{"id":951,"date":"2015-07-20T18:46:28","date_gmt":"2015-07-20T18:46:28","guid":{"rendered":"https:\/\/courses.candelalearning.com\/ospsych\/?post_type=front-matter&p=951"},"modified":"2016-09-24T00:51:51","modified_gmt":"2016-09-24T00:51:51","slug":"preface","status":"web-only","type":"front-matter","link":"https:\/\/courses.lumenlearning.com\/suny-intropsych\/front-matter\/preface\/","title":{"raw":"About This Course","rendered":"About This Course"},"content":{"raw":"

SS 151 Intro Psychology<\/h2>\r\nThis course is taught at Herkimer County Community College using Open Educational Resources (OER) curated by Herkimer faculty William Pelz, and supported by Open SUNY Textbooks.\r\n\r\nThis course is designed to provide an engaging introduction to the essential topics in psychology, including perception, emotion, learning, child development, personality, psychopathology and social interaction. Students will explore how such knowledge relates to debates about nature versus nurture, free will, and consciousness. Students are also exposed to the historical development of the biological, evolutionary, cognitive and psychoanalytic theoretical perspectives, with a focus on the importance of scientific methods and the principles of research design, throughout this course.\r\n\r\nTo learn more about this course and others like it, contact Open SUNY Textbooks<\/a>.\r\n

Preface<\/h2>\r\nWelcome to Psychology<\/em>, an OpenStax College resource. This textbook has been created with several goals in mind: accessibility, customization, and student engagement\u2014all while encouraging students toward high levels of academic scholarship. Instructors and students alike will find that this textbook offers a strong foundation in psychology in an accessible format.\r\n\r\n
\r\n

About OpenStax College<\/h3>\r\n

OpenStax College is a non-profit organization committed to improving student access to quality learning materials. Our free textbooks go through a rigorous editorial publishing process. Our texts are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of today\u2019s college courses. Unlike traditional textbooks, OpenStax College resources live online and are owned by the community of educators using them. Through our partnerships with companies and foundations committed to reducing costs for students, OpenStax College is working to improve access to higher education for all. OpenStax College is an initiative of Rice University and is made possible through the generous support of several philanthropic foundations. Since our launch in 2012 our texts have been used by millions of learners online and over 1,200 institutions worldwide.<\/p>\r\n\r\n<\/section>

\r\n

About OpenStax College\u2019s Resources<\/h3>\r\n

OpenStax College resources provide quality academic instruction. Three key features set our materials apart from others: they can be customized by instructors for each class, they are a \"living\" resource that grows online through contributions from educators, and they are available free or for minimal cost.<\/p>\r\n\r\n

\r\n

Customization<\/h4>\r\n

OpenStax College learning resources are designed to be customized for each course. Our textbooks provide a solid foundation on which instructors can build, and our resources are conceived and written with flexibility in mind. Instructors can select the sections most relevant to their curricula and create a textbook that speaks directly to the needs of their classes and student body. Teachers are encouraged to expand on existing examples by adding unique context via geographically localized applications and topical connections.<\/p>\r\n

Psychology<\/em> can be easily customized using our online platform (http:\/\/cnx.org\/content\/col11629\/). Simply select the content most relevant to your current semester and create a textbook that speaks directly to the needs of your class. Psychology<\/em> is organized as a collection of sections that can be rearranged, modified, and enhanced through localized examples or to incorporate a specific theme of your course. This customization feature will ensure that your textbook truly reflects the goals of your course.<\/p>\r\n\r\n<\/section>

\r\n

Curation<\/h4>\r\n

To broaden access and encourage community curation, Psychology<\/em> is \u201copen source\u201d licensed under a Creative Commons Attribution (CC-BY) license. The psychology community is invited to submit examples, emerging research, and other feedback to enhance and strengthen the material and keep it current and relevant for today\u2019s students. Submit your suggestions to info@openstaxcollege.org, and check in on edition status, alternate versions, errata, and news on the StaxDash at http:\/\/openstaxcollege.org.<\/p>\r\n\r\n<\/section>

\r\n

Cost<\/h4>\r\n

Our textbooks are available for free online, and in low-cost print and e-book editions.<\/p>\r\n\r\n<\/section><\/section>

