and complete the online quiz found on the textbook's website. Writing, Problem Solving or Performance 1. Apply learning theory to solve dog discipline issues or situations. 2. Evaluate a research paper and determine if there are breaches in ethical protocols. Other (Term projects, research papers, portfolios, etc.) Required Materials The Science of Psychology Author: King, L Publisher: McGraw-Hill Publication Date: 2020 Text Edition: 5th Classic Textbook?: OER Link: OER: Psychology Author: Spielman, Jenkins, & Lovett Publisher: OpenStax Publication Date: 2020 Text Edition: 2e Classic Textbook?: No OER Link: OER: https://openstax.org/details/books/psychology-2e?Book%20details Discover Psychology 2.0: A Brief Introductory Text Author: Diener & Biswas-Diener (Eds) Publisher: Noba Project Publication Date: Text Edition: 2nd Classic Textbook?: OER Link: OER: (https://nobaproject.com/textbooks/discover-psychology-v2-a-brief-introductory-text) Themes and Variations in Psychology Author: Weiten Publisher: Cengage Publication Date: 2016 Text Edition: Classic Textbook?: No OER Link: OER: Understanding Psychology Author: Feldman Publisher: McGraw Publication Date: 2020 Text Edition: 15th Classic Textbook?: No OER Link: OER: Norton's Psychology in Your Life Author: Grison & Gazzaniga Publisher: WW Norton Publication Date: 2022 Text Edition: 4th Classic Textbook?: No OER Link: OER: Essentials of Psychology Author: Kassin, S., Privitera, G., and Clayton, K. Publisher: Sage Publication Date: 2022 Text Edition: 1st Classic Textbook?: No OER Link: OER: Psychology Author: Wade, C., Tavris, C., Sommers, S., and Shin, L. Publisher: Pearson Publication Date: 2023 Text Edition: 14th Classic Textbook?: OER Link: OER: Scientific American: Psychology Author: Licht, D., Hull, M., and Ballantyne, C. Publisher: Worth Publishers, MacMillan Publication Date: 2020 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Additional OER examples can be found at https://asccc-oeri.org/open-educational-resources-and-psychology/

Catalog Description Formerly known as PSYC 5 Prerequisite: Completion of PSYC C1000 with grade of "C" or better; completion of PSYC 142 or STAT C1000 with grade of "C" or better Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 108 (54 lecture, 54 laboratory) Description: Introduction to research methodology, experimental design, and hypothesis testing in the behavioral sciences. Includes the execution, analysis (with statistical software), interpretation, and reporting of individual research projects. (C-ID PSY 205B) (CSU, UC) Course Student Learning Outcomes CSLO #1: Contrast the scientific method with nonscientific methods of obtaining information. CSLO #2: Evaluate the advantages and disadvantages of experimental designs and other research approaches used in psychology. CSLO #3: Critically evaluate published empirical research studies. CSLO #4: Analyze the ethical issues raised in psychology research using the principles of the American Psychological Association. CSLO #5: Conduct scientific research, analyze the data, interpret the results, and communicate the findings using American Psychological Association (APA) style. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Lecture Objectives: I. Methods of Understanding Behavior a. Describe nonscientific sources of data used in attempts to explain behavior. b. Explain the scientific method. c. Compare scientific and nonscientific sources of data. II. Ethics in Research a. Discuss the APA guidelines for the conduction of scientific research. b. Explain what the Institutional Review Board is and what it does. c. Describe the guidelines for the use of animals in psychology research. III. Hypothesis Testing a. List the criteria for a good hypothesis. b. Explain how hypotheses are generated. c. Define the null and alternative hypotheses and explain their roles in the research process. IV. Sampling a. Define probability and nonprobability sampling and provide examples of each type. b. Compare probability and nonprobability sampling in terms of advantages and disadvantages. V. Measurement of Behavior a. Discuss the four levels of measurement (nominal, ordinal, interval, and ratio) and provide examples of each. b. Define validity and explain the different types of validity relevant to measurements in psychology research. c. Define reliability and explain the different types of reliability relevant to measurements in psychology research. VI. Experimental Research a. Discuss the necessary components of an experiment. b. Define extraneous variable and confounds and describe the relationship between these two concepts. c. Explain the methods that are used to control for extraneous variables in psychology research. d. Describe the different experimental research designs (between-subjects, within-subjects, and factorial). VII. Nonexperimental Research a. Compare nonexperimental and experimental approaches with regard to external validity (generalizability of results) and internal validity. b. Describe each of the nonexperimental (case studies, field studies, archival research, qualitative research, surveys and interviews, correlational research, and quasi-experimental designs) approaches to psychology research. c. Identify the strengths and weaknesses of each of the types of nonexperimental research. VIII. Research Results a. Explain how the correct statistical test is chosen for a given set of data. b. Discuss the factors that a researcher must consider when interpreting results that either do or do not support a hypothesis. IX. Scientific Writing a. Describe the components of a scientific research paper. b. Explain how the results of previous research are synthesized into the literature review component of a research paper. c. Apply the proper APA formatting when writing a research paper. Laboratory Objectives: I. Design a research project using an experimental or nonexperimental approach. II. Conduct a literature review relevant to the topic of your project. III. Collect data from human participants. IV. Analyze and interpret the results of the project. V. Communicate these research findings using APA style. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - D9 Psychology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: In an essay, describe what is necessary to determine causality? In other words, what is necessary to demonstrate that a causal relationship exists between two variables? Rubric Grading. Objective Examinations Example: Example question: Barbara studied the effects of both viewing angle (three angles were used) and computer monitor display size (two sizes were used) on eye blink rate. She used a between-subjects approach. This study A. required five groups. B. required two groups. C. was a factorial design with two factors. D. was a factorial design with six factors. Projects Example: By yourself or in a group of up to three, design and carry out a psychology research project. This must be an empirical project in which you collect data from a suitable number of participants. You will then analyze and interpret the results and write an APA-style report which includes a review of the literature as well as your results. This paper will be assessed using a rubric. In addition, you will present the results to the class and be prepared to address any questions from other students; this presentation will also be assessed using a rubric. