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Southern Utah University
Southern Utah University
Spring Semester 2026

General Psychology (Face-to-Face)

PSY 1010-08

Course: PSY 1010-08
Credits: 3
Term: Spring Semester 2026
Department: PSY
CRN: 13531

Course Description

Psychology is the scientific study of behavior. This course provides a broad overview of this field of science. (Fall, Spring, Summer) [Graded (Standard Letter)] Registration Restriction(s): Intensive English Program majors may not enroll General Education Category: Social and Behavioral Sciences

Required Texts


Required Texts

Textbook: Feist, G. J., & Rosenberg, E. (2021). Psychology: Perspectives and Connections (5th ed.). McGraw Hill. ISBN-13: 978-1260721270.

Required Textbook - Inclusive Access

This course uses the Inclusive Access program through the SUU Campus Store, which provides you with instant digital access to the required textbook (Theory & Practice of Group Counseling, Tenth Edition) through Canvas starting on the first day of class - no action is needed on your part to gain access, the book is simply available on Canvas. The cost of these materials will be automatically charged to your student account at a significantly reduced price compared to traditional textbook options, and financial aid and scholarships can be applied to cover this fee. If you prefer to obtain the textbook on your own, you may opt out of Inclusive Access by January 28, 2026 (the add/drop deadline), and the charge will be refunded to your account. However, please be aware that the Inclusive Access price is typically the most affordable option available, and opting out means you will be responsible for immediately obtaining your own course materials to avoid falling behind. If you have questions about Inclusive Access, please contact the bookstore at bookstore@suu.edu or visit their website.


IF YOU DO NOT WISH TO USE INCLUSIVE ACCESS, READ ON... THE BELOW ONLY PERTAINS TO THOSE OPTING OUT OF INCLUSIVE ACCESS BY JANUARY 28. 

Where to buy: SUU bookstore, Amazon, or other online retailers. You can also rent the ebook for less—just make sure your rental extends through the end of the semester. Here is a link to the McGraw Hill website - you can use this or get the book elsewhere.

Using an older edition? That's fine! Older editions are often cheaper. However, you are responsible for verifying that your edition's chapters match the list below. Chapter numbers and content can vary between editions.

The 5th edition we're using has the following chapters—use this list to match chapters if you're using a different edition:

  • Chapter 1: Introduction to Psychology
  • Chapter 2: Scientific Thinking and Research in Psychology
  • Chapter 3: The Biology of Behavior
  • Chapter 4: Sensing and Perceiving Our World
  • Chapter 5: Human Development
  • Chapter 6: Consciousness
  • Chapter 7: Memory
  • Chapter 8: Learning
  • Chapter 9: Language and Thought
  • Chapter 10: Intelligence, Problem Solving, and Creativity
  • Chapter 11: Motivation and Emotion
  • Chapter 12: Stress and Health
  • Chapter 13: Personality: The Uniqueness of the Individual
  • Chapter 14: Social Behavior
  • Chapter 15: Psychological Disorders
  • Chapter 16: Treatment of Psychological Disorders

Additional Readings: All other articles, videos, or course materials will be provided free of cost on Canvas.

Learning Outcomes

 1. Knowledge of Human Cultures & the Physical and Natural World:

  • Explain and differentiate between the basic subfields of psychology
  • Identify, describe, and apply the research methods used to collect information in psychology
  • Practice using psychological terminology and jargon
  • Identify, describe, and explain key ideas and studies in psychology

2. Intercultural Knowledge and Competence:

  • Identify how psychological findings may differ depending upon one’s cultural background and environment
  • Identify challenges faced by ethnic and cultural minority groups
  • Identify assumptions often held by non-minority group members

3. Lifelong Learning:

  • Connect theoretical findings with applied situations in life
  • Identify subfields of psychology that are of interest to you personally
  • Assess how information covered in the scope of this course has altered your beliefs on human psychology and behavior

Course Requirements

Grade Breakdown (100 points total):
  • Syllabus Quiz: 3 points
  • Chapter Preview Assignments: 39 points (3 points each × 13 assignments)
  • Research Skills Assignments: 24 points (2 points each × 12 assignments)
  • In-Class Activities: 24 points (4 points each × 6 assignments)
  • Final Assessment: 10 points
  • Bonus Opportunities: 10 points available (two opportunities worth 5 points each)
Total: 100 points maximum
Note: Bonus points help you reach the 100-point maximum if you've missed assignments, but your grade cannot exceed 100 points.