\r\n

About Psychology<\/em><\/h3>\r\n

Psychology<\/em> is designed for the single-semester introduction to psychology course. For many students, this may be their only college-level psychology course. As such, this textbook provides an important opportunity for students to learn the core concepts of psychology and understand how those concepts apply to their lives. The text has been developed to meet the scope and sequence of most general psychology courses. At the same time, the book includes a number of innovative features designed to enhance student learning. A strength of Psychology<\/em> is that instructors can customize the book, adapting it to the approach that works best in their classroom.<\/p>\r\n\r\n

\r\n

Coverage and Scope<\/h4>\r\nOur Psychology<\/em> textbook adheres to the scope and sequence of most introductory psychology courses nationwide. We strive to make psychology, as a discipline, interesting and accessible to students. A comprehensive coverage of core concepts is grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. We have incorporated features and discussions that reflect the diversity within the discipline, as well as the diversity of communities across the globe, with attention to cultural competence. We include research and examples that seek to represent and include the various sociocultural backgrounds of the many students who take this course. The result is a book that covers the breadth of psychology topics with variety and depth that promote student engagement. The organization and pedagogical features were developed and vetted with feedback from psychology educators dedicated to the project.\r\nChapter 1: Introduction to Psychology\r\nChapter 2: Psychological Research\r\nChapter 3: Biopsychology\r\nChapter 4: States of Consciousness\r\nChapter 5: Sensation and Perception\r\nChapter 6: Learning\r\nChapter 7: Thinking and Intelligence\r\nChapter 8: Memory\r\nChapter 9: Lifespan Development\r\nChapter 10: Motivation and Emotion\r\nChapter 11: Personality\r\nChapter 12: Stress, Lifestyle, and Health\r\nChapter 13: Psychological Disorders\r\nChapter 14: Therapy and Treatment\r\nChapter 15: Social Psychology<\/span>\r\n\r\n<\/section>
\r\n

Pedagogical Foundation<\/h4>\r\n

Throughout Psychology<\/em>, you will find features that draw the students into psychological inquiry by taking selected topics a step further. Our features include:\r\nEveryday Connection<\/strong> features tie psychological topics to everyday issues and behaviors that students encounter in their lives and the world. Topics include the validity of scores on college entrance exams, advertising and associative learning, and cognitive mapping.\r\nWhat Do You Think?<\/strong> features provide research-based information on a controversial issue and ask students their view through discussions like \u201cBrain Dead and on Life Support,\u201d \u201cHooters and BFOQ Laws,\u201d and \u201cIntellectually Disabled Criminals and Capital Punishment.\u201d\r\nDig Deeper<\/strong> features discuss one specific aspect of a topic in greater depth so students can dig more deeply into the concept. Examples include a discussion on the distinction between evolutionary psychology and behavioral genetics, an analysis of the increasing prevalence rate of ADHD, and a presentation of research on strategies for coping with prejudice and discrimination.\r\nConnect the Concepts<\/strong> features revisit a concept learned in another chapter, expanding upon it within a different context. Features include \u201cAutism Spectrum Disorder and the Expression of Emotions,\u201d \u201cTweens, Teens, and Social Norms,\u201d and \u201cConditioning and OCD.\u201d\r\n<\/span><\/p>\r\n\r\n<\/section>

\r\n

Art, Interactives, and Assessments That Engage<\/h4>\r\n

Our art program is designed to enhance students\u2019 understanding of psychological concepts through simple, effective graphs, diagrams, and photographs. Psychology also incorporates links to relevant interactive exercises and animations that help bring topics to life. Selected assessment items touch directly on students\u2019 lives.\r\nLink to Learning<\/strong> features direct students to online interactive exercises and animations that add a fuller context to core content and provide an opportunity for application.\r\nPersonal Application Questions<\/strong> engage students in topics at a personal level that encourages reflection and promotes discussion.\r\n<\/span><\/p>\r\n\r\n<\/section><\/section>

\r\n

Ancillaries<\/h3>\r\n

OpenStax projects offer an array of ancillaries for students and instructors. The following resources are available.\r\nPowerPoint Slides\r\nTest Bank<\/span>\r\nOur resources are continually expanding, so please visit http:\/\/openstaxcollege.org to view an up-to-date list of the Learning Resources for this title and to find information on accessing these resources.<\/p>\r\n\r\n<\/section>

\r\n

About Our Team<\/h3>\r\n

Senior Content Lead<\/h4>\r\nRose M. Spielman, PhD\r\n\r\nDr. Rose Spielman has been teaching psychology and working as a licensed clinical psychologist for 20 years. Her academic career has included positions at Quinnipiac University, Housatonic Community College, and Goodwin College. As a licensed clinical psychologist, educator, and volunteer director, Rose is able to connect with people from diverse backgrounds and facilitate treatment, advocacy, and education. In her years of work as a teacher, therapist, and administrator, she has helped thousands of students and clients and taught them to advocate for themselves and move their lives forward to become more productive citizens and family members.\r\n

