Syllabus
Science Prerequisites for Health Professionals
PSYO 1010: Introduction to Psychology, Spring, 2025
Credits - 3
Description
The course is an overview of the key concepts in psychology and research methods used to investigate these and the psychological processes underlying human behavior. Students in Introduction to Psychology will become familiar with psychology’s five core domains: biological, cognitive, developmental, social/personality, and mental/physical health and learn skills that are core to scientific reasoning and problem solving, being a critical consumer of information and empirical research, and understanding psychological processes, and interpreting behavior. The course takes a highly integrated approach and domains and research will be explored through multiple lenses, with special attention being given to ethical considerations, cultural and social diversity, individual variance, and real world applications.
Materials
Learning Objectives and Outcomes
Course Objectives*
After completing this course, students will be able to:
- Identify how ethics, cultural and social diversity, variations in human functioning, and real-world application impacts basic concepts of psychology
- Apply psychological principles to personal, social, and professional life
- Draw logical, well-grounded conclusions about behavior and mental processes from empirical evidence
- Evaluate misconceptions or erroneous behavioral claims based on evidence from psychological science
- Evaluate basic psychological research
(*From APA’s recommendations for Introduction to Psychology courses, Gurung & Neufeld, 2019)
The five domains of psychology. Image adapted from Gurung, R. A., Hackathorn, J., Enns, C., Frantz, S., Cacioppo, J. T., Loop, T., & Freeman, J. E. (2016) article “Strengthening introductory psychology: A new model for teaching the introductory course” from American Psychologist
SELF PACED DESIGN
On the course start date, students will have access to orientation. This must be completed to be able to gain access to the first module in the course. Students must complete the first module to gain access to the next one. We recommend that students spend about 15 hours per week to complete a course in 16 weeks. When trying to complete the course in less than 16 weeks, we typically see students do this successfully within 12-14 weeks. Instructors will be timely in grading and feedback, but it will not be instant.
Assignments
Assignments
There is a wide variety in human functioning, which we will be learning more about in this course. Each of us has our own unique styles and preferences and these can affect what we like to do and how we best learn. In order to support these preferences, there are a variety of types of assignments in this course.
Knowledge Checks
At the end of every module there is a brief Knowledge Check. These are worth 1 point each for a total of 16 points (16% of your final grade). The purpose of these quizzes is to test your understanding of the material and to help you practice retrieving the information that you have stored in your memory. This will help improve your memory so you retain what you have learned for a longer period of time.
Journal Entries
Journal entries are your opportunity to independently and critically reflect on the course material. There are 13 journal entries for the course worth 2 points each for a total of 26 points (26% of your final grade). Some entries will ask you to reflect on your own life and make observations about how humans behave in the world. Other entries are more directly tied to your ability to think critically about the course material and how you might apply it in a specific situation.
Case Study / Analysis
Case studies are frequently used in the social sciences and the health professions as a means to allow you to further explore what they have learned and how it applies to a real life situation. There are 6 case studies for the course worth 3 points each for a total of 18 points (18% of your final grade). Case studies shed light on the complexity and multi-faceted nature of psychology and require thorough analysis of the facts presented to inform empirically-based decision-making.
Article Critiques and Discussions
Social interaction has been shown to help improve outcomes in online courses (Gunawardena & Zittle, 1997; Mayer, 2005). To that end, there are assignments, such as a discussion question or discussing a peer-reviewed article, where engaging with your peers and offering your insights and constructive feedback is key. Concepts and key issues in psychology through multiple lenses should also be considered.
Self-Reflection Essays
You will be asked to write a self-reflection applying what you have learned in this course to your own life, how you got to where you are now, and future goals. This is an opportunity for you to explain how the principles you have learned about have influenced your own thoughts, behaviors, decisions, and goals.
Final Knowledge Check (Proctored)
At the end of the course there will be a Proctored Final Knowledge Check, the questions will be similar, in format, to the Knowledge Checks at the end of each module.