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: After an instructor demonstration of how to calculate the mean, standard deviation, and the t statistic using Excel, students will be provided with a data set to analyze. Students will report the results in APA format and discuss how to best interpret the results. Lecture: The instructor will lecture on the types of extraneous variables that can make it difficult to interpret the results of experiments. The students will then be provided with examples of experiments with such problems and will be asked to identify them during a discussion period. Distance Learning The instructor will provide background material on the Barnum Effect for students to read and answer discussion questions. Students will be assigned to groups to collect and analyze data on the Barnum Effect. Students will collaborate to present the data to the class as a Discussion Board presentation. Each student will need to post 1 question to the authors of the study presentation regarding one of the following sections: the background, the method, the results or the discussion. Presenters will need to answer questions of fellow students. The instructor will moderate these discussions and help to answer questions that come up and guide students in thinking about how their questions apply to specific concepts they have learned about previously. Typical Out of Class Assignments Reading Assignments 1. Read the article "Living Large: The Powerful Overestimate Their Own Height" by Duguid and Goncalo (2012). Be prepared to describe the independent and dependent variables and main results of the experiments. 2. Read Chapter on Ethics of the textbook. Be prepared to discuss the basic ethical guidelines that all behavioral researchers must observe. In addition, consider the question of animal research ethics. Do you believe that animal research requires ethical guidelines? Writing, Problem Solving or Performance 1. Find a research article on a topic in psychology that interests you. Write a summary of the work. Include the basic problem addressed by the research, the hypothesis or research question, the sample used, a brief description of the procedure, the results, and the main implications of the work. 2. Your friend tells you that psychological research is "worthless" because all you study are "white rats and college students." Furthermore, he states that the subjects in your research don't even represent the population at large. Respond to this criticism. Other (Term projects, research papers, portfolios, etc.) By yourself or in a group of up to three, design and carry out a psychology research project. This must be an empirical project in which you collect data from a suitable number of participants. You will then analyze and interpret the results and write an APA-style paper which includes a review of the literature as well as your results. Required Materials Research Methods in Psychology Author: Beth Morling Publisher: Norton Publication Date: 2018 Text Edition: 3rd Classic Textbook?: OER Link: OER: Methods in Behavioral Research Author: Cozy and Bates Publisher: McGrawHill Publication Date: 2018 Text Edition: 13th Classic Textbook?: OER Link: OER: The Psychologist as Detective: An Introduction to Conducting Research in Psychology Author: Smith and Davis Publisher: Pearson Publication Date: 2012 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of PSYC C1000 with grade of "C" or better; completion of PSYC 142 or STAT C1000 with grade of "C" or better Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: Introduction to research methodology, experimental design, and hypothesis testing in the behavioral sciences. Includes reading psychological literature and report writing, psychological measurement, and the design and analysis of several study types (included but not limited to: case studies, survey research, field studies, correlational methods, and experimental methods. (C-ID PSY 200) (CSU, UC) Course Student Learning Outcomes CSLO #1: Contrast the scientific method with nonscientific methods of obtaining information through critical evaluation of empirical research studies and nonscientific articles. CSLO #2: Evaluate the advantages and disadvantages of experimental designs and other research approaches used in psychology including analysis of ethical issues raised in psychology research using the principles of the American Psychological Association. CSLO #3: Conduct scientific research, analyze the data, interpret the results, and communicate the findings using American Psychological Association’s (APAs) format. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives At the conclusion of this course, the student should be able to: Explain the basic principles of the scientific method. Critically evaluate research reports. Synthesize a body of research findings. Develop and test hypotheses. Explain general research designs, experimental and non-experimental methods, and standard research practices. Select appropriate research designs to test hypotheses. Explain the ethical treatment of human and animal participants in research and the institutional requirements for conducting research. Assess the generalizability of study results. Apply APA style to written research reports. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: In an essay, describe what is necessary to determine causality? In other words, what is necessary to demonstrate that a causal relationship exists between two variables? Rubric Grading. Objective Examinations Example: Example question: Barbara studied the effects of both viewing angle (three angles were used) and computer monitor display size (two sizes were used) on eye blink rate. She used a between-subjects approach. This study A. required five groups. B. required two groups. C. was a factorial design with two factors. D. was a factorial design with six factors. Projects Example: By yourself or in a group of up to three, design and carry out a psychology research project. This must be an empirical project in which you collect data from a suitable number of participants. You will then analyze and interpret the results and write an APA-style report which includes a review of the literature as well as your results. This paper will be assessed using a rubric. In addition, you will present the results to the class and be prepared to address any questions from other students; this presentation will also be assessed using a rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on the types of extraneous variables that can make it difficult to interpret the results of experiments. The students will then be provided with examples of experiments with such problems and will be asked to identify them during a discussion period. Distance Learning The instructor will provide background material on the Barnum Effect for students to read and answer discussion questions. Students will be assigned to groups to collect and analyze data on the Barnum Effect. Students will collaborate to present the data to the class as a Discussion Board presentation. Each student will need to post 1 question to the authors of the study presentation regarding one of the following sections: the background, the method, the results or the discussion. Presenters will need to answer questions of fellow students. The instructor will moderate these discussions and help to answer questions that come up and guide students in thinking about how their questions apply to specific concepts they have learned about previously. Typical Out of Class Assignments Reading Assignments 1. Read the article "Living Large: The Powerful Overestimate Their Own Height" by Duguid and Goncalo (2012). Be prepared to describe the independent and dependent variables and main results of the experiments. 