Senior Contributors<\/h4>\r\nKathryn Dumper, Bainbridge State College\r\nWilliam Jenkins, Mercer University\r\nArlene Lacombe, Saint Joseph\u2019s University\r\nMarilyn Lovett, Livingstone College\r\nMarion Perlmutter, University of Michigan <\/span>\r\n

Reviewers<\/h4>\r\nDaniel Bellack, Trident Technical College\r\nJerimy Blowers, Cayuga Community College\r\nSalena Brody, Collin College\r\nBettina Casad, University of Missouri\u2013St. Louis\r\nSharon Chacon, Northeast Wisconsin Technical College\r\nBarbara Chappell, Walden University\r\nJames Corpening\r\nFrank Eyetsemitan, Roger Williams University\r\nTamara Ferguson, Utah State University\r\nKathleen Flannery, Saint Anselm College\r\nJohnathan Forbey, Ball State University\r\nLaura Gaudet, Chadron State College\r\nWilliam Goggin, University of Southern Mississippi\r\nJeffery K. Gray, Charleston Southern University\r\nHeather Griffiths, Fayetteville State University\r\nMark Holder, University of British Columbia\r\nRita Houge, Des Moines Area Community College\r\nColette Jacquot, Strayer University\r\nJohn Johanson, Winona State University\r\nAndrew Johnson, Park University\r\nShaila Khan, Tougaloo College\r\nCarol Laman, Houston Community College\r\nThomas Malloy, Rhode Island College\r\nJan Mendoza, Golden West College\r\nChristopher Miller, University of Minnesota\r\nLisa Moeller, Beckfield College\r\nHugh Riley, Baylor University\r\nJuan Salinas, University of Texas at Austin\r\nBrittney Schrick, Southern Arkansas University\r\nPhoebe Scotland, College of the Rockies\r\nChristine Selby, Husson University\r\nBrian Sexton, Kean University\r\nNancy Simpson, Trident Technical College\r\nRobert Stennett, University of Georgia\r\nJennifer Stevenson, Ursinus College\r\nEric Weiser, Curry College\r\nValjean Whitlow, American Public University\r\n<\/span>\r\n\r\n<\/section>","rendered":"

SS 151 Intro Psychology<\/h2>\n

This course is taught at Herkimer County Community College using Open Educational Resources (OER) curated by Herkimer faculty William Pelz, and supported by Open SUNY Textbooks.<\/p>\n

This course is designed to provide an engaging introduction to the essential topics in psychology, including perception, emotion, learning, child development, personality, psychopathology and social interaction. Students will explore how such knowledge relates to debates about nature versus nurture, free will, and consciousness. Students are also exposed to the historical development of the biological, evolutionary, cognitive and psychoanalytic theoretical perspectives, with a focus on the importance of scientific methods and the principles of research design, throughout this course.<\/p>\n

To learn more about this course and others like it, contact Open SUNY Textbooks<\/a>.<\/p>\n

Preface<\/h2>\n

Welcome to Psychology<\/em>, an OpenStax College resource. This textbook has been created with several goals in mind: accessibility, customization, and student engagement\u2014all while encouraging students toward high levels of academic scholarship. Instructors and students alike will find that this textbook offers a strong foundation in psychology in an accessible format.<\/p>\n

\n

About OpenStax College<\/h3>\n

OpenStax College is a non-profit organization committed to improving student access to quality learning materials. Our free textbooks go through a rigorous editorial publishing process. Our texts are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of today\u2019s college courses. Unlike traditional textbooks, OpenStax College resources live online and are owned by the community of educators using them. Through our partnerships with companies and foundations committed to reducing costs for students, OpenStax College is working to improve access to higher education for all. OpenStax College is an initiative of Rice University and is made possible through the generous support of several philanthropic foundations. Since our launch in 2012 our texts have been used by millions of learners online and over 1,200 institutions worldwide.<\/p>\n<\/section>\n

\n

About OpenStax College\u2019s Resources<\/h3>\n

OpenStax College resources provide quality academic instruction. Three key features set our materials apart from others: they can be customized by instructors for each class, they are a “living” resource that grows online through contributions from educators, and they are available free or for minimal cost.<\/p>\n

