BEH SCI 110 - Introduction to

Behavioral Sciences for Leaders

T-DAY
Course Syllabus –Fall 2018

Course Director Co-Course Director

Dr. Michelle A. Butler Capt Krystelle Jean-Michel
5L-63 6L-145
333-7991 333-4879

YOUR INSTRUCTOR
Lieutenant Colonel Peter Reiley, PhD
Office: 6L-111
Phone: (719) 333-9016 / Mobile: (719) 551-0677

BEH SCI 110 COURSE GOAL:

Students will comprehend and apply behavioral science theories and concepts using a biopsychosocial
approach in order to better understand human behavior from multiple perspectives.

Students will:

Discuss and apply behavioral science theories and

concepts

Apply the perspective taking process to understand and

explain differences in human behavior

Identify the causes and explanations of human behavior

using the biopsychosocial model

USAFA OUTCOME ALIGNMENT

Behavioral Science 110 is aligned to the Ethics and Respect for Human Dignity Outcome. The outcome seeks to
develop cadets who “will comprehend moral knowledge and ethical alternatives, respect the dignity of all
affected persons, use ethical judgment to select the best alternative, and act consistently with that judgment so as
to develop habits of moral excellence.” Beh Sci 110 seeks to accomplish this outcome by addressing 4
proficiencies under this outcome. They are:
Proficiency 3: Describe how one’s own backgrounds, habits, values, assumptions, commitments and hubris
may affect one’s perceptions of ethical standards and behaviors.

1
 Proficiency 6: Demonstrate professional behaviors and attitudes with others, including fair and equitable
treatment of others and consideration of another person’s basic human rights.
Proficiency 7: Understand the perspectives of others.
Proficiency 9: Leverage the value of differences in perspectives, approaches, preferences, race, gender,
background, religion, experience, generation, thought and other factors for mission accomplishment and
foster an environment of inclusion.

Behavioral Science 110 is also departmentally aligned (although not formally aligned to USAFA’s outcome plan)
to the Critical Thinking Outcome. The outcome seeks to develop “self-aware, informed, and reflective
reasoning for problem solving and decision making in the absence of ideal information.” Beh Sci 110 seeks to
accomplish this outcome by addressing 3 proficiences. They are:

Proficiency 2: Explain how their own assumptions and contexts influence approaches to problem solving and
decision making.
Proficiency 3: Identify relevant information that is needed to solve a problem or make an effective decision.
Proficiency 6: Propose alternative interpretations of information or observations.

To develop these outcomes, cadets will complete a series of perspective taking assignments that ask questions
related to these proficiencies. In addition, classroom discussions will center around demonstrating professional
behaviors and valuing the differences of perspectives among classmates. Taken together, this course will integrate
behavioral science content as the foundation for the course. We will view applications of behavioral science
topics through a biopsychosocial lens. Finally, we will practice the skill of perspective taking which will
contribute to the USAFA outcomes of Ethics and Respect for Human Dignity and Critical Thinking.

COURSE TEXT/MATERIALS
1. Required Textbook: “Psychology, 12th edition” (2018) by David G. Myers and C. Nathan DeWall. You
may purchase an electronic copy, or a new or used book but you must show your instructor that you have
your own textbook. You may also rent it, but may not gain access to the optional, but recommended,
electronic supplementary materials. The bookstore has packages available that include a loose-leaf textbook
with an access code for electronic resources. In some cases, this package may be less expensive than
purchasing the text from other sources. The 12th edition is required regardless of format.

2. Blackboard: This course will use Blackboard for course information, many assignments, and graded
feedback. You will be enrolled in your Instructor’s course AND a Beh Sci 110 GR course. Be sure you can
access Blackboard before Lesson 1. Blackboard is set is central standard time (CST), however all assignments
must be submitted in mountain standard time (MST) which is one hour behind CST. Please plan accordingly!

3. Additional course readings/videos will also be required; electronic copies will be provided by your instructor
on Blackboard.
2
 GRADING AND ASSIGNMENTS
1. Pretest Assessment – 0.5% of total grade - The pre-test assessment must be completed on Blackboard no
later than in class during Lesson 1. This assessment is not graded, but simply by completing it students will
receive 5 points. No late submissions will be accepted.