Proctored exams are closed for review. You will not be able to review them at any time. Please contact your instructor for specific feedback.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment Category | Grade |
|---|---|
| Knowledge Checks | 16% (16 x 1 point) |
| Journal Entries | 26% (13 x 2 points) |
| Case Study / Analysis | 24% (6 x 4 points) |
| Article Critiques and Discussions | 12% (4 x 3 points) |
| Self-Reflection Essay | 12% (12 points) |
| Final Knowledge Check (Proctored) | 10% (1 x 10 points) |
| Total | 100% |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
|
Week |
Topic |
Readings/Resources |
Assignments |
|
1 |
Welcome / How do we learn? |
OpenStax 1.1 OpenStax, Ch. 8 How Does Your Memory Work? |
Knowledge Check 1 Journal Entry 1 |
|
2 |
How did the field of psychology develop? (History and overview of psychology) |
OpenStax 1.2-1.4 Carl Rogers, Person-centered therapy; Psychology research and Brown v. Board of Ed History of Psychology [Interactive timeline] |
Knowledge Check 2 Article Critique/ Discussion 1 (seminal article) |
|
3 |
How is psychology a science? (introduction to the scientific method) |
Saylor, Ch. 1 Karl Popper: Science and Pseudoscience |
Knowledge Check 3 Journal Entry 2 Journal Entry 3 |
|
4 |
How do psychologists discover and create knowledge? (Research methods / positivism vs constructivism/ becoming a critical consumer) |
OpenStax, Ch. 2; Illing, 2013 Inductive Reasoning [activity] Interpreting Correlations [interactive] |
Knowledge Check 4 Journal Entry 4 |
|
5 |
What are psychologists duties and responsibilities to others? (Clinical and research ethics) |
APA, 2016; Fisher, (2016) |
Knowledge Check 5 Case Study 1 |
|
6 |
How do we understand and treat those who are different from us? (Multicultural psychology) |
APA, 2017 (pp. 1-15); Williams, 2019; Lilienfield, 2017 (optional) Hays, 2013; 2012 |
Knowledge Check 6 Journal 5 Your cultural sketch Case study 2 |
|
7 |
How do our brains affect our thoughts and behavior I? (Biological bases of behavior; evolutionary psychology) |
OpenStax, Ch. 3 Interview with Dr. David Buss [Evolutionary Psych; video]; 3D Brain [interactive] MRI and fMRI overview; Interactive brain map |
Knowledge Check 7 Case study 3 |
|
8 |
How do our brains affect our thoughts and behavior II? (consciousness; sleep disorders, substance use disorders; sensing, perceiving) |
OpenStax, Ch. 4 Reinarman, C., & Levine, H. G. (2004), Circadian Rhythms [video] Sleep and memory [video] Visual Illusions [interactive] Online Psychology Laboratory. OpenStax, Ch. 5 Selective attention test [video]; Gestalt principles and perception [video] |
Knowledge Check 8 Journal Entry 6 |
|
9 |
How do we make sense of the world? (Learning, Thinking & Intelligence) |
OpenStax, Ch. 6 7, 8 (review) Selective Attention Test [video] 3D Memory Mapping [interactive]
|
Knowledge check 9 Article Critique/ Discussion 2 Journal 7 |
|
10 |
How do we grow and change? (Social, emotional, and cognitive development) |
OpenStax, Ch. 9 Cichetti (2016) Ainsworth [video] |
Knowledge Check 10 Case Study 4
|
|
11 |
How do we differ and how do we measure this? (motivation, eating disorders, gender and sexuality; Personality) |
OpenStax, Ch. 10 & 11; Becker, et al. (2014) Susan Cain – The Power of Introverts ; Dweck, 2017 (optional) The Big 5 [activity] |
Knowledge Check 11 Journal 8 Case Study 5 |
|
12 |
How do we perceive others and how do others influence us? (intrapersonal phenomena) |
OpenStax, Ch. 12 Take the IAT [Activity] |
Knowledge Check 12 Journal 9 Article Critique/ Discussion 3 |
|
13 |
How do we interact with each other? (intergroup conflict & organizational psychology) |
OpenStax, Ch. 13 Sherif, et al., 1954/1961 |
Knowledge Check 13 Journal 10 Journal 11 |
|
14 |
How does our psychology influence our health? (positive psychology; health psychology) |
OpenStax, Ch. 14 Fredland, 2018 Frederickson, 2001 Holmes & Rahe Stress scale [activity] |
Knowledge Check 14 Journal 12 |
|
15 |
What happens when we have impaired psychological functioning? (introduction to the DMS-V) |
OpenStax, Ch. 15 Bliton, et al., 2017 Walsh, et al., 2002 Schizophrenia: Gerald, Part 1 |
Knowledge Check 15 Case Study 6 Biopsychosocial Exploration of Self Essay |
|
16 |
How do we treat psychological disorders? (DSM-V continued and introduction to therapeutic orientations) |
OpenStax, Ch. 16 Rosenhan, 1973 |
Knowledge Check 16 Journal 13 Article Critique/ Discussion 4 Final Knowledge Check (Proctored) |
Student Resources
APA Style: Citing and Referencing Sources
You are required to cite, in APA format, all material that you directly quote or paraphrase in this course. You are also expected to include a References list for any outside source materials that you employ. See the summary below and the resources at the end for correct citation and format.
In-Text Citations
The in-text citation is a brief reference within your text that indicates the source you consulted. It should properly attribute any ideas, paraphrases, or direct quotations to your source and should direct readers to the associated entry in the reference list.
