Undergraduate Programs
Syllabi 100 Level
Psychology
830:101:B2
Summer 2008
Instructor: Natalie A. Obrecht
Email: natalie@ruccs.rutgers.edu
Office: Busch room 124
Office hours: By appointment
Course Website
Course Purpose
I teach General Psychology with two major purposes in mind. First, as a pragmatic concern, I aim to prepare you for future coursework as a psychology major. We will cover most or all of the major topic areas in psychology so you will have a foundation for future study as well as an understanding of the field in general. My second and more important goal is to demonstrate how psychological research is relevant to the real world. For example we will talk about why eyewitness testimony can be problematic, how specific brain injuries affect our behavior, and what treatments for mental illness appear most promising. I hope to show you the usefulness of approaching problems from a scientific perspective. Regardless of your major, this course will help you gain insight about how people perceive, think, and behave.
Textbook (required)
Gazzanigna, M. S. & Heatherton, T. F. (2006). Psychological Science: Mind, brain, and behavior (2nd ed.). New York: W. W. Norton. ISBN: 0-393-92497-1
Academic Integrity
“Academic Integrity is not unlike a professional code of ethics for students. In its simplest form it means that you do not cheat on exams, do not do someone else's work, give credit to the originator of ideas and thoughts you incorporate into your own work, and do not falsify data or what someone else said or wrote.” http://ctaar.rutgers.edu/integrity/student.html
While I encourage you to study with others in the class, I expect that all the work that you turn in is your own. If you have any questions regarding this matter, please ask me.
Disability Accommodations
“The community of Rutgers University is committed to providing equal educational access for individuals with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. An individual with a disability who is qualified for admission will have the same access to programs, services, and activities as all other students. Rutgers University will make reasonable modifications to its policies, practices, and procedures unless doing so would fundamentally alter the nature of the service, program, or activity, or pose an undue administrative or financial burden. The university will provide services in a manner that promotes independence and inclusion in all aspects of university life.”
If you need any accommodations due to a disability, please contact the Office of Disability Services (ODS) on your campus (http://disabilityservices.rutgers.edu/). The ODS will either contact me or give you a letter which you can bring to me so that I know how I can assist you. Please speak with me at the end of our first class if you will require accommodations. I am happy to help you with this matter.
Office Hours
I will not be holding regular office hours this summer term. However, I am happy to meet with you to discuss the course material or other topics. As a graduate student, I can tell you what graduate school in psychology is like and give you suggestions regarding the application process. Feel free to email me for an appointment. My office is on Busch Campus in the Psychology Building, room 124. Also, some days I will be available before or after class.
Website
The syllabus is available on my webspace: http://ruccs.rutgers.edu/~natalie (click “teaching”). Your grades will be posted on FAS Gradebook (https://secure.fas.rutgers.edu/apps/gradebook/).
In the Classroom
If you are unclear about a concept, be sure to ask me about it. I appreciate questions because they show that you’re thinking about the material and they let me know what topics students may need more time on. Please show respect for others by keeping your cell phone off and maintaining a peaceful learning environment.
Attendance
I will not formally record your attendance. However, I strongly encourage you to come to class and stay the whole time. If you miss class, it is your responsibility to talk to your fellow students to find out what you missed.
Grading
You will be tested frequently in this class. I do this for two reasons. First, I want to reduce your text anxiety. I think it is stressful when half of a course grade depends on a single paper or exam. Secondly, research has shown that students recall more material when they have engaged in studying and frequent testing, compared to students who studied more, but were tested less often.
It is unlikely that I will curve grades. However, I may make slight adjustments to your benefit.
Tests
Tests will be primarily multiple-choice in format and will cover material from the assigned text and from class lectures/discussions. It is important for you to learn about both the details and broad application of psychological research.
If you know that you’re going to miss a test, let me know a.s.a.p. and we will make alternative arrangements. If you simply do not show up for an exam you will receive a zero. However, I will allow you to make up a missed test if you provide proper documentation (dean/doctor’s note etc.) excusing you.
Research essay
I would like you to learn first hand about research in psychology. You may choose between one of the following options:
A) Participate in 2 RPUs (up to 1 hours of time) of experiments in the psychology department (http://psych-s.rutgers.edu/research/test/). Pick one of the studies you were in to write a short summary about. Briefly describe the procedure, your task as a participant, the dependent measure(s), and why you think the study was experimental or correlational. I will get proof of your participation from those people running the experiments.
OR
B) Find a short journal article to read (see Psychological Science: http://www.blackwell-synergy.com/loi/PSCI?cookieSet=1). Write a brief description of the study that identifies the research question, the dependent variable, the independent variable, and design type (correlational and/or experimental). If there are many DVs and IVs then just report the most important ones. Then turn in both the first page of the article and your description.
The best way to earn to high grade:
- Read the assigned material and take notes on it, preferably before the class in which it will be covered so you can ask informed questions
- Quiz yourself: try explaining the material to someone else (real or imaginary) without using your book
- Come to class, come on time, and participate
- Pace your studying by working on the material a little bit each day rather than cramming right before a test
- Go back and review previous material every so often
- Take advantage of my office hours (email me for an appointment)
- Get enough sleep, especially before a test!
|
# |
Points per item |
Total points |
Tests |
6 |
50 |
300 |
Research essay |
1 |
25 |
25 |
Additional |
? |
? |
? |
Final exam |
1 |
75 |
75 |
Total |
|
|
400 (approx.) |
Final grading scale
A 90 – 100 %
B+ 86 – 89 %
B 80 – 85 %
C+ 76 – 79 %
C 70 – 75 %
D 60 – 69 %
F 00 – 59 %
Course schedule (subject to change)
Weeks |
Material |
Assignments/Exams |
May 27th W |
Introductions, hand out syllabus |
Test1 (Ch1-2); last day to drop without penalty |
June 2nd |
Chapter 3 continued/review |
Test 2 (Ch.3-4) |
June 9th |
Chapter 6: Learning (40 pages) |
Test 3 (Ch.5-6) Mid-semester evaluation |
June 16th |
Chapter 11: Development (50 pages) |
Test 4 (Ch.7-8)
Test 5 (Ch.11&9) |
June 23th |
Chapter 10: Emotions and Health (48 pages) |
Test 6 (Ch.10, 15, 12) |
June 30th |
Chapter 13: Disorders (46 pages) |
Research essays due |