2. Pre-Flight Blackboard Assignments: 12 assignments at 10 points each –12% of total grade – These pre-
flight assignments are designed to prepare students for classroom discussion and activities. Students will read
the required text pages and complete the associated Preflight Assignment on Blackboard before 0700
MST/0800 CST on the due date. No late submissions will be accepted as this is considered preparation for
class, unless you have truly extenuating circumstances that prevented completion. Under rare circumstances,
you must notify your instructor as soon as possible in order to be considered for an extension.

3. Required Readings – 5 assignments at 5 points each - 2.5% of total grade – For five of the additional
course readings, after students complete the required reading, they must answer the required reading credit
question on Blackboard per their instructor’s instructions to earn 5 points for each of these readings. No late
submissions will be accepted as this is considered preparation for class.

4. Open Book, Take Home Quizzes: 5 quizzes – each quiz has 10 questions worth 2 points per question -
10% of total grade. Quizzes will be completed outside of class before the due date/time on Blackboard.
Each quiz will test knowledge and application of specific sections of content and are meant to help prepare
students for the higher-stakes GRs. Quizzes may contain questions from the entire chapter/readings and any
related classroom lesson/discussion material associated with those chapters. Students may use their textbooks
and their own personal class notes, but they may not use any other resources (e.g., search engines, other
students’ notes), and they may NOT work with other students in any way. Quizzes may be completed late for
partial credit (10% deduction per day late) after coordination with your instructor.

5. Graded Reviews: 2 GRs – 150 points each –30% of total grade. These exams will cover material from the
assigned textbook and additional readings, class lessons, discussions and activities. GRs will assess your
understanding and application of course material. GR 2 is cumulative. GR content is heavily focused on
chapter/reading objectives, as listed in this syllabus on the course schedule.

6. Perspective Taking (PT) Writing Assignments: 3 assignments (see below for point details) –15% of total
grade – These essay assignments will assess application of perspective taking material to specific topic areas.
These assignments are worth increasingly more points, so it is recommended that students incorporate
instructor feedback to master these assignments. See the PT grading rubric for additional details on how these
assignments will be graded. PT assignments may be completed late for partial credit (10% deduction per day
late) after coordination with your instructor.
PT #1 = 25 points
PT #2 = 50 points
PT #3 = 75 points
TOTAL = 150 points

7. Instructor Selected Assignments: 50 points or 5% of total grade - Each instructor will select additional
assignments or activities that will require either in- or out-of-class participation related to course material.
Your instructor will provide additional details about this/these assignment(s). [Lt Col Reiley’s class: we will
complete Knowledge Surveys and a Course Concept Post]. Due dates are identified on our syllabus.

8. Final Exam: 25% of total grade – 125 questions worth 2 points each - The final examination will be
comprehensive. It will cover material from all assigned readings, class discussions and activities. The final
exam is scheduled by DFR during finals week; you must take the final exam during your scheduled final
examination period unless you coordinate with DFR to make alternate arrangements. In no case can your
instructor change your final exam schedule. Notes and textbooks or other study aides are NOT authorized
3
 during the final exam. The only exception to this policy is that ESL cadets may use an electronic or book-
based translation tool (ESL cadets MUST discuss this with their Instructor prior to any exam).

Validation of Final Exam: Per DF policy, cadets with a solid A (93% or above) prior to the addition of extra
credit points AND who have demonstrated mastery of the course content AND who fall in the uppermost 5%
of the course enrollment MAY validate the final exam with Dept Head approval. Your instructor reserves the
right to pull you from validation despite your grade if you have not demonstrated “mastery” of the course
material; classroom participation, attitude and military bearing factor into your instructor’s assessment of your
“mastery of course material” as this is the application of the Behavioral Sciences in real-life. If you meet the
above criteria and are granted validation status, the Course Director will notify you prior to the Final
exam. If you are notified of validation, you DO NOT need to report to the Final exam.
GRADE CALCULATIONS
A 93.0 % C 73.0 %
A- 90.0 % C- 70.0 %
B+ 87.0 % D+ 67.0 %
B 83.0 % D 63.0 %
B- 80.0 % D- 60.0 %
C+ 77.0 %

There are 1000 points possible for this course and 31.5% of your grade will be determined at Prog (Lesson 20):