2. Read Chapter on Ethics of the textbook. Be prepared to discuss the basic ethical guidelines that all behavioral researchers must observe. In addition, consider the question of animal research ethics. Do you believe that animal research requires ethical guidelines? Writing, Problem Solving or Performance 1. Find a research article on a topic in psychology that interests you. Write a summary of the work. Include the basic problem addressed by the research, the hypothesis or research question, the sample used, a brief description of the procedure, the results, and the main implications of the work. 2. Your friend tells you that psychological research is "worthless" because all you study are "white rats and college students." Furthermore, he states that the subjects in your research don't even represent the population at large. Respond to this criticism. Other (Term projects, research papers, portfolios, etc.) By yourself or in a group of up to three, design and carry out a psychology research project. This must be an empirical project in which you collect data from a suitable number of participants. You will then analyze and interpret the results and write an APA-style paper which includes a review of the literature as well as your results. Required Materials Research Methods in Psychology Author: Beth Morling Publisher: Norton Publication Date: 2021 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Research Methods: Core Concepts and Skills for Psychology Author: Paul C. Price Publisher: Flatworld Publication Date: 2023 Text Edition: 3rd Classic Textbook?: Yes OER Link: OER: Research Methods in Psychology Author: Cutler, Jhangiani, Leighton Publisher: Kwantlen Polytechnic University Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Yes Methods in Behavioral Research Author: Cozby, Bates Publisher: McGrawHill Publication Date: 2024 Text Edition: 15th Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Instructor may require the Publication Manual of the American Psychological Association, Seventh Edition (2020).

Catalog Description Formerly known as PSYC 7 Advisory: Completion of PSYC C1000 with grade of "C" or better; Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to descriptive psychopathology: the origin, nature, and treatment of psychological and behavioral disorders, including discussion of relevant ethical and diagnostic issues. Major topics include research methods, schizophrenia, anxiety-related disorders, trauma- and stressor-related disorders, depressive disorders, bipolar disorders, obsessive-compulsive and related disorders, personality disorders, eating disorders, substance use and addictive disorders, gender dysphoria, and conflicting models of psychopathology. (C-ID PSY 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Differentiate basic biological and psychological terminology to describe psychopathology and atypical behavior and mental processes. CSLO #2: Compare and contrast the various theoretical perspectives on etiology and implications for treatment of various psychological disorders. CSLO #3: Analyze the major disorder classifications and give concrete examples using appropriate diagnostic terminology. CSLO #4: Draw conclusions about specific research methods and the ethical principles for the study and treatment of psychopathology. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Define and use basic biological and psychological terminology to describe psychopathology and atypical behavior and mental processes. 2. Identify the various theoretical perspectives on etiology and implications for treatment of various psychological disorders. 3. Summarize the major disorder classifications and give concrete examples using appropriate diagnostic terminology (i.e., DSM). 4. Explain specific research methods and the ethical principles for the study and treatment of psychopathology. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D9 Psychology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Define abnormality and delineate between three major theories on the causality of psychopathology. You will want to include important theorists' names, the key concepts relative to each perspective, as well as strengths and weaknesses of each theory. A rubric will be used to grade essays. Objective Examinations Example: When a young child yells and throws toys ("temper tantrum"), the parents give the child a good deal of attention. As time goes on, the temper tantrums become more and more common. A behavioral psychologist would say that the temper tantrums result from: a. unresolved intrapsychic conflict. b. operant conditioning. c. unconditional positive regard. d. neurotransmitter imbalances. Projects Example: Find two recent empirical research articles on one psychological diagnosis. Summarize each article, addressing the following questions: What was the research hypothesis? How was the hypothesis tested/what research method was used? What were the results? What conclusions were drawn from the study? Compare and contrast the findings of each study, and critically analyze how the studies could be improved. A rubric will be used to grade class projects. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: After instructor led discussion on the components of abnormality (deviance, distress, dysfunction, and sometimes danger), students will read a chapter on defining abnormality, and be be divided into small groups and instructed to discuss several famous individuals (e.g., Michael Jackson) and how their behavior fits or does not fit the criteria for abnormality. Each group will be responsible to write down summaries of their arguments for or against labeling the behavior abnormal as well as ethical considerations of labeling individuals without proper assessment. Groups will receive a grade based on the group's performance in critical thinking. Break into small groups in class, and discuss the behavior of the characters from "Winnie the Pooh" (ex: Tigger, Piglet, Rabbit, Eeyore, Pooh). What psychological diagnosis (or diagnoses) fits each character? Explain why. As the small groups work discussing the questions, the instructor will walk around the classroom facilitating the discussion. Distance Learning Students will watch the video clip "Secret Life of the Manic Depressive." Instructor will provide prompt for students to discuss how Stephen Fry's symptoms are consistent with the diagnosis of bipolar disorder via LMS discussion board. Discussion prompt will also include questions such as: Why do you think that bipolar symptoms go unnoticed, or undiagnosed for so long for many people with the disorder? Does our culture value some of the symptoms of bipolar? Finally, students will thoughtfully respond to at least 2 classmates noting differences and agreements in opinions. Typical Out of Class Assignments Reading Assignments 1. Read Chapter on "Panic, Anxiety, and their Disorders:" in Hooley's Abnormal Psychology text. Be prepared to discuss and differentiate between generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder. 2. Find one empirical research article from a scholarly journal on a psychological disorder of your choosing. This article should focus on one aspect of the disorder, such as treatment, causality, or symptoms. Bring the article with you to class and be prepared to summarize its content in small groups organized by topic (e.g., anxiety disorders, schizophrenia, mood disorders, etc.). 