Syllabus Quiz (3 points)
A brief Canvas quiz covering key course policies, grading structure, and commonly asked questions. This ensures you understand how the course works before we dive in. 

Chapter Preview Assignments (39 points total)
3 points each | 13 assignments
Each week, as preparation for the upcoming week's lectures, you will create a concept map, outline, or some other type of comprehensive notes for the assigned textbook chapter. These assignments ensure you engage with reading material before class and build your study toolkit for exams. Keep all your work organized—it will serve as your primary study material for the final assessment. I recommend using a dedicated notebook for these assignments.


Research Skills Assignments (24 points total)
2 points each | 12 assignments
Weekly assignments designed to build research literacy skills essential for academic success and critical thinking. These brief, focused assignments help you gradually develop skills in finding credible sources, APA citations, research methods, and scientific thinking—skills valuable throughout your academic and professional career.


In-Class Activities (24 points total)
4 points each | 6 assignments (randomly assigned throughout semester)
Psychology is best learned through active engagement. Each class includes hands-on activities, demonstrations, and group work designed to help you apply psychological concepts to real-world situations. These activities cannot be made up if missed and are essential for developing critical thinking skills. You won't know in advance which days will include graded activities—this encourages consistent attendance and participation.


Final Assessment (10 points)
A comprehensive final assessment requiring you to demonstrate understanding by connecting concepts across units and applying psychological principles. You may use your Chapter Preview Assignments during the assessment; you may not use any other materials.

Important note about the final: This assessment can only improve your grade, never lower it. If you've earned 90 points before the final and are comfortable keeping that grade, you don't have to take it—you're an adult and can make that decision. However, the final is your opportunity to reach that 100-point maximum.


Bonus Opportunities (10 points available)
Two opportunities to earn bonus points toward your final grade:

Research Participation (up to 5 points): Participate in psychology research studies through SUU's SONA system. Every 2 research credits = 1 bonus point, up to 5 points. This means that if you complete 10 research credits, you can earn all 5 bonus points for this assignment. This is a valuable opportunity to see psychological research in action.

Chapter Documentation Portfolio (5 points): Submit proof that you completed all Chapter Preview Assignments throughout the semester. This all-or-nothing bonus rewards consistent effort, as well as the opportunity to go back and make up work for fewer points. Details will be provided mid-semester.

Course Outline


Course Topics
This course covers the following topics:
  • Introduction to Psychology
  • Research Methods
  • Biology of Behavior
  • Sensation & Perception
  • Human Development
  • Consciousness
  • Learning
  • Memory
  • Language & Thought
  • Intelligence, Problem Solving, and Creativity
  • Motivation & Emotion
  • Stress & Health
  • Personality
  • Social Psychology
  • Mental Health
Detailed weekly schedule, assignment due dates, and any schedule changes will be posted on Canvas.

Attendance Policy

You are in charge of your attendance. My teaching philosophy is built on personal responsibility and focuses on preparing you for adult professional life. I do not take formal attendance or track your absences. However, 24 points of your grade (nearly a quarter!) comes from 6 randomly assigned in-class activities that cannot be replicated outside of class and cannot be made up for unexcused absences.

Missing class will directly impact your grade through missed points. Budget your absences wisely and understand that your attendance choices have consequences for your final grade. If you miss more than a few classes, you will likely struggle to pass this course.

Excused vs. Unexcused Absences

According to SUU Policy 6.30, excused absences are granted for:
  • Students representing SUU at academic events, artistic performances, or NCAA intercollegiate competitions
  • Jury duty
  • Military/law enforcement obligations
  • Illness (I do NOT want you coming to class sick!)
Practices, rehearsals, sports clubs, intramural events, Greek activities, and career fairs do not qualify as excused absences.