GRADE SPREAD AT A GLANCE

Breakdown Before Prog Points Breakdown After Prog Points

Pre-test 5 PT #2 50
PT #1 25 5 Preflight Assignments 50
7 Preflight Assignments 70 2 Take Home Quizzes 40
3 Take Home Quizzes 60 GR #2 150
Graded Review (GR) #1 150 Instructor Selected Assignments 50
1 Required Reading 5 Required Readings 20
PT #3 75
1 Final 250

TOTAL Possible 315 TOTAL Possible 685

(31.5%) (68.5%)

COURSE POLICIES

Respect for Human Dignity: Respect for Human Dignity is a hallmark of the Department of Behavioral Sciences
and Leadership (DFBL). Students should expect to be treated with respect by instructors at all times. If you have
any concerns abou how you or a classmate have been treated, you are encouraged to discuss your concerns with
your instructor, or with one of the course directors.

Academic Integrity: At USAFA, honor is important in everything we do. Faculty and cadets are expected to
uphold the highest level of integrity at all times – in and out of the classroom. In terms of academics, this means
you may study with other students who have not yet taken the quiz, GR or Final Exam as long as no one in
the study group has completed it. After completing a quiz or GR, you must refrain from discussing its content
with other students. This includes casual conversations in the hallway, in the dorms, or on the athletic fields. This
includes comments about level of difficulty, as well as outright discussion of assessment or exam content. It also
includes showing another student your feedback screen on Blackboard. You ARE allowed to speak to your

4
instructor, other Beh Sci 110 instructors, and/or the course director about the content of these assessments;
there are no other exceptions.

Late Work: Cadets will receive, at a minimum, a 10% deduction per 24 hour period on all assignments which are
late (this includes weekends). Failure to make up the assignment within 7 days will result in a zero on the
assignment.

Documentation: MLA format and proper documentation statement are required on all BehSci 110 written
assignments. Violations of this standard will be addressed in accordance with the Dean of Faculty guidance on
academic integrity. These standards are posted in each classroom. All assignments are subject to scanning for
plagiarism in accordance with these standards. If no assistance or outside sources were utilized, a
“Documentation: None” statement must be included with the assignment.

Missing class due to illness/bedrest: If you will miss class due to a medical appointment, illness or AOC
approved bedrest, please email your instructor and let him/her know you will not be in class. If you are placed on
AOC-approved bedrest, you must copy your AOC or AMT on the email.

Missing class due to a SCA:

1) Review the SCA and relevant requirements – ensure you understand the contents of the SCA. Many SCAs
require that graded work is completed before you depart. If so, you must comply with this. Many SCAs also state
that Instructor approval is required. Make sure you understand these requirements.
2) Email your instructor to request approval: If you know you will miss class, please request permission to miss
class from your instructor at least two days in advance. Include the SCA approval number in your email.
Communicate a PLAN with your instructor to complete work before departure OR to make up work upon return.
It is your responsibility to suggest a plan, which your instructor will edit or approve. Ultimately, this decision is
the instructor’s prerogative. If you fail to coordinate a plan to make up missed work, and you miss a graded event
due to an “unexcused absence”, you will automatically receive a “0” for that graded event.

Computers: Your computer is a required tool for academic and military professional activities at USAFA. You
are required to bring it to class every day and maintain it in a serviceable condition that allows you to fully utilize
its capabilities during certain lessons of this course. At a minimum, you must be able to connect to the wireless
network/internet at all times when the network is available. You must also be able to access Blackboard for this
course both at USAFA and when you are away. If, at any time your computer becomes unable to fulfill these
requirements it is your personal responsibility to have connectivity problems resolved by the 10 Comm. Sqd.
HELP DESK as soon as possible. You are also responsible to find an alternate computer to use in the event your
computer is inoperable and an assignment is due.

Extra Credit : (maximum of 3% of the total credit for the course): If you choose to do so, you MAY complete
extra credit for this course. Your instructor will give you instructions for the completion of extra credit. Extra
credit guidelines will be posted on Blackboard. All extra credit assignments are due by Lesson 39.

Comment Cards: At PROG, and at the end of the semester, your instructor is expected to write a comment card
about any cadet with a grade below 73%. These comment cards are intended to give a brief summary of the
cadet’s performance (including military bearing and perceived motivation) in class. Along with other comments
the instructor must make a “Retain/Do Not Retain” recommendation. If your performance is below 73% and
you have not sought out EI and/or demonstrated a desire to impove your performance in the class, the
recommendation may be “Do Not Retain.” This is only a recommendation (and by itself does not determine a
cadet’s retainability) but is added to the cadet’s record in order to create a “site picture” of the cadet’s overall
performance. These Comment Cards MAY factor into your MPA evaluations.

