PS101 Introduction to Psychology

for FA 2008

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


PS 101 Introduction to Psychology


FA 2008 HOB


Chezik, Donald D.


Professor of Psychology, Program Coordinator


Ph.D. Clinical Psychology (Indiana University)
M.A. Clinical Psychology (Michigan State University)
BA Psychology (MIchigan State University)

Office Location

Park Home Campus

Office Hours

8 a.m.  -  500 p.m.

Daytime Phone



Web Page

Semester Dates

Aug 18 - Dec 12

Class Days


Class Time

2:25 - 5:15 PM

Credit Hours


Recommended: Meyers, D. (2007) Psychology, eighth edition in modules.  New York: Worth Publishers.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Instructor's website:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
PS 101 Introduction to Psychology: (MGE) A survey of psychology. A presentation of representative theory and research in the areas of consciousness, learning, motivation, cognition, personality and social behavior. 3:0:3

Educational Philosophy:

I believe students should engage the subject rather than wait passively to be taught.  Optimal learning requires curiosity and asking questions.   Asking questions shows interest (which inspires the instructor) and  makes the time pass.  Students have three reasons for not asking questions:  1. Lack of interest; 2. Don't know enough; 3. Fear that the question is stupid.  I will try to make the material interesting by showing  how it relates to  you  and suggest a way to ask questions that you’re afraid are stupid. (Yes, there are stupid questions!).

If you're afraid your question is stupid, simply begin by saying: “This may be a stupid question, but. . .” I’ve used this in classes I took, colloquia, meetings, and forums - and it works!.  Or, if you think your question is off the subject, say, “This may be a little off the subject, but. . .” If  you were daydreaming and you think I may already have covered what you want to ask, say, “You may already have covered this, but. . .”If you think your question is on a sensitive subject, say, “This may be a little touchy, but. . .” I have found that when I use these, people come up afterward and say, “Man, I’m glad you asked that question. I was wondering that myself!” 

In addition, asking questions is the best way to show interest. If you don’t ask questions, it makes the instructor think you're bored. (Not good!).  In addition, asking questions makes the time go faster than just listening and scribbling notes.

I also promote “disputatious learning” (almost every Park syllabus mentions it). Does anyone know what it means? It means I’m going to challenge what you think, so don’t take offense  if you are asked, “why do you believe that?” It doesn’t mean it’s wrong; it just means I’m curious why you believe it.  (A good answer is not, “Because that’s what I’ve always been told!”)  Sometimes I just want to find out  what or if you’re learning.     

Learning Outcomes:
  Core Learning Outcomes

  1. Define and apply basic psychological vocabulary.
  2. Critically analyze psychological concepts, theories and ethical issues.
  3. Apply psychological concepts to one's life and circumstances.
  4. Identify representative theories in the areas of learning, motivation, cognition, personality, social influence, abnormal behavior and multicultural issues.
  5. Effectively gather, evaluate, and communicate about psychological issues present in the popular media and scholarly publications.
  6. Identify the basic assumptions, history, methods, and techniques of psychology.

  Instructor Learning Outcomes
  1. Know when someone is talking rot.
  2. Become more culturally literate.
  3. Think critically
  4. Increase vocabulary.
  5. Eschew obfuscation.
Core Assessment:

PS 101 Introduction to Psychology

Position Paper- Controversial Topic

The purpose of this critical thinking assignment is to examine both sides of a controversial issue, select a position, apply it to a multicultural context, and to apply the Park University General Education literacies:  aesthetic, civic, critical, science, and values. Two of these literacies (critical and values) are perceived to cut across disciplines and departments, while the other three (aesthetic, civic, and scientific) literacies address major academic concerns.  Students with these literacies should be able to succeed in communicating, computing and problem-solving, clarifying values, using the arts, functioning within social institutions, and using the sciences and technology.



  • Selection of a controversial topic
  • Descriptions of both sides with a personal position.
  • Application to a multicultural context and the Park University literacies.
  • Utilizes a minimum of 2 sources (one for the pro perspective and one for the con perspective of the controversial issue.
  • Paper should be organized and presented according to the sections presented in the assignment instructions.
  • Text body should be no less than 3 pages.
  • References should be formatted in a standardized form, e.g., APA, MLA.