\n

Customization<\/h4>\n

OpenStax College learning resources are designed to be customized for each course. Our textbooks provide a solid foundation on which instructors can build, and our resources are conceived and written with flexibility in mind. Instructors can select the sections most relevant to their curricula and create a textbook that speaks directly to the needs of their classes and student body. Teachers are encouraged to expand on existing examples by adding unique context via geographically localized applications and topical connections.<\/p>\n

Psychology<\/em> can be easily customized using our online platform (http:\/\/cnx.org\/content\/col11629\/). Simply select the content most relevant to your current semester and create a textbook that speaks directly to the needs of your class. Psychology<\/em> is organized as a collection of sections that can be rearranged, modified, and enhanced through localized examples or to incorporate a specific theme of your course. This customization feature will ensure that your textbook truly reflects the goals of your course.<\/p>\n<\/section>\n

\n

Curation<\/h4>\n

To broaden access and encourage community curation, Psychology<\/em> is \u201copen source\u201d licensed under a Creative Commons Attribution (CC-BY) license. The psychology community is invited to submit examples, emerging research, and other feedback to enhance and strengthen the material and keep it current and relevant for today\u2019s students. Submit your suggestions to info@openstaxcollege.org, and check in on edition status, alternate versions, errata, and news on the StaxDash at http:\/\/openstaxcollege.org.<\/p>\n<\/section>\n

\n

Cost<\/h4>\n

Our textbooks are available for free online, and in low-cost print and e-book editions.<\/p>\n<\/section>\n<\/section>\n

\n

About Psychology<\/em><\/h3>\n

Psychology<\/em> is designed for the single-semester introduction to psychology course. For many students, this may be their only college-level psychology course. As such, this textbook provides an important opportunity for students to learn the core concepts of psychology and understand how those concepts apply to their lives. The text has been developed to meet the scope and sequence of most general psychology courses. At the same time, the book includes a number of innovative features designed to enhance student learning. A strength of Psychology<\/em> is that instructors can customize the book, adapting it to the approach that works best in their classroom.<\/p>\n

\n

Coverage and Scope<\/h4>\n

Our Psychology<\/em> textbook adheres to the scope and sequence of most introductory psychology courses nationwide. We strive to make psychology, as a discipline, interesting and accessible to students. A comprehensive coverage of core concepts is grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. We have incorporated features and discussions that reflect the diversity within the discipline, as well as the diversity of communities across the globe, with attention to cultural competence. We include research and examples that seek to represent and include the various sociocultural backgrounds of the many students who take this course. The result is a book that covers the breadth of psychology topics with variety and depth that promote student engagement. The organization and pedagogical features were developed and vetted with feedback from psychology educators dedicated to the project.
\nChapter 1: Introduction to Psychology
\nChapter 2: Psychological Research
\nChapter 3: Biopsychology
\nChapter 4: States of Consciousness
\nChapter 5: Sensation and Perception
\nChapter 6: Learning
\nChapter 7: Thinking and Intelligence
\nChapter 8: Memory
\nChapter 9: Lifespan Development
\nChapter 10: Motivation and Emotion
\nChapter 11: Personality
\nChapter 12: Stress, Lifestyle, and Health
\nChapter 13: Psychological Disorders
\nChapter 14: Therapy and Treatment
\nChapter 15: Social Psychology<\/span><\/p>\n<\/section>\n

\n

Pedagogical Foundation<\/h4>\n

Throughout Psychology<\/em>, you will find features that draw the students into psychological inquiry by taking selected topics a step further. Our features include:
\nEveryday Connection<\/strong> features tie psychological topics to everyday issues and behaviors that students encounter in their lives and the world. Topics include the validity of scores on college entrance exams, advertising and associative learning, and cognitive mapping.
\nWhat Do You Think?<\/strong> features provide research-based information on a controversial issue and ask students their view through discussions like \u201cBrain Dead and on Life Support,\u201d \u201cHooters and BFOQ Laws,\u201d and \u201cIntellectually Disabled Criminals and Capital Punishment.\u201d
\nDig Deeper<\/strong> features discuss one specific aspect of a topic in greater depth so students can dig more deeply into the concept. Examples include a discussion on the distinction between evolutionary psychology and behavioral genetics, an analysis of the increasing prevalence rate of ADHD, and a presentation of research on strategies for coping with prejudice and discrimination.
\nConnect the Concepts<\/strong> features revisit a concept learned in another chapter, expanding upon it within a different context. Features include \u201cAutism Spectrum Disorder