How to Use this GuideThis guide provides information and resources on introducing the topic of Social Psychology. All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinksIntroductionSocial Psychology can be one of the more interesting sections covered in the Introduction to Psychology Class.  In Introduction to Psychology, Social Psychology falls within Pillar 4: Social and Personality, which also includes Social, Personality, Emotion, Multicultural, Gender, and Motivation.  Social and Personality are both required topics under the Ohio TAG, so instructors should plan to cover this along with personality, and other topics in this Pillar if time permits. There are several areas that can be covered in this section so faculty will have to be selective in how are what they cover in the Intro course.  Instructors might note that the full-length Introduction to Social Psychology course is also part of the Ohio TAG Module; looking at the objectives for the full-length course might also help you determine your focus and emphasis in terms of what to cover in this unit.

 How to Use this GuideThis guide provides information and resources on state of consciousness for an Introduction to Psychology course. All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinks.  IntroductionThis section will explore states of consciousness with significant discussion on sleep. However, other altered states of consciousness due to psychoactive drugs, hypnosis, and meditation will be reviewed.According to the APA recommendations and Ohio TAG, this chapter also falls within Pillar 1 (Biological). This chapter is considered “optional” under the Ohio TAG, which requires Biology of Behavior and either Consciousness or Sensation to satisfy the requirements for Pillar 1: Biological. If you select to cover this chapter as your second topic within Biological, consider emphasizing the biological aspects of consciousness including the biology of consciousness and sleep, and the biological effects of drugs on consciousness (e.g., drugs as agonists and antagonists).

How to Use this GuideThis guide provides information and resources on introducing the field of psychology as a science in an Introduction to Psychology course.  All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinks.IntroductionThis section covers the topic of Stress and Health. Following the Ohio TAG Guidelines, Stress and Health falls within Pillar 5: Mental and Physical Health (e.g., Abnormal, Health, Therapies). As an instructor, making the connections between physical and mental health you can strengthen the connection between the units within this pillar while emphasizing  the reciprocal influences of biological, psychological, and social/interpersonal/situational factors in health and wellness.

How to Use this GuideThis guide provides information and resources on teaching human development across the life span in an Introduction to Psychology course. All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinks.IntroductionThis section introduces students to biological mechanisms that underlie behavior.  Specifically, students will be introduced to the structures and functions of the nervous system, and how the nervous system interacts with the endocrine system.Biology of Behavior is a core topic in the APA’s recommendations for Strengthening General Psychology, and is also a core topic in the Ohio TAG learning objectives. This topic is required for all Introduction to Psychology courses in Ohio as part of Pillar 1: Biological. Recall that the TAG requirements call for a second topic to be included from this pillar, which can be either Sensation or Consciousness or, time permitting in your course, both.

How to Use this GuideThis guide provides information and resources for teaching Therapy Approaches in an Introduction to Psychology course. All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinks.  IntroductionThis section will provide an overview of different approaches to therapy, compare and contrast psychosocial therapies and biological therapies, and discuss the difference between a psychologist and psychiatrist.

How to Use this GuideThis guide provides information and resources on introducing the topic of thinking and cognition. All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinks.IntroductionThinking is one of the smaller topics that make up cognitive psychology (along with perception, attention, intelligence, and memory). Faculty may want to first introduce Cognitive Psychology and discus how thinking fits into all the other areas.  This topic lends itself to several in-class activities to emphasize the different concepts. Faculty may also want to pair this section together with Intelligence and language development.

This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.

This textbook is designed for Chemeketa Community College's PSY 201. NOBA provides ancillary materials, and a common course cartridge is also available by request with more quiz questions for this content. Print copies are available from http://www.lulu.com/shop/noba-project/introduction-to-psychology-mind-body/paperback/product-22882311.html.

This textbook is designed for Chemeketa Community College's PSY 202. NOBA provides ancillary materials, and a common course cartridge is also available by request with more quiz questions for this content. Print copies are available from http://www.lulu.com/shop/noba-project/introduction-to-psychology-mind-society/paperback/product-22882321.html.

When you teach Introduction to Psychology, do you find it difficult – much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? If so, then you have something in common with Charles Stangor.Charles Stangor's Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students.Charles wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study.This book is designed to facilitate these learning outcomes, and he has used three techniques to help focus students on behavior:Chapter Openers: Each chapter opens showcasing an interesting real world example of people who dealing with behavioral questions and who can use psychology to help them answer them. The opener is designed to draw the student into the chapter and create an interesting in learning about the topic.Psychology in Everyday Life: Each chapter contains one or two features designed to link the principles from the chapter to real-world applications in business, environment, health, law, learning, and other relevant domains. For instance, the application in Chapter 7 on Development, “What makes good parents” applies the concepts of parenting styles in a mini-handbook about parenting, and the application in Chapter 3 is about the difficulties that left-handed people face performing everyday tasks in a right-handed world.Research Foci: Introduction to Psychology emphasizes empiricism throughout, but without making it a distraction from the main story line. Each chapter presents two close-ups on research -- well articulated and specific examples of research within the content area, each including a summary of the hypotheses, methods, results, and interpretations. This feature provides a continuous thread that reminds students of the importance of empirical research. The research foci also emphasize the fact that findings are not always predictable ahead of time (dispelling the myth of hindsight bias), and also help students understand how research really works.Charles Stangor's focus on behavior and empiricism has produced, Introduction to Psychology, a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books.

Includes an attached common course cartdridge for an Introduction to Statistics for Psychology course adapted by Paul C. Bernhardt, Ph.D. for a PSYC 301 course at Frostburg State University. The course is an adaptation of Learning Statistics with jamovi, A Tutorial for Psychology Students and Other Beginners (Navarro & Foxcraft, 2019) and a free and open-source statistical analysis package named jamovi (www.jamovi.org).

Use the templates in each chapter to build the course map for your course. In the course map, you will sequence your learning outcomes into modules/weeks and specify your course materials, learning experiences, and assignments/assessments. This map will help guide you as you develop and build the modules of your course.

Refer to the “Intro to the contact cycle” chapter for a complete module map. All other modules/chapters include outlines and reading lists only.

Student Learning Outcomes (Course Learning Outcomes)

Identify Gestalt values/philosophy
Describe the “contact cycle” process
Identify and differentiate “disturbances to contact”
Devise solutions to “disturbances to contact” through role playing and analyzing case examples
Reflect on the impact of applying Gestalt concepts by responding to weekly journal prompts

This course is an investigation to distinguish episodic memory, which is memory of personal events, from semantic memory, which is general knowledge independent of time and place.

Teaches principles of experimental methods in human perception and cognition, including design and statistical analysis. Combines lectures and hands-on experimental exercises; requires an independent experimental project. Some experience in programming desirable. To foster improved writing and presentation skills in conducting and critiquing research in cognitive science, students are required to provide reports and give oral presentations of three team experiments; a fourth individually conducted experiment includes a proposal with revision, and concluding written and oral reports.

" 9.63 teaches principles of experimental methods in human perception and cognition, including design and statistical analysis. The course combines lectures and hands-on experimental exercises and requires an independent experimental project. Some experience in programming is desirable. To foster improved writing and presentation skills in conducting and critiquing research in cognitive science, students are required to provide reports and give oral presentations of three team experiments. A fourth individually conducted experiment includes a proposal with revision, and concluding written and oral reports."