3. Read the seminal study "Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children," by Lovaas, O. I. (1987) and be able to discuss how behavioral intervention facilitates skill acquisition in children with autism, and how this method differs from past, ineffective approaches. Writing, Problem Solving or Performance 1. Poster Presentation Using a standard poster board or cardboard fold-out display board, make a poster with headings, text, and tables/graphics that summarizes your research articles. Provide a brief introduction to the disorder you are presenting with DSM 5 criteria, then discuss the main idea of the articles you selected. Summarize the research, using appropriate sections. The end section of your poster should present conclusions, based on the research articles. For example, this concluding section may state that "evidence to date suggests that X treatment is the most effective for reducing anxiety symptoms in Generalized Anxiety Disorder." You should also list any unanswered questions or criticisms of the research articles here. Be sure to list the references you used for the poster at the bottom of the poster, and cite the references throughout the poster using basic APA format: list last names followed by year of publication when discussing an idea that is not your own. Example: Early intensive behavioral intervention has been shown to be the most effective treatment to date for autism spectrum disorders (Lovaas, 1987). Be prepared to answer student and instructor questions about your poster as you present it in class. Poster will be graded using a rubric for each. 2. Film/Book analysis paper: Select a book or film that addresses one of the psychological disorders from the DSM 5. Your paper should be double-spaced and typed; to address all of the questions completely, your paper should be approximately 6-8 pages in length. The following questions should provide a framework to help you write the paper: - What is the context and setting of the book/film? (e.g., a mental hospital, living with family). - Provide as rich and detailed a description of the thoughts, feelings and actions of the main character(s) (at least one) and the life events that may have impacted him/her. Do you consider the person(s) to be "normal" or "abnormal" based on the criteria discussed in class? Be sure to support your answer with references. - Does the main character(s) fit one particular type of classification of abnormal behavior? Use at least one theoretical framework to provide an explanation for the person's behavior. You must then choose a specific question that you are interested in pertaining to the disorder, e.g., relationship of abuse suffered by the main character and the development of depressive symptoms. Review the pertinent empirical literature citing at least 3 additional articles or books pertaining to this question. Do not simply repeat information from your text. Finally discuss how the book/film helped you understand or broaden your perspective about human behavior and psychopathology. Other (Term projects, research papers, portfolios, etc.) Write a term paper on a specific mental health disorder found in the DSM 5. Your paper will be an in-depth analysis including recent research findings, prevalence, clinical criteria, differential diagnosis, treatment, prognosis and any other information relevant to this disorder. Use recent, empirical, peer-reviewed professional journals articles as references throughout your paper. Required Materials Abnormal Psychology Author: Nolen-Hoeksema, Susan Publisher: McGraw-Hill Publication Date: 2020 Text Edition: 8th Classic Textbook?: OER Link: OER: Abnormal Psychology: Clinical Perspectives on Psychological Disorders Author: Whitbourne, Susan Krauss Publisher: McGraw-Hill Publication Date: 2020 Text Edition: 9th Classic Textbook?: OER Link: OER: Hooley Abnormal Psychology Author: Hooley, Nock, and Butcher Publisher: Pearson Publication Date: 2020 Text Edition: 18th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as PSYC 40 Prerequisite: Completion of PSYC C1000 with grade of "C" or better Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: An introduction to biopsychology focusing on the relationship between the nervous system and behavior. Emphasis on physiological, biochemical, and neuroanatomical foundations of behavior and mental processes. Topics include the central nervous system function and its relation to psychoactive drug effects, sensory/perceptual processes, sleep and dreaming, learning phenomena, memory mechanisms, human communication disorders, and abnormal behavior. (C-ID PSY 150) (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe the structure and physiology of the nervous system at the anatomical, cellular, and molecular levels and relate this structure and physiology to behaviors and psychological disorders. CSLO #2: Compare and contrast the specialty areas within Biological Psychology and the related disciplines within the neurosciences and the types of research that characterizes the biological approach. CSLO #3: Critically evaluate the major issues in human evolution, genetics, and behavioral development that underlie the “biology of behavior.” Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the various methods used to study the biological basis of behavior. 2. Use scientific terminology appropriately in reference to biology and behavior. 3. Read and critically evaluate published biopsychological research. 4. Identify the divisions of the brain and nervous system and describe their functions. 5. Describe the structure of neurons and how neural impulses are generated. 6. Describe the structure and functioning of synapses. 7. Identify the major neurotransmitters and discuss the impact of each on behavior. 8. Explain the role of the nervous system in sensation and perception. 9. Describe the nature and function of the endocrine system and its effect on behavior. 10. Relate behavior and mental processes to anatomical, biological, chemical, and genetic mechanisms. 11. Compare and contrast proposed treatments for psychological disorders, motor disorders, and other central nervous system pathologies. 12. Describe the brain-behavior relationships associated with motivation, emotion, addiction, sex, sleep, stress, learning, and memory. 13. Summarize the historical and recent research on lateralization. General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The students are put into small groups and asked to evaluate this statement: "The hippocampus is the brains’ “memory center” – if you lose your hippocampus, you lose all your memories and can’t form new ones!" This is followed by a class discussion. Each group submits a written report of its responses, which are graded with a rubric for completeness and accuracy. Essay Examinations Example: Describe the monoamine hypothesis of depression. Explain why it was influential and the problems with it. This question is graded with a rubric to assess the completeness and accuracy of the answer. Objective Examinations Example: In this example, the student must apply what was learned in class to an experiment that was not discussed in class: Sleep deprivation has a negative effect on cognitive ("thinking") tasks in monkeys (and people). Deadwyler and his colleagues (2007) reported that if sleep-deprived monkeys were given a certain chemical, these negative effects were reduced and thus the performance of the monkeys on the cognitive task was improved. Based on what you have learned, what do you think was given to the monkeys that reduced the effects of sleep deprivation? A. Adenosine B. Orexin C. An antihistamine D. Melatonin Reports Example: Find a recent article in the popular media (newspaper, online news source, etc.) on a research discovery in the field of behavioral neuroscience. Next, find the original paper (from a scholarly journal) in which this research is reported. Write a paper in which you: 1) Describe the research as presented in the magazine/newspaper. 2) Give more details on the actual study, based on the research article. 3) Discuss discrepancies between the two reports, information that you think is critical but was left out of the newspaper/magazine article, etc. 4) Discuss your own thoughts on the research – if it is relevant to you or someone you know, how it fits in with what you have learned elsewhere, etc. 5) Write a conclusion. This is graded with a rubric to assess the clarity and completeness of the work. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: After the instructor covers action potentials (with lecture and videos), the students, as a class, are asked to fill in the missing words on a slide describing the process. After an instructor lecture on the basics of functional neuroanatomy, the students are divided into small groups and asked to identify the location of brain damage based on the symptoms described for a set of hypothetical cases. Distance Learning After the instructor covers the basics of functional neuroanatomy, the students take a LMS quiz in which they are asked to identify, from a pull-down menu, the location of brain damage based on the symptoms described for a set of hypothetical cases. Students are provided immediate feedback on which answers are incorrect and allowed to retake the quiz multiple times. Typical Out of Class Assignments Reading Assignments 1. Read Chapter 1 of the textbook and then take the Chapter 1 quiz in LMS and be prepared tod discuss in class. 2. Read the article "The Brain Implants That Could Change Humanity" from the New York Times (posted in LMS) and be prepared for a class discussion. 3. Read the article "The Frozen Addicts" posted on LMS and answer the question: How did the case of frozen addicts advance our understanding of the etiology of Parkinson's disease? Writing, Problem Solving or Performance 1. Listen to the podcast of "“His and Hers: Sex Differences in the Brain," on Dana Foundation's web site: https://www.dana.org/explore-neuroscience/neuro-news/videos-and-podcasts-explore-neuroscience-dana-foundation/. Discuss what Dr. Catherine Woolley believes is true and not true about sex differences in the brain, and why she thinks this is an important topic. 2. Find a biopsychology-related website and write a review. In this review, you should include: - A brief, 2 – 3 sentence description of the site – IN YOUR OWN WORDS. - The number of "brains" you would give the site, with one brain being the worst and five brains being the best. - A review (500 - 600 words) of the site in which you MUST: a) Discuss your opinion of the site (be specific about what you liked and or didn't like; that is, give examples). b) Indicate if you think the site would be helpful to others and to what type of others, and why (or why not). Other (Term projects, research papers, portfolios, etc.) Find a recent article in the popular media (newspaper, online news source, etc.) on a research discovery in the field of behavioral neuroscience. Next, find the original paper (from a scholarly journal) in which this research is reported. Write a paper in which you: 1) Describe the research as presented in the magazine/newspaper. 2) Give more details on the actual study, based on the research article. 3) Discuss discrepancies between the two reports, information that you think is critical but was left out of the newspaper/magazine article, etc. 4) Discuss your own thoughts on the research – if it is relevant to you or someone you know, how it fits in with what you have learned elsewhere, etc. 5) Write a conclusion. Required Materials Biological Psychology Author: James W. Kalat Publisher: Cengage Publication Date: 2018 Text Edition: 13th Classic Textbook?: OER Link: OER: Physiology of Behavior Author: Carlson Publisher: Allyn and Bacon Publication Date: 2016 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as PSYC 4 Advisory: Completion of PSYC C1000 with grade of "C" or better Hours: 54 lecture Description: An overview of development from conception to death. Includes socioemotional, language and cognitive development, nature versus nurture, attachment, gender role development, and family structures. Examines psychological theories that apply to the lifespan. A multicultural and multiethnic approach is stressed and the differences in child parent interaction are explored in these contexts. (C-ID PSY 180) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and critically evaluate biological, psychological, and sociocultural influences on personal and human development from conception through the lifespan. CSLO #2: Compare and contrast classic and contemporary theories and research methodologies in developmental psychology, and list and describe ethical considerations in the study of human development. CSLO #3: Apply principles of biological, social, and cognitive development from childhood through the lifespan, using psychological principles and current research. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Contrast and compare developmental theories and approaches (including how different theoretical perspectives affect or determine the research and applications that arise from them). 2. Analyze elements of a scientific approach to understanding human development in a biopsychosocial context. 3. Identify biological, psychological, and sociocultural influences on lifespan development. 4. Describe the ways in which psychological principles and research apply to real world problems and issues across the lifespan. 5. Describe the sequences of physical, social, and cognitive development across the lifespan, using the constructs and conceptual framework provided by psychological perspectives. 6. Identify and describe the techniques and methods used by developmental psychologists to study human development. 7. Identify and describe classic and contemporary theories and research in lifespan psychology. 8. Describe the developing person at different periods of the lifespan. 9. Identify possible causes or sources of developmental change and reasons for disturbances in the developmental process. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D9 Psychology CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Compare and contrast the longitudinal and cross-sectional research methods used by developmental psychologists. What are advantages and disadvantages of each? Essay will be graded based on a rubric developed by the instructor and shared with students. Objective Examinations Example: Select ALL statements that are correct concerning teratogens and pregnancy: A. Folic acid is important to help avoid anencephaly, but not spina bifida. B. Common childhood illnesses such as measles and rubella can have a teratogenic effect on the fetus if a pregnant woman contracts one. C. Caffeine should be avoided during pregnancy, as it can cause mental defects in the fetus. D. One of the most sensitive times of brain development is within 4 weeks of pregnancy, when the neural tube must shut and the top and bottom ends. Projects Example: In a 3-5 page paper (double-spaced), apply attachment theory to your own life: Identify your own attachment pattern to your primary caregiver and evaluate its impact on your relationships with significant others as compared to the outcomes predicted by attachment research. Give specific examples of your childhood memories and discuss how these reflect your attachment pattern. Students will be assessed using a rubric which covers: detailed discussion and understanding of attachment theory, proper application of attachment theory to student's own life, use of specific examples to illustrate attachment pattern, writing mechanics/quality of writing. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will show past and current advertisements for products targeted for boys and girls, and then read two children's books from two different time eras. The instructor will break students into small groups and have them discuss how gender roles are portrayed in the US media currently and in the past, and how the media may impact gender role development. Each group will be asked to submit a write-up of their observations. (Objective 3) The instructor will assign the Virtual Child computer program to students in which they have the opportunity to "raise" a child from birth through age 18 in a practical, real-life learning experience that further promotes text material, and have students discuss what they learned from this activity in small groups using a question set from the instructor. Distance Learning In an online discussion forum, students will write one thread and reply to at least two other students' threads using textbook and lecture material to answer the following question: Given the textbook, lecture, and video material that you have reviewed this week, what advice would you give to a good friend or family member who was pregnant? What would you recommend during the pregnancy, and after the baby is born? Typical Out of Class Assignments Reading Assignments 1. Read Chapter on Piagetian and Vygotskian Theories of Cognitive Development in Berk's Child Development textbook and be prepared to compare and contrast the ideas of these seminal theorists in class. 