11 courses with the subject PSYC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PSYC 201General Psychology3
(3 lecture) Course Description This course is an introduction to the basic concepts and methodology of psychology. The course is an introduction to the scientific study of behavior. This course meets the General Education competency of Critical Thinking (CT). Text King, L. A. (2025). Experience psychology. McGraw Hill LLC. Objectives A. Identify the research methods used in psychology. B. Describe the research methods used in psychology. C. Explain the distinction between the different schools of psychology. D. Examine the biological foundations of behavior. E. Evaluate theories of learning and cognition. F. Explain the basic theories developmental psychology. G. Demonstrate knowledge of personality theories, and psychology as it relates to social context. H. The student will be able to evaluate a diverse collection of evidence related to a specific research question/thesis. (CT) I. The student will be able to synthesize the evidence and draw conclusions. (CT) J. The student will be able to compile a written, verbal, or visual response to the evidence that acknowledges alternative explanations and views. (CT) Content A. History of psychology B. Research methods C. Biology of Behavior D. Classical and Operant Conditioning E. Memory F. Cognition, Language, and Intelligence G. Life Span Developmental Psychology H. Motivation and Emotion I. Personality J. Social Application - Health, Adjustment, Relationships and Career Student Evaluation A - G. Tests and quizzes and classroom discussions H - J. Classroom discussions, written Assignments and/or projects Bibliography Bruer, John T. Myth of the First Three Years: A New Understanding of Early Brain Development . Free Press, c1999. Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. 1st. ed. Harper & Row, c1990. Derry, Gregory Neil. What Science is and How it Works. Princeton University Press, c1999. Eccles, Sir John C. Evolution of the Brain: Creation of the Self. Routledge, 1989. Johnson, Robert A.
(3 lecture) Course Description This course is designed to introduce psychological principles applied to teaching and learning. Learning, development, and motivation theory along with learning processes, intellectual functioning, and educational achievement are examined. The learning environment, instructional planning, classroom management, and assessment are explored. Student diversity and learners with exceptionalities are also discussed, along with the contributions of educational research in today’s changing classrooms. Students must conduct a minimum of five hours of observation in an educationally focused setting and reflect upon their experiences. Prerequisite PSYC 201 General Psychology or EDUC 240 Child Development Text Santrock, J. W. (2022). Educational psychology (7th ed.). New York, NY: McGraw Hill. Objectives
(3 lecture) Course Description Tracing the physical, social, intellectual, and emotional development of the human organism from birth through adulthood, the course emphasis is placed on the interrelationship of biological maturation and experience in shaping the human personality. Prerequisite PSYC 201 or permission of instructor. Text Santrock, John. Essentials of Life-span Development w/Connect. 6th ed. New York: Mcgraw-Hill, 2020. Print. Objectives
(3 lecture) Course Description This course is an introduction to the concept of abnormal behavior. The focus is on recognition of maladjustments from mild disorders to severe illnesses, with a survey of major current approaches to therapy. Prerequisite PSYC 201 or permission of instructor. Text Jennings, H. (2025). Nolen-Hoeksema’s Introduction to Psychopathology. McGraw Hill LLC. Objectives
(3 lecture) Course Description This course provides an introduction to the major topics in the current field of Health Psychology. Emphasis will be placed on the biopsychosocial factors involved in health-enhancing and health-compromising behaviors. Prerequisite PSYC-201 Text No text required. Objectives
PSYC 210Psychological and Sociological Bases of Sport3
(3 lecture) Course Description This course is designed to provide the student with an understanding of the relationships between sport and various psychological and sociological factors. The psychological emphasis is placed on the micro or individual level. The sociological emphasis is placed on the macro level. Prerequisite PSYC 201 or permission of instructor. Text Coakley, Jay. Sports in Society . 13th ed. New York: McGraw, 2021. Objectives
(3 lecture) Course Description This course is designed as a lecture and small group learning experience. Emphasis is placed on understanding and applying the theoretical principles which foster functional personal and professional relationships. Text Stubenbort, Karen. Custom to BC3. Psychology of Human Relations . 1st ed. New York: McGraw Hill, 2021. Objectives
(3 lecture) Course Description This course offers a degree of insight into the ways in which people perceive, comprehend, and interpret the social world. This course will focus on the psychological processes people have in common that make them susceptible to social influence. Prerequisite PSYC 201 or permission of instructor. Text Myers, D. G., & Twenge, J. M. (2025). Social psychology. McGraw Hill LLC. Objectives