5
Sample Comment Card
Cadet Name: Cadet Smith
Current Average: 67.86%
Primary Reason for Deficient Grade:
a. Cadet Smith has averaged 60% on his quizzes in class and performed poorly on his ISAs (70%). His GR grades average 71%. Cadet
Smith has not requested EI despite encouragement to do so. Cadet Smith’s study skills need drastic improvement. He does not regularly
speak or participate actively in class.
Attitude/professionalism: Cadet Smith has a more “relaxed” military bearing but seems open to feedback. He has been in need of
correction on several occasions for different things (nothing too serious). He seems to accept this correction and feedback without a
negative attitude but then requires correction for something else.
EI History: None.
Retention Recommendation: Do not retain. If Cadet Smith’s performance in my course is indicative of his performance throughout the
day I would not recommend retention at this time. If he dramatically improves his academic performance I MAY change my retention
recommendation at a later time.

6
 FALL 2018 T DAY COURSE SCHEDULE

Lsn Date Assignments to Complete Topic/Activity Learning Objectives Course

Points
1 1. Complete Pre-test in Course Introduction Introductions Pre-test
08/10 Class on Bb Syllabus Review (5 pts)

Introduction to BS 110
Pre-test
2 1. Read prologue (pp. 1-5; The Story of P.1 Describe and demonstrate the qualities Preflight #1
08/14 9-19) that define critical thinking. (10 pts)
Psychology P.2: Define and explain the study of
psychology.
2. Preflight #1 in P.3: Explain the Nature-Nurture issue from an
Blackboard (Bb) evolutionary psychology and behavior
genetics perspective.
P.4: Describe psychology’s levels of analysis
and the biopsychosocial approach.
P.5: Identify/recognize psychology’s current
perspectives.

3 08/16 1. Read Hodges: Perspective Taking PT.1: Define perspective taking.

Perspective Taking In PT.2: Paraphrase the 4 step perspective
BB taking process:
- Perspective Taking will be -Self-assessment
2. Supplementary a skill practiced and -Objective analysis Initial
PowerPoint Slides developed throughout this -Awareness of another Block 1
-Reflection (GR1)
course.
Knowledge
Complete PT.3: Explain how perspective taking is linked
Survey
Initial Block 1 (GR1) Demonstration of to the USAFA learning outcomes.
DUE
Knowledge Survey on Bb PT.4: Apply the perspective taking model.
perspective taking (5 pts)
by 0700 MST
assignments
4 Thinking Strategies 09.1: Describe cognition and understand the
08/20 1. Read Ch. 9 (pp. 329- functions of concepts.
341)
including Bias and 09.2: Discuss intuition and how heuristics
Errors in Thinking influence problem solving and decision
2. Read Chap 1 (pp. 22-23) making.
09.3: Explain how our decisions and
- We need to understand
3. Read Kahneman, Daniel judgements are affected by overconfidence,
how we think and
“Book Summary: belief perseverance, and framing.
Thinking Fast and Slow” comprehend when and 01.4: Identify three barriers to critical thinking Preflight #2
in Bb how we make errors in our noted in chapter reading. (10 pts)
thinking. T.1: Describe System 1 and System 2 thinking
4. Preflight #2 in Bb and explain how they can lead to errors.
T.2: Describe and differentiate heuristics
covered in the Kahneman article and
recognize/provide examples of each.
Thinking Critically 01.1: Describe how theories advance
08/22 1. Read Ch. 1 (pp. 24-48) psychological science.
5 with Psychological 01.2: Define terms related to scientific method
2. Preflight #3 in Science theory, hypothesis, operational definition,
Blackboard (Bb) replicate, correlation, and causation.
01.3: Explain how psychologists use case Preflight #3
- Psychology is a science.
studies, naturalistic observations, and surveys (10 pts)
We must treat human
to observe and describe behavior.
subjects ethically. 01.4: Identify characteristics related to
experimentation.