How to Request an Excused Absence

You must notify me BEFORE your absence (except in genuine emergencies). Email me before the class you will miss. Here's what happens next:
  1. You email me before class with a brief reason for your absence
  2. I send you a standardized acknowledgment email explaining the policy
  3. If we have an in-class activity that day, I will send you a makeup assignment via email
  4. If you don't receive a makeup assignment from me, we didn't have an in-class activity that day - or your absence was not excused based on SUU policy. 
Important: If you notify me after class (and it wasn't a genuine emergency), your absence will not be excused and you cannot make up the work. Being an adult means planning ahead and communicating proactively.

Instructor's policies on late assignments and/or makeup work

For most assignments, I do not accept late work and will not provide makeup assignments. Assignments are due on the dates specified in Canvas.

The exception to this rule are the Chapter Preview Assignments and Research Skills Assignments; for these assignments, late submissions for these two assignment types receive a 10% deduction per day. Once an assignment reaches zero points due to late penalties (after 10 days), I will no longer accept it.

In-Class Activities: These cannot be made up for unexcused absences. For university-approved excused absences (please see my attendance policy above), I will provide an equitable makeup opportunity as required by SUU policy.

Classroom Technology Policy

Laptops and phones must remain closed and put away during class.

Exception for in-class activities: When we have graded in-class activities, you may use your laptop to type your responses if you prefer. I will explicitly tell you when to open your devices. Otherwise, they stay closed.

I recommend bringing a dedicated notebook to class. While most of your note-taking happens at home with your Chapter Preview Assignments, you'll occasionally want to jot something down during lectures or activities. A simple notebook works great for this.

Why this policy? This course uses a flipped classroom model built on active participation. Over multiple semesters, I've consistently observed that students who use devices during class perform significantly worse and engage less meaningfully. This isn't just my observation - research shows that the mere presence of a smartphone reduces available cognitive capacity, even when it's turned off and face-down (Ward et al., 2017). Your brain is actively working to resist checking your phone, which drains cognitive resources you need for learning and social connection. I'll be honest: I can't resist looking at my phone when it's out either. These devices are designed to capture our attention, and it's exhausting to compete with them. This policy protects all of us from that distraction.

What happens if I violate this policy? I want to reiterate that we're all adults here. I'm doing my job teaching; you're doing your job learning. If I see you on your phone or laptop when you shouldn't be, I may ask you to leave class for the day. This means you'll miss any in-class activity points for that day (up to 4 points), and honestly, it's awkward for both of us. Just don't put us in that position. Keep your devices put away, and we'll all have a better semester.

Need an accommodation? If you have a documented need to use a laptop or device throughout class, please work with the Disability Resource Center to document your accommodation, which will be sent to me.

Reference
Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one's own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2), 140–154. https://doi.org/10.1086/691462

Communication Expectations

What you can expect from me:
Email is the fastest way to contact me. I will respond to student emails within 48 hours, excluding weekends, holidays, and emergencies. Please note that I will not return emails on weekends, regardless of assignment due dates. Send questions about assignments at least 24 hours before the due date to ensure you receive a timely response.

What I expect from you:
Email Etiquette: Part of my job as your instructor is making sure you are prepared for the professional world, whether you have already begun your career or hope to start after graduating. Email, and email etiquette, is an important aspect of many jobs. When emailing me, please follow these guidelines to ensure clear and professional communication; if you have questions about any of these recommendations, or how they might be related to your career/professional life, please feel free to email me (…using the guidelines below).
  • Subject Line: Always include a clear and concise subject line that reflects the content of your email. For example: 
    • Appropriate Subject Line: "PSY 1010: Question About Research Skills Assignment 3"
    • Inappropriate Subject Line: "Help!/i won't be in class can sally take my notes/Hey I have a question for you but couldn't attend your office hours and am hoping you can help me here I couldn't submit assignment three because a bear ate my laptop etc. etc. etc. …"
  • Salutation: Start your email with a salutation. You should address me as Dr. Darling. For example: 
    • Appropriate Salutation: "Dr. Darling,/Hello,/Good morning,/Good afternoon,"
    • Inappropriate Salutation: "Hey/Sup/WYD," or simply starting the email with no salutation
  • Body of the Email: Clearly state your question or concern. Be specific and provide any relevant details to help me understand and address your issue. Use good grammar, including punctuation and capitalization. Do not use abbreviations (ex: "IDK how to do this").
  • Closing: End your email with a closing and your name. For example: 
    • Appropriate Closing: "Thank you/Regards/Sincerely, [Your Name]"
    • Inappropriate Closing: "Later/Peace"/no name at all