(3 lecture) Course Description This project-based course introduces students to research methods and design used in psychology. The course prepares students to evaluate published reports of research and to design and conduct research studies. Specific topics include the nature of psychology as a science, fundamental research issues, the preparation of research proposals and papers, and ethics in behavioral research. Prerequisite ENGL 101, PSYC 201, MATH 107 Text Cozby, P., & Bates, S. (2024). Methods in behavioral research (15th ed.). New York, NY: McGraw-Hill. Objectives A. Identify the major approaches to conducting psychological research and the advantages and disadvantages of these methods. B. Develop a comprehensive strategy for locating and using relevant scholarly materials to address psychological questions. C. Evaluate the reliability, validity, and generalizability of psychological studies. D. Design a research study to confirm or disconfirm a testable hypothesis. E. Use statistics to evaluate quantitative research findings. F. Interpret statistical findings using common language. Content A. The goals of psychological research B. The scientific method C. Ethical issues in the conduct of psychological research D. Basic and applied research E. Conducting observations F. Conducting surveys G. Qualitative versus quantitative research H. Experimental versus non-experimental research methods I. Single-case and quasi-experimental designs J. Data analysis and interpretation K. Research reporting Student Evaluation A. Objective tests and essays B. Annotated bibliography C. Objective tests and essays D. Research proposal and final research paper E. Final research paper F. Presentation of research results Bibliography Cooper, H., Camic, P. M., Long, D. L, Panter, A. T., Rindskopf, D., & Sher, K. J. (Eds.). (2023). APA handbook of research methods in psychology. Washington, DC: American Psychological Association. Landrum, R. E. (2020). Undergraduate writing in psychology: Learning to tell the scientific story (3rd ed.). American Psychological Association. McBride, D. M. (2023). The process of research in psychology (5th ed.). Thousand Oaks, CA: Sage Publications, Inc. Mitchell, M. L., Jolley, J. M., & O’Shea, R. P. (2012). Writing for Psychology (4th ed.). Boston, MA: Cengage Learning. Nicol, A. A. M., & Pexman, P. M. (2010). Presenting your findings: A practical guide for creating tables (6th ed.). Washington, DC: American Psychological Association. Perrin, R. (2020). Pocket guide to APA style (7th ed.). Boston, MA: Houghton Mifflin. Sternberg, R. J. (2016) The psychologist’s companion: A guide to scientific writing for students and researchers (6th ed.). New York, NY: Cambridge University Press.
(3 lecture) Course Description This course provides students with a comprehensive overview of the fundamental importance of play. Emphasis is on understanding the complex, organizing purpose of play. The course takes a broad approach to examining how and why children play. Specific topics include theories of play, play in the context of technology, the therapeutic use of play, and play in cultural contexts. Prerequisite ENGL 101. Text Hughes, F. P. (2010). Children, play and development (4th ed.). Thousand Oaks, CA: Sage Publications. Objectives The student will be able to A. Explain theoretical viewpoints on children’s play. B. Describe cultural perspectives on children’s play. C. Examine children’s play through a developmental framework. D. Describe gender differences in children’s play. E. Explain play differences in special populations. F. Recognize the use of play as a therapeutic tool. Content A. Play theory B. Culture and play C. Child development D. Gender and play E. Special populations F. Play therapy Student Evaluation A. Essay and objective examinations, play observations. B. Essay and objective examinations. C. Essay and objective examinations, written assignments. D Essay and objective examinations, play observations. E. Essay and objective examinations. F. Essay and objective examinations, written assignment. Bibliography Axline, V. M. (1964). Dibs in search of self. New York, NY: Random House. Elkind, D. (2007). The power of play: Learning what comes naturally. Philadelphia, PA: Perseus Books. Fraiberg, S. H., & Brazelton, T. B. (1996). The magic years: Understanding and handling the problems of early childhood. New York, NY: Fireside Books. George-Scarlett, W., Naudeau, S., Salonius-Pasternak, D., & Ponte, I. (2005). Children’s play. Thousand Oaks, CA: Sage Publications. Gill, E., & Selekman, M. D., (2016). Play in family therapy (2nd ed.). New York, NY: Guilford Press. Kemple, K. (2017). Planning for play: Strategies for guiding preschool learning. Lewisville, NC: Gryphon House. Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook. New York, NY: Basic Books. Webb, N. B., & Terr, L. C. (2015). Play therapy with children and adolescents in crisis (4th ed.). New York, NY: Guilford Press.
(3 lecture) Course Description Using a developmental psychopathology framework, this course examines the symptoms, causes, and treatments of disorders of children and adolescents and their occurrence along multiple domains. A broad overview of the field of developmental psychology is presented followed by an examination of the major disorders of childhood and adolescence. The biopsychosocial context of youth development are addressed. Prerequisite PSYC 201. Text Weis, Robert. Introduction to Abnormal Child and Adolescent Psychology. 4th ed. Thousand Oaks, CA: Sage, 2021. Objectives