7
6 Thinking Critically 01.5: Describe characteristics of an ethical
08/24 research study with human subjects.
with Psychological 01.6: Describe data using measures of central
Science tendency and variation.
01.7: Explain how researchers know whether
an observed difference can be generalized to
the population.
7 Nature, Nurture, and 04.1: Discuss how twin and adoption studies
08/28 1. Read Ch. 4 (127-164) help us understand the effects and
Human Diversity interactions of nature and nurture.
04.2: Describe what psychologists have
learned about temperament.
04.3: Define heritability, and discuss how it
relates to individuals and groups.
04.4: Understand how epigenetics changes
our understanding of nature and nurture.
04.5: Describe how early experiences modify
the brain.
04.6: Apply the biopsychosocial approach to
better understand individual development.

8 1. Read Ch. 14 (pp. 542-
08/30 554)
2. Read Soto – Five
Factor Model
3. Answer Reading Credit
Question on Bb for Soto
reading
*Take the Five-Factor Model
Personality Inventory on Bb
& Bring Results for an In-
class activity on Lesson 8*
1. Take Home Quiz #1
9 1. Read Ch. 2 (pp. 49-86)
09/05
2. Preflight #4
1. Submit PT #1 on Bb
Personality; Trait 14.1: Describe how psychologists use traits to
describe personality.
Theories 14.2: Describe the Five-Factor Model (FFM) of Reading
Personality and behaviors related to each trait. Credit
- Having an awareness of 14.3: Explain the development/measurement Question #1
our own personality helps of the FFM. (5 pts)
us to better understand 14.4: Apply the biopsychosocial approach to
the study of personality.
others
S.1: Describe how FFM traits develop over the
lifespan and how they predict life outcomes.
Due 0700 MST on L9 Covers Lessons 1-7 only Quiz #1 - 20
Quiz open: Thurs 08/30 pts
Quiz close: Wed 09/05
The Biology of Mind 02.1 Explain how biology and experience
interact.
02.2 Understand the main divisions and
- Psychology is highly functions of the Nervous System.
biological. Our behavior 02.3: Identify parts of a neuron and
and thoughts happen understand their functions (Dendrites, Soma, Preflight #4
because of neurons, Synapses, Axon, Neurotransmitter, Myelin (10 pts)
neurochemicals, sheath, and Terminal Button).
hormones, and the brain. 02.4: Explain the process of neural
transmission and how a nerve cell fires in an
Our behavior and thoughts
all-or-none response.
are supported and limited
02.5: Recognize the major functions of the
by our biological functions. following neurotransmitters: acetylcholine,
serotonin, dopamine, norepinephrine,
glutamate, endorphins, and GABA (reference
table 2.1).
Due at 0700 MST on L10 PT #1 - 25
pts

10 The Biology of Mind 2.6: Identify and describe the structures and
09/07 functions of the older brain structures.
Brain Lab
(Continued…)

8
 - Know fundamental brain 2.7: Identify and describe the structures and
anatomy. functions of the limbic system.

2.8: Identify and describe the structures and

functions of the cerebral cortex.

11 1. Read Ch. 6 (pp. 213- Sensation and 06.1: Explain the difference between
245 & 254-256) sensation and perception and the principles of
Perception transduction, thresholds, and sensory
adaptation. Preflight #5
09/11
2. Preflight #5 06.2: Compare and contrast top-down vs. (10 pts)
- What we “see” is not bottom-up processing.
always what we think we 06.3: Describe where and how transduction
occurs in the visual and auditory systems.
see; our brain changes
06.4: Explain how our expectations, contexts,
what we see when it
motivations, and emotions influence our
processes sensory perceptions.
information.

12 Sensation and 06.5: Identify anatomical structures and

09/13
Perception
1. Take home Quiz #2 Due by 0700 MST on L13
Quiz open: Thurs 09/13
Quiz close: Mon 09/17
13 1. Read Ch 8 (pp. 295- Memory
09/17 328)
2. Preflight #6 – Setting you up for
success! In order to make
the most of your memory,
you must understand how
memory is created, stored
and processed.
functions of each part of the visual and
auditory/vestibular systems.
06.6: Understand how sensory interaction
influence our perceptions.
Covers Lessons 8-12 only Quiz #2 – 20
pts
08.1: Explain the Atkinson & Shiffrin 3-stage
model of memory.
08.2: Describe how we encode implicit and
explicit memories. Preflight #6
08.3: Describe some effortful processing (10 pts)
strategies that can help us remember new
information.
08.4: Identify the levels of processing, and
describe how they affect encoding.