2. Read Goodwyn, S.W., Acredolo, L.P., and Brown, C. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24 (2), 81-103. Bring to class a list of five ways that parents can incorporate symbolic gestures into their daily routines to enhance their infant's language development. Writing, Problem Solving or Performance 1. Poster Assignment: Select a disorder that arises during prenatal development. Some examples include: Down's Syndrome, Fetal Alcohol Spectrum Disorder, Spina Bifida or other neural tube defects, autism, Klinefelter's Syndrome, Turner's Syndrome, and William's Syndrome. Do a literature review on the subject. Find current research journal articles, books, and/or information from reputable online sources. Use the information you find to make a poster. Follow the guidelines below. 1) Use poster board (not sheet paper). There are no size restrictions, but the poster board should allow you to present information using a font size that can be read from several feet away. 2) Ideally, all text should be typed, not handwritten. You may type your text on a computer, then print out the text, cut to size, and paste it on the poster board. Pictures, photos, diagrams, or other illustrations may be used in addition to your text. All text should be written in your own words. DO NOT PLAIGIARIZE. List the sources you used on the poster, in the bottom right corner. Your poster should have the following components: a. Title. At the top, put a title in very large font that can be read from a distance. List your name under the title as the author of the poster. b. Description of Disorder. Define what the disorder is, what causes the disorder (if known—or a theory about the cause), and the symptoms of the disorder. c. Statistics. Give information about the prevalence of the disorder (how many people have it), who is most likely to get the disorder, etc. d. Risk factors and Preventive Measures. Who is at risk for getting the disorder? Are there ways to prevent the occurrence of the disorder? e. Treatments. Are there empirically-validated treatments for the condition? What has been shown to be effective? What further research should be done regarding treatment options? f. Conclusions. Summarize your key points at the end of the paper. What's the take-home message? 2. Reflective Paper: Write a paper (approximately 5 pages double-spaced and typed) regarding trends in adolescence. Your paper should be carefully reviewed for spelling and grammar errors. Think back to your adolescence and identify a trend/fad/popular style during this time. Describe the trend and discuss why it appealed to you or others. Then select a recent trend/fad/popular style that targets adolescents. Describe this trend and discuss why it might appeal to teens. Compare and contrast the trends from today versus your past. How are these trends similar? How are they different? Be sure to address the following questions: a. Using terminology from lecture or your textbook, discuss how both trends relate to issues concerning adolescence. For example, peer influence, self-esteem, imaginary audience, personal fable, cliques, gender intensification. b. Are the adolescents of today vs. the past similar in any general way? What way or ways? c. How are adolescents of today different from adolescents of the past? d. How did these trends become popular? Through mass marketing? Through peers' word of mouth? Through modeling popular peers? Other (Term projects, research papers, portfolios, etc.) Lab Research Report: You will evaluate two "target children" (separately) using one or more of Piaget's classic conservation tasks (conservation of liquid, volume, and/or number). You may choose the ages of the children (they can be the same or different, they can be infants through adolescents). Prepare the Piagetian task(s) ahead of time, including securing proper materials and writing up the instructions you will give to the children. You will take detailed field notes during the evaluations. You may observe typical or atypically developing children (or a mixture). Ultimately, you will compare the 2 children you observed, so make sure there is something meaningful about the differences/similarities between the children you choose. Specifically, you should vary only one variable—age, developmental status, sex, etc. Part I: For each of your participants, greet the child and help them feel comfortable with you. Then present your task(s). Remember that Piaget relied on the clinical method — he asked whatever questions he thought would give him knowledge about the child's performance and why they thought what they did. You too can ask whatever questions you think would be beneficial to understand your participants' thinking. Part II: Compiling data Spend time examining the data you gathered. Were the children successful on the tasks? What rationales did they give for their responses? Were there differences in their performances? How were they different? Do you think those differences were due to age? Developmental status? Setting? Individual differences? As you examine your data, consider these questions. Part III: The report Your extensive lab report should include a description of the purpose of your study (Introduction), what you did (Method—subsections for at least participants and procedure), what you found (Results), an interpretation of your results (Discussion), and references (your textbook or lecture material, for example). Your audience includes scientists who are not experts in cognitive development but who know a bit about it. The introduction will focus the reader on the topics you will address in your paper, but not provide a comprehensive summary of cognitive development or methods. The methods should logically follow from the introduction. The results are a detailed summary description of what you found, whereas the discussion will be the most "meaty" portion of your paper because this is where you insert reflective thinking. You need to include a reference page and you should cite specific resources (as per APA style). As a general guideline, each section should be approximately 1-2 well-written paragraphs. Required Materials Invitation to the Life Span Author: Berger, Kathleen Publisher: MacMillian Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Life: The Essentials of Human Development Author: Papalia and Martorell Publisher: McGraw Hill Publication Date: 2022 Text Edition: 2nd Classic Textbook?: OER Link: OER: Essentials of Life-Span Development Author: Santrock, John Publisher: McGraw Hill Publication Date: 2020 Text Edition: 6th Classic Textbook?: OER Link: OER: Exploring Lifespan Development Author: Berk, Laura Publisher: Pearson Publication Date: 2018 Text Edition: 4th Classic Textbook?: OER Link: OER: Discovering the Life Span Author: Feldman, Robert Publisher: Pearson Publication Date: 2021 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of PSYC C1000 with grade of "C" or better Hours: 18 lecture Description: Provides an overview of the discipline of psychology, including expectations for the psychology major, and career options in various areas, such as academic psychology, applied behavior analysis, counseling and mental health, education, industrial-organizational psychology and related fields. Students design plans of study and clarify their career goals through activities such as interviewing a professional in the field of psychology, resume writing, and interviewing. (CSU) Course Student Learning Outcomes CSLO #1: Compare and contrast preferred career paths based on accurate self-assessment of abilities, achievement, motivation, and work habits. CSLO #2: Evaluate the types of academic experience and application in psychology and the liberal arts that will facilitate entry into the work force, post-baccalaureate education, or both. CSLO #3: Apply knowledge of psychology (e.g., decision strategies, life span processes, psychological assessment, types of psychological careers) to formulating career choices. