Psychology and Human Relations

Course Number:
PSY 101
Transcript Title:
Psychology and Human Relations
Created:
Aug 16, 2022
Updated:
Jul 17, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Placement into MTH 65 or MTH 98

Prerequisite/Concurrent 

WR 121 or WR 121Z

Course Description

Applies psychological principles to relationships in both personal and professional environments. Includes an overview of basic personality and social psychology concepts, as well as specific skill development in the areas of communication, listening, and conflict resolution. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion students should be able to:

  1. Apply an understanding of psychological and social influences on human behavior to objectively analyze one’s own interpersonal experiences and relationships.
  2. Utilize intra- and interpersonal management skills to increase effectiveness in personal and professional relationships.
  3. Use knowledge of culturally diverse practices to increase sensitivity and competence in a variety of social and professional interactions.
  4. Communicate, listen, and manage conflict more effectively in personal and professional relationships.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Minor
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Not Addressed
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Recommended by department:
  1. Written and/or oral assignments designed to promote integration of class material with personal reflection, experience, and/or skill acquisition.
  2. Multiple choice, short answer and essay questions that require integration, application, and critical examination of material covered in the course.
  3. Participation in small group exercises and/or discussions, including skill-building exercises and activities within and outside the classroom.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

1. Physiological, socio-cultural, and gender influences on perception, judgment, and communication.  

2. Basic distinctions among and causes of stereotypes, prejudice, and discrimination, and how to reduce these barriers to understanding others. 

3, The relationship between cognition, emotion, culture and behavior.

4. Effective listening strategies, particularly active listening and paraphrasing as a means of increasing understanding and reducing conflict.  

5. Common patterns of interpersonal conflict, and how to develop more effective strategies for managing conflict.