Link to Class Rubric

Class Assessment:
Quizzes, Exams, and a paper (the position paper).

There will be 5 quizzes of 10 multiple-choice items each which may be administered in any class period. There is an end-of-term exam of 50 items, and a comprehensive final of 100 items, made up of new items and items from  previous exams and quizzes. All quizzes and exam may be comprehensive. In addition, there is a required position paper (Core Assessment) worth 50 points. For grading  purposes, raw scores on quizzes and exams will be converted to standard scores, called "T-Scores."  T-Scores have a mean of  75 and a standard deviation of 10.  An average score is 75.

Grading Scale (T-Scores): 
A = 85 and up: 
B = 75-84
C = 65-74
D = 55-64
F = Below 55: F.  Grade assignment will be discussed further in class.  

 Points  % of Grade
 10  4    
 10  4    
 Quiz3  10  4    
 Quiz4  10  4    
 Quiz5  10  4    
 End of Term Exam (comprehensive)
 50  20    
 Final (comprehensive)
 100  40    
 Position Paper (CA)
 50  20    
 Total Points
 250  100    

Late Submission of Course Materials:
Missed quizzes and exams cannot be made up.  Grades will be based on average of those exams and quizzes taken. The final must be taken to receive a grade in the class. A quiz or exam missed without adequate reason is averaged in as a zero.
No extra credit, and no credit given for class participation.  Participation is its own reward! You learn more and become more engaged in the subject. 
Must have good reason for any assignment turned in late or missing quizzes and exams; e.g., your death or death in your immediate family, serious illness, etc. Instructor must be informed within 1 day of the absence.

Classroom Rules of Conduct:
Only one person talks at a time!  Be on time.  No other class work allowed! Stay awake and look interested even if you're not (nod your head in understanding from time to time!).  If you don't want me to ask you questions in class, ask me questions. Disruptive students may be asked to leave after being warned.

Course Topic/Dates/Assignments:
Assignment dates may be changed at the discretion of the instructor, depending on course progress and unforeseen exigencies.





1 Aug 19

Critical Thinking/

1, 2

Modules, prepare a list of 3 questions

2 Aug 26  

Science/Early Psychology

1, 2, 3

 Read links on Critical Thinking, Science & early schools

3 Sep 2

The Nervous System


 Study notes and reading

4 Sep 9

The Eye

12, 13

 Study notes and reading

5 Sep 16

The Ear


 Study notes and reading

6 Sep 23



 Study notes and reading

7 Sep 30



 Study notes and reading

8 Oct 7

Sleep and Dreams


Study notes and reading

9 Oct 14

Classical Conditioning


 Study notes and reading

10 Oct 21

Operant & Cognitive

22, 23

 Study notes and reading

11 Oct 28


34, 35, 36

 Study notes and reading

12 Week

Infancy & childhood

8, 9

 Study notes and reading

13 Week

Personality & Psychopathology 

44, 45, 46, 47, 48, 49, 50, 51

 Study notes and reading

14 Week


52, 53,54

Study notes and reading

Week 14

Social Psychology

55, 56, 57, 58

 Study notes and reading

Week 15

Social Psychology

55, 56, 57, 58

 CA Paper due

Week 16

Course Review


 Study notes and reading





Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
It is bordering on plagiarism to extensively cut-and-paste from a source even though you reference it. If, for example, your paper was mostly someone else's wording with a few transition words by you, it will not be highly graded.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis & Evaluation                                                                                                                                                                                                                                      
There are more than 2 distinct descriptive statements and 1 distinct statement of evaluation for each side

There are 2 distinct descriptive statements and 1 distinct statement of evaluation for each side

There are fewer than 2 distinct descriptive statements and 1 distinct statement of evaluation for each side

No literacy application errors and no multicultural application error

No literacy application errors, e.g., student correctly applies the topic to the literacies of: critical thinking, science, civic, and values

Literacy application error(s)

Whole Artifact                                                                                                                                                                                                                                             
Position paper contains all of the components and formatted in correct APA style

Position paper contains the following components: an introduction, topic position descriptions, personal position with explanation, multicultural application, application to four literacies, a conclusion, reference page

Position paper has a component error or writing errors that are distracting



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Last Updated:8/16/2008 4:32:08 PM