14 Memory 08.5: How do changes at the synapse level

09/19 affect our memory processing?
*Start 7-day Sleep Log on Bb 08.6: Describe how external cues, internal
& Bring to Lesson 20 (on 5 - Sometimes our memory emotions, and order of appearance influence
OCT) for in-class activity* fails us. When does this memory retrieval.
happen and why? 08.7: Explain why we forget.
08.8: Explain how misinformation, imagination,
and source amnesia influence our memory
construction.
15 1. Read Ch. 7 (pp. 261- Learning 07.1: Identify the key components of classical
09/21 293) conditioning (CC) and understand how
responses can be acquired, extinguished, and
2. Preflight #7 - We are learning all the spontaneously recovered through CC. Preflight #7
time, and are being 07.2: Identify the key components of Operant (10 pts)
influenced in ways we may Conditioning, including positive and negative
not be aware of. reinforcement and punishment.
07.3: Compare and contrast the main ideas of
classical vs. operant conditioning.
07.4: Apply the concepts and terms of
classical and operant conditioning to new
examples. (Continued…)

9
 07.5: Contrast and apply schedules of
reinforcement to operant conditioning
examples.
16 Learning 07.6: Differentiate between associative and
09/25 observational learning.
07.7: Describe key terms related to Bandura’s
theory about learning to include modeling and
observational learning.
07.8: Discuss the impact of prosocial modeling
and of antisocial modeling.
07.9: Discuss the violence-viewing effect.
1. Take home Quiz # 3 Due by 0700 MST on L17 Covers Lessons 13-16 only Quiz #3 – 20
Quiz open: Tues 09/25 pts
Quiz close: Thurs 09/27
17 Final Check Instructor Day Review content for GR 1. Final Check
09/27 Block 1 (GR1) Block 1
Knowledge Survey on Bb (GR1)
**Opens 1 day before GR, Knowledge
must complete by Survey
30 Sep at 2300 MST** DUE 30 Sep
(10 pts)
18
10/01 GR 1 – 150
GR1 pts
19 1. Read Ch. 3 (pp. 87- Consciousness & the 03.1: Describe consciousness and methods PROG CUT
10/03 110) used to understand consciousness. OFF
Two-Track Mind 03.2: Discuss how selective attention directs Preflight #8
2. Preflight #8 our perceptions and discuss limitations of (10 pts)
- We have a limited ability selective attention.
Complete to pay attention to different 03.3: Describe the dual processing being Initial
Initial Block 2 (GR2)
things in our surroundings. revealed by today’s cognitive neuroscience. Block 2
Knowledge Survey on Bb Knowledge
by 0700 MST Survey
DUE
(5 pts)
20 10/05 Consciousness & the 03.4: Describe how our biological rhythms
influence our daily functioning.
Two-Track Mind 03.5: Describe the biological rhythm of our
*Bring Sleep Log for an In- sleeping and dreaming stages.
class activity on Lesson 20* - Sleep is a basic health 03.6: Explain how biology and environment
need and we must attend interact in our sleep patterns.
to it in order to be healthy. 03.7: Describe functions of sleep.
03.8: Describe the effects of sleep loss.
21 1. Read Ch. 5 (pp. 165- Developing through 05.1: Explain how the brain and
10/10 188) sensory/perceptual systems develop during
The Lifespan infancy and childhood.
2. Preflight #9 05.2: Describe how a child’s mind develops
- As we appreciate the from the perspectives of Piaget, Vygotsky, and
complexity of early human today’s researchers. Preflight #9
development, we can 05.3: Describe how parent-infant attachment (10 pts)
bonds form.
better understand the
05.4: Describe how psychologists study
perspectives of others.
attachment differences, and discuss what they
have learned.
05.5: Describe how childhood neglect or
abuse affects children’s attachments.
22 1. Read Lareau-Unequal Developing through U.1: Explain how inequity in childhood affects
10/15 Childhoods in Bb the development of children. Reading
The Lifespan U.2: Contrast concerted cultivation and the Credit
2. Read Moraes-The accomplishment of natural growth parenting Question #2
Harmful Effects of and how they impact the mindset of children. (5 pts)
(Continued…)
10
 Inequality on Children U.3: Apply cognitive development and
in Bb attachment theories to children living in
poverty.
3. Answer Reading Credit U.4: Apply PT process to examples of human
Question on Bb development in impoverished conditions.