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives 1. Outline, describe, and explain different career pathways within psychology. 2. Explore and identify personal career goals. 3. Compare academic programs related to personal career goals. 4. Develop a student educational plan for transfer (MAP). 5. Develop a curriculum vita (resume) and cover letter. 6. Examine different interview styles and formats for a variety of entry-level positions. 7. Explore and identify psychology-related resources for networking purposes. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Students will complete a brief psychology career interest inventory in class, then break into small groups to discuss their individual results. Each group will submit a worksheet, in which they will identify pros and cons of various career paths in psychology (e.g., salary, hours, years of education required, etc.). Students will be graded based on participation/non-participation on this discussion. Essay Examinations Example: In 2-3 paragraphs, compare and contrast the career choices of clinical psychologist and MSW (Master's of Social Work). Discuss the required education, job duties, populations served, typical salary, and potential work places for both. Rubric Grading. Objective Examinations Example: ALL of the following are tips for acing interviews according to your textbook EXCEPT: a) answer questions in a clear and positive manner b) never speak negatively about former employers or colleagues c) it is better to be calm and neutral than enthusiastic during the interview d) when discussing salary, be flexible Projects Example: Create a resume describing your current academic record, work history, and skill set, using one of the formats provided by the instructor. This assignment will be graded using a rubric for content and mechanics. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide lecture presentation, the instructor will outline strategies for choosing a major and career. Discuss Holland's Personality Types and how these relate to different career options. Have students break up into pairs and share their results from the Holland Personality Type CheckList that they completed prior to class. Do they agree with the results they obtained? Do the career suggestions align with their own career aspirations at this time? Using a slide lecture presentation, the instructor will provide guidelines for preparing curriculum vita or resumes, including what information to cover, what format to use, and how to avoid common pitfalls. After lecture, assign students to small groups and have them evaluate sample resumes, using a rubric created by the instructor. Distance Learning Using LMS, post a lecture with narration on counseling and clinical psychology careers. Require that students read the corresponding chapter in their textbook. Post a short video "Psychology Degrees and Career Trends for Psychology Majors." Then have students participate in an online discussion board with the following prompt: Given what you have learned this week on careers in counseling and clinical psychology, start one thread and reply to at least two other students' threads on the following topic: Compare and contrast the different career opportunities. Which areas appear to have predicted growth in the future? What are pros and cons of various careers? Typical Out of Class Assignments Reading Assignments 1. Go to http://www.careersinpsychology.org and read the article "The 50+ Best Jobs for Psychologists." Be prepared for an in-class discussion on different career options. 2. Read the chapter in Kuther's "Careers in Psychology: Opportunities in a Changing World." On page 11, take the "Which Holland Personality Type Do You Match?" quiz, and analyze your results. Bring these results with you to class for a small group discussion. Writing, Problem Solving or Performance 1. Profile of Goals: The purpose of this assignment is to encourage you to think of the reasons for your interest in psychology. Submit a 2-3 page paper, double-spaced and typed, on what attracted you to the discipline of psychology, what specifically you plan to study, how you plan to prepare yourself in your undergraduate years, and what career plans you are considering for the future. 2. Educational Plan: The purpose of this assignment is to create a MAP (My academic plan) for earning a degree in psychology and also to plan for future work/internship/research experience that will help you reach your academic and career goals. Following the guidelines presented in class, and incorporating feedback during your individual meeting with the instructor, create a MAP for earning your AA-T degree at Sierra. Then research potential transfer schools that offer psychology programs that fit your interests and future career goals. Summarize three potential undergraduate programs that you are considering for transfer. What features of these programs make them a good fit for transfer? what specific faculty share your academic interests? Other (Term projects, research papers, portfolios, etc.) Create a curriculum vitae, using one of several formatting models, that describes your educational and occupational achievements to date. Required Materials The Psychology Major's Handbook Author: Kuther, Tara Publisher: Cengage Learning Publication Date: 2016 Text Edition: 5th Classic Textbook?: OER Link: OER: Careers in Psychology: Opportunities in a Changing World Author: Kuther, Tara and Morgan, Robert D. Publisher: Sage Publications Publication Date: 2019 Text Edition: 5th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of PSYC C1000 with grade of "C" or better Hours: 54 lecture Description: Examination of psychological principles and theory emphasizing both contemporary and historical research on the influence of culture on human mind and behavior. Topics include the interplay between culture and developmental processes, cognition, emotion, motivation, world-view development, communication, gender, sexuality, health, social behaviors and cultural evolution. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe the role culture plays in the development of personality, self-concept, attitudes, moral values, gender roles, health, motivation, attraction, and close interpersonal relationships. CSLO #2: Compare and contrast different research methodologies used when studying culture. CSLO #3: Determine the role of culture in the experience of perception, expression of emotion, cognition and social behavior and the psychology behind ethnocentrism, stereotype, prejudice and justice orientation. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe, compare and contrast how cultural variation is defined and understood in psychological research including, but not limited to, the changing perspectives of methodologies across contexts, issues in defining culture within and across disciplines. 2. Analyze and provide examples of cultural evolution, variations within and between cultures, humans as "naturally" cultural. 3. Identify, examine, and critically evaluate competing cross-cultural psychological theories in, developmental research, personality and self research, motivation research, cognition research, emotion research, perception research. 4. Analyze, discuss, and evaluate psychological dimensions of cultures and their implications for understanding cultural differences and similarities in relationships, religion, morality and ethics, health outcomes, psychological adjustment, mental health, social expectancies, prejudice, discrimination, equity, interpersonal conflict, social justice activism, possibilities for peace. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In small groups, construct one solid paragraph that represents the response for your group to the film "Before the Rain." Your paragraph must have a strong, descriptive thesis that represents the response of each individual in your group. The remainder of your paragraph should be devoted to explaining/justifying that thesis. Put your names on your paragraph as you will be turning it in to me for credit. After each group has read their paragraph aloud to the entire class, students will have the opportunity to a) ask clarifying questions of other groups, i.e., When you said, "x," what did you mean by that?, b) make agreement/disagreement statements to other groups, i.e., I disagree with your claim that x or I agree with your claim y. Agreement/disagreement statements should also be supported by one or two pieces of evidence from the film. Groups will have the opportunity to briefly respond, citing evidence from the film. Essay Examinations Example: On an essay exam, students will be asked to select one film from a provided list and a) explain the historical time frame in which the film was produced, b) describe the key characteristics of the film/narrative that place the film within that time frame, and c) evaluate the film as if it were produced in today's cinema. The exam question will be graded in accordance with an instructor-prepared rubric. Objective Examinations Example: _____1. Inculturation _____2. Acculturation _____3. Assimilation _____4. Integration _____5. Segmented Assimilation _____6. Cultural Syncretism A. Process of being absorbed into the majority culture, adapting to majority culture B. Adopting cultural traits or social patterns C. Learning one's own group culture through experience and modeling D. Sociological model of the experience of immigrants who adopt aspects of their new culture. It posits that social and economic barriers can be so severe that they cause downward mobility among certain immigrant groups and create oppositional forms of culture. E. A form of cultural exchange in which one group assumes the beliefs, practices and rituals of another group without sacrificing the characteristics of its own culture. F. A concept that refers to the social processes by which the beliefs and practices of two unique cultures mix and create new cultural characteristics. Projects Example: Connection Map Using a 3'X4' poster board, students will create a visual "map" of the connections between the structural, familial and individual influences on the student's own experience of prejudice formation, discriminatory behavior and experience of equity and privilege. This map can take the form of a complicated flow-chart or a discreet example-by-example categorical display. Examples will be provided. (50 points) Instructor Rubric will be provided. Reports Example: For this position paper, you will be required to compare and contrast the essentialist approach to the study of cultural variation with the social constructionist view of cultural adaptation. Are these views mutually exclusive? Which approach do you believe to be most primary and why? The formal requirements for this paper are as follows: Three page maximum, typed, double-spaced, size 12 font, title page and stapled in the upper right hand corner. This is a formal paper assignment. The Instructor will provide a grading rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor defines intersectionality and sets-up Diversity Bingo. Students are given cards (similar in size to Bingo cards) with twenty-five identities, such as "a person of Asian heritage," "a person who speaks more than one language," and "A person born and raised on a farm." Students circulate around the room, asking other students if they fit specific identities. Discussion following the activity can be used to not only to illustrate the concept of multiple identities but also to elicit examples in which a student had an identity that was not apparent to other students. Distance Learning The instructor will facilitate small group discussions of media presentations of US immigration issues, across time, accompanied by a critical analysis. Typical Out of Class Assignments Reading Assignments 1. Read Audre Lourde's "Sister Outside" and be prepared to discuss both the strengths and struggles of living at the intersection of strong identities, e.g., being black, female and lesbian. 2. Read Rosenhan's "On Being Sane in Insane Places" and be prepared to discuss in groups of three the relevance of the landmark study to the tendency for dominant cultures to diagnose pathology in other cultures. Each student is required to submit and discuss one example in the discussion board on the learning management system. Writing, Problem Solving or Performance 1. Read pages 1-107 in "The Spirit Catches You and You Fall Down." In 800-1000 words, respond to "Dr. Dan Murphy said, "The language barrier was the most obvious problem, but not the most important. The biggest problem was the cultural barrier. There is a tremendous difference between dealing with the Hmong and dealing with anyone else. An infinite difference" (p. 91). What does he mean by this?" 2. Journals: The journal requires 2 entries per week minimum and should be a reflection of your reactions (feelings and thoughts) to information in readings, class discussions, and/or other experiences that relate to the class topic. The journals should not be a rehash of what we did in class. One of your weekly entries will be a response to a specific prompt given to you in class. The remaining entry in your journal is your own prompt-less reaction to, or reflection on, readings, class discussion or other experiences related to course content. The journals will be graded based upon completeness, clarity and depth of thought. I may make comments on the journal, however the focus of the journals is on your own personal development and integration of the experience you are having in relation to the course material. The final journal entry for the semester, during the last week of class, will consist of a 3-5 page summary of your reflections on the course content. You may use one of your journal entries as discussion board posts each week. Journals will be evaluated using an instructor-created rubric. Other (Term projects, research papers, portfolios, etc.) Create a chart delineating similarities and differences between non-psychological approaches to explain cross-cultural variation and scientific psychological approaches. Annotate your resources. Required Materials Cultural Psychology Author: Heine Publisher: Norton Publication Date: 2020 Text Edition: 4th Classic Textbook?: OER Link: OER: Culture and Psychology Author: Matsumoto Publisher: Cengage Publication Date: 2016 Text Edition: 6th Classic Textbook?: OER Link: OER: Cross-Cultural Psychology: Critical Thinking and Contemporary Application Author: Shiraev and Levy Publisher: Routledge Publication Date: 2016 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Students will read first-person narrative where cultural assimilation is problematic, such as "Between the World and Me," "Bird of Paradise: How I Became a Latina,""We Should All Be Feminists," "The Translator,""Stealing Buddha's Dinner,""The Woman Warrior,""Whipping Girl," "Under Her Skin," "Growing Up Brown," "Notes of a Native Son," 'I Know Why the Caged Bird Sings," My Life in an Indian Boarding School,""Persian Girls," "Redefining Realness," "Hunger, A Memoir of My Body,""Enchanted Air: Two Cultures Two Wings."