AI Policy

AI tools (including but not limited to ChatGPT, Claude, Gemini, DALL-E...) can be used for brainstorming, organizing ideas, and creating visuals, but all AI use must be cited. Example citation: "ChatGPT-4. (2025, September 15). 'Help me create a visual about different biases based on my notes.' Generated using OpenAI. https://chat.openai.com/"

However, all writing, critical thinking, source evaluation, and analysis must be your own work. Psychology careers require human insight and problem-solving skills that you need to develop through practice.

This means two things for this course:
  1. If you use AI, you must cite it in your assignment. If you use it and do not cite it, this is academic dishonesty and you will earn a 0 for the assignment and may be reported.
  2. If you use AI, I need to see a justification as to why and how it helps your learning. You cannot use AI to complete entire assignments or major portions of assignments - even with citation.
Examples of appropriate AI use:
  • Translation assistance: A student whose first language isn't English uses AI to translate certain specific concepts and cites it each time (not for whole documents/assignments)
  • Concept clarification: Including a brief, cited conversation where you ask AI to explain a concept you don't understand (e.g., "I don't understand fundamental attribution error vs. other types of bias")
  • Brainstorming: Generating topic ideas or initial thoughts to get started
  • Organization: Creating an outline structure from your existing ideas
Examples of inappropriate AI use:
  • Having AI generate your Chapter Preview Assignment notes (this is literally just note-taking - do it yourself)
  • Using AI to write any substantial portion of your assignment
  • Using AI to help write peer responses on Research Skills Assignments (this is low-stakes critical thinking - again, do it yourself)
  • Using AI to create APA 7 citations (you are learning this skill)
  • Having AI answer critical thinking questions for you
  • Using AI to analyze sources or data
  • Using AI without citation
Why I care about this: I think AI is incredibly cool technology, and I'm not against it as a concept. However, I am against using it as a replacement for learning. Recent research using brain imaging has shown that students who rely on AI tools for writing tasks show weaker brain connectivity, reduced cognitive engagement, and struggle to recall or quote their own work compared to students who complete tasks without AI assistance (Kosmyna et al., 2025). The study found that while AI offers immediate convenience, it comes with significant cognitive costs—essentially accumulating "cognitive debt" that undermines actual learning. You're in college to build your brain, not to outsource your thinking. Use AI as a tool to support your learning, not replace it.

References
Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X.-H., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task. arXiv. https://doi.org/10.48550/arXiv.2506.08872

Grading Scale

Important: This class uses POINTS, not percentages.

Canvas will automatically show you a percentage, but that percentage is NOT your actual grade because it calculates based on assignments graded so far, not the total possible points in the class (100 points).

To see your real grade:
  1. Go to your Grades page in Canvas
  2. Look at the top right where it shows your total points
  3. Uncheck the box that says "Calculate based only on graded assignments"
  4. Now you'll see your actual points out of 100
Example: If you see "45.00 / 100.00," you have 45 points so far toward your final grade.

Why points instead of percentages? I specifically structure this as a 100-point class so you never have to do math to figure out what your grade is. If you have 85 points out of 100 total class points, that's an 85%, which is a B. It's straightforward.

Here's how your points convert to letter grades:

  • A = 94-100 points
  • A- = 90-93.9 points
  • B+ = 87-89.9 points
  • B = 84-86.9 points
  • B- = 80-83.9 points
  • C+ = 77-79.9 points
  • C = 74-76.9 points
  • C- = 70-73.9 points
  • D+ = 67-69.9 points
  • D = 64-66.9 points
  • D- = 60-63.9 points
  • F = 0-59.9 points

Remember: You need at least 60 points to pass this class.

For information about how grades translate to GPA at SUU, visit: https://www.suu.edu/policies/06/13.html

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.