23 1. Read Pinker- The Moral Moral Development M.1: Explain how behaviors become moralized
10/17 Instinct in Bb or amoralized.
M.2: Describe the process of moral
2. Read Ch. 5 (194-196) -Our moral sense is rationalization and how it differs from moral
vulnerable to illusions. By reasoning.
3. Answer Reading Credit understanding our moral M.3: Describe how emotional processes affect
Question on Bb judgments, we can begin to moral decisions. Reading
understand the values of M.4: Apply Haidt’s 5 primary colors of moral Credit
ourselves and others. sense and understand the influence of culture Question #3
on morality. (5 pts)

24 1. Read Ch. 13 (pp. 477- Social Psychology 13.1: Understand what social psychologists
10/19 495; 497-503; 517-519) study and how we explain others’ behavior
and our own.
2. Preflight #10 - As social beings, we are 13.2: Discuss how attitudes and actions Preflight
highly influenced by others interact. #10
– sometimes for the good, 13.3: Explain how informational and normative (10 pts)
and sometimes for the bad. social influence affect individuals’ tendencies
to conform to others’ behavior or obey their
suggestions.
13.4: Discuss lessons learned about the
power of social influence through Milgram’s
obedience experiments.
13.5: Describe how our actions are influenced
by the presence of others, via social
facilitation, social loafing, and deindividuation.
13.6: How can group interaction enable group
polarization and groupthink.
25 Social Psychology 13.6: Identify examples of prejudice,
10/23 stereotypes, and discrimination.
13.7: Describe how explicit and implicit
prejudice differ.
13.8: Identify some social, emotional, and
cognitive roots of prejudice, and discuss some
ways to eliminate prejudice.
13.9: Define altruism, and identify the times
when people are most and least likely to help
others.
1. Take home Quiz # 4 Due by 0700 MST on L26 Covers Lessons 19-25 only Quiz #4 – 20
Quiz open: Tues 10/23 pts
Quiz close: Thurs 10/25
26 1. Read Garner –Empathy Leaders and E.1: Describe the role of empathy in creating
10/25 article in Bb trusting relationships.
Empathy E.2: Explain tough empathy and its role in Reading
2. Answer Reading Credit leadership. Credit
Question on Bb E.3: Describe the role of empathy in Question #4
communication. (5 pts)
*Review Leader Empathy E.4: Recognize the actions that people can
Character Scenarios for In- take to improve their empathetic listening.
class activity on Lesson 26*
1. Submit PT #2 on Bb Due at 0700 MST on L27 PT #2 - 50
pts

11
27 1. Read Ch 12 (pp. 425- Emotions, Stress, 12.1: Explain how arousal, expressive
10/29 440; 450-457; 463-476) behavior, and cognition interact in emotion.
and Health 12.2: Describe the connection between
2. Preflight #11 emotional arousal and the autonomic nervous
- We all have emotions, system. Preflight
but might display them 12.3 Discuss how gestures and facial #11
differently. expressions are understood within and across (10 pts)
cultures.
12.4 Describe how our facial expressions
- There are many different
influence our feelings.
factors which influence
how we experience
emotions and stress
28 Emotions, Stress, 12.5: Discuss how our appraisal of an event
10/31 affects our stress reaction, and identify the
and Health three main types of stressors.
12.6: Describe how we respond and adapt to
- There are different ways stress.
to cope with stress – some 12.7: Describe how people try to alleviate
that are healthier than stress.
others. Sometimes, there 12.8: Discuss how an optimistic outlook affects
are things that get in the health and longevity.
way of getting support.

29 11/02 1. Read Rosenstein et al. Stress Response and SA.1: Apply principles of biological and
In Bb behavioral neuroscience to the stress
Sexual Assault response of a victim’s experience in the
2. Watch video discussing context of attempted or completed sexual Reading
sexual assault in Bb assault Credit
SA.2: Understand the psychological effects of Question #5
3. Answer Reading Credit sexual assault on victims (5 pts)
SA.3: Utilize behavioral science facts and
Question on Bb
theories to understand the perspective of a
victim of sexual assault.