An in-text citation consists of the author’s name and publication year in parentheses:
Example: (Winkleman, 2009).
Author’s Name in the sentence
If the author is named in the sentence, use just the publication year in parentheses.
Example: “As a leading expert in the subject, Winkleman (2009) asserts that…”
Direct Quote
Add the page number when using a direct quote.
Example: (Winkleman, 2009, p. 134).
References List
When using material that is not part of the course, include a “References” list with an entry for each material at the end of your journal entry. Here’s an example entry:
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. https://doi.org/xx.xxx/yyyy
If the doi is not available you can include a link to the website where you got it.
Additional Resources
For information on how to cite other types of media, such as books, videos, websites, etc., here is a link to UNE’s APA Style Guide: https://library.une.edu/research-help/help-with-citations/apa-style/
Purdue University’s Online Writing Lab is also an excellent resource and can be found here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_articles_in_periodicals.html
Online Student Support
Your Student Support Specialist is a resource for you - they will monitor course progression and provide assistance or guidance when needed. Please don’t hesitate to contact them for assistance, including, but not limited to course planning, course materials, billing, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Submit your student support request.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Instructor and Support Contact Information
Check Brightspace for specific instructor and support specialist contact information.
Student Lounge
The Student Lounge Discussion Forum is a designated support forum in which students may engage with each other and grapple with course content. Feel free to post questions, seek clarification, and support each other, but be mindful of UNE's Academic Integrity Policy.
Your instructor will monitor this forum. However, if you are seeking specific and timely answers to questions about course content or your personal grades, please contact your instructor via course messages. For questions about course materials, program policy, and how to navigate and proceed through the course, please contact your Student Service Advisor through the Student Portal.
Policies
Proctored Examinations
Your course may have proctored exams. Please see your course for full details, access, testing requirements, and guidelines.
Students must follow all proctoring requirements for their exams to be credited. Please contact your instructor for specific feedback.
Exam Attempts Policy
Students will receive two attempts at all proctored examinations. The higher score of the two attempts will be calculated into the final grade.
All students are encouraged to use a second attempt on their exams in order to improve their overall performance in the course.
Course Discussions
Discussion topics cover events or materials related to this course that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Each discussion topic may require you to conduct internet research, read additional materials, visit a specific webpage, AND/OR view a short video before writing a response following the specific guidelines in the discussion topic prompt.
To earn full credit you will need to post a response to the discussion topic, respond to the original posts of other students, and then contribute meaningfully to an ongoing discussion. You may need to post your initial response before you will see any posts from your classmates. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.
Please see Brightspace for a full description, along with specific guidelines, for each discussion topic. Discussion board assignments should be completed, along with all other assignments in the course, in the order that they appear. Due to the course design, you may be unable to take a proctored exam if you do not complete all assignments that appear prior to that exam.
Please also refer to the Grading Policy/Grade Breakdown section of the syllabus to learn the percentage of your grade that each discussion is worth.
Technology Requirements
Please review the technical requirements for UNE Online Programs: Technical Requirements
Course Length
A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.
- Courses in the SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks
- Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.
- Course start and end dates are in respect to Eastern Time.
Withdrawal and Refund Policies
Please visit the enrollment page to review the withdrawal and refund policies.
Grade Policy
Students are expected to attempt and complete all graded assignments and proctored exams by the end date of the course. View the incomplete grade policy..
Transcripts
Due to the Family Educational Rights and Privacy Act, only the student may request official transcripts. This may be done online by going to the University of New England Registrar website and following the directions on the page.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submission of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.
Using Generative AI When Completing Coursework
Generative AI (GenAI) applications (like ChatGPT) have proven to be powerful and effective tools, and students are encouraged to become familiar with and use them. However, as with any tool, students must use GenAI in ways that support learning, not replace it. Learning to use AI responsibly and ethically is an important skill in today’s society.
In their courses, students are not allowed to use advanced automated tools, such as generative AI tools, on assignments unless explicitly directed to do so. Each student is expected to complete each assignment, including labs and quizzes as applicable, without substantive assistance from others, including automated tools.
Using AI-content generators to complete assignments without proper attribution violates academic integrity. By submitting assignments in UNE courses, you pledge to affirm that they are your own work and you attribute use of any and all tools and sources.
Unauthorized Use
Unauthorized use of AI is treated as a violation of academic integrity.
Citing AI Use
If permitted, students should indicate and cite any use of AI tools.
Instructor responsibility
Instructors should clearly reiterate, using UNE Online’s Policy, how students can use AI tools in their courses, and communicate this policy to students at the beginning of the semester.
Student responsibility
Students must follow the academic integrity policy of the University of New England.