30 Stress Response and Obj.1: Discuss cultural and contextual factors

11/06 that may influence student attitudes about
Sexual Assault sexual assault and harassment.
Obj. 2: Discuss prevalence of unwanted
sexual contact and sexual harassment from
2006-2016 at military services academies.
Obj.3: Discuss formal military reporting options
for sexual assault and harassment.
31 1. Read Ch. 11 (pp. 393- What Drives Us: 11.1: Describe Maslow’s hierarchy of needs.
11/08 394; 402-424) 11.2: Describe how hormones influence
Hunger, Sex, human sexual motivation.
Belonging, and 11.3: Describe the human sexual response
Achievement cycle.
11.4: Apply the biopsychosocial approach to
better understand influences on sexual
motivation.
11.5: Describe biological factors that relate to
sexual orientation.
32 Final Check GR Review Final Check
11/13 Block 2 (GR2) Block 2
Knowledge Survey on Bb Instructor Day Knowledge
**Opens 1 day before GR, Survey
must complete by DUE 14 Nov
14 Nov at 2300 MST** (15 pts)
33 GR2 – 150
11/15 GR2 pts

12
34 1. Read Ch. 15 (pp. 561- Psychological 15.1: Discuss how we draw the line between
11/19 598; 601-603) normality and disorder.
Disorders 15.2: Discuss how the medical model and the Preflight
2. Preflight #12 biopsychosocial approach influence our #12
- Psychological disorders understanding of psychological disorders. (10 pts)
are prevalent in our culture 15.3: Describe how and why clinicians
and often different from classify psychological disorders, and explain
why some psychologists criticize the use of
how the media portrays
diagnostic labels.
them. How can we
understand and help
someone who has one of
these disorders?
35 Psychological 15.4: Describe how the biological and social-
11/26 cognitive perspectives help us understand
Disorders depressive disorders and bipolar disorder.
15.5: Describe how conditioning, cognition,
and biology contribute to the feelings and
thoughts that mark anxiety disorders, OCD,
and PTSD.
15.6: Describe the patterns of perceiving,
Complete thinking, and feeling that characterize Initial
Initial Block 3 Block 3
schizophrenia.
(FINAL EXAM) Knowledge
15.7: Identify the brain abnormalities
Knowledge Survey on Bb Survey
associated with schizophrenia. DUE
by 0700 MST 15.8: Identify key characteristics of the three (5 pts)
clusters of personality disorders.
36 1. Read Ch. 16 (pp. 609- Therapy 16.1: Discuss how psychotherapy and the
11/28 610; 614-622;636-639) biomedical therapies differ.
16.2: State the main premise of therapy based
on operant conditioning principles, and
describe the views of its proponents and
critics.
16.3: Discuss the goals and techniques of
cognitive therapy and of cognitive-behavioral
therapy.
16.4: Identify and describe the Biomedical
therapies, and explain how double-blind
studies help researchers evaluate a drug’s
effectiveness.
1. Submit PT #3 on Bb Due at 0700 MST on L37 PT #3 - 75
pts

37 1. Read Ch. 3 (pp. 112- Drugs and 03.1: Describe substance use disorders.
11/30 125) 03.2: Describe the roles that tolerance and
Consciousness addiction play in substance use disorders.
03.3 Describe depressants and their effects.
- Most of us know
someone who has a
substance use problem,
but do we understand this
problem from a BPS
perspective? How can we
help and better understand
someone who has one of
these disorders?

13
38 12/04 ISA Drugs and 03.4: Describe stimulants and their effects. ISA
Course Concept Post 03.5: Describe hallucinogens and their effects. Course
DUE Consciousness 03.6: Apply the biopsychosocial approach to Concept
better understand factors that influence Post
disordered drug use. DUE
(10 pts)
1. Take home Quiz #5 Due by 0700 MST on L39 Covers Lessons 34-38 only Quiz #5 – 20
Quiz open: Tues 12/04 pts
Quiz close: Thurs 12/06
39
12/06 Complete Course Concept Instructor Day –
Post Ratings Extra Credit Due by L39 **Extra**
Review Credit
GRs/Quizzes/Prep for Due
FINAL
40 Final Check Final Check
Block 3 (FINAL EXAM) Wrap Up Block 3
12/10
Knowledge Survey on Bb
Instructor Day – Prep (FINAL
**Open 11 Dec, for FINAL Course Evaluation EXAM)
must complete within 24 Knowledge
hours before Survey
your FINAL EXAM** DUE before
your FINAL

12/12- FINAL EXAM 125 Questions / 2 points each 250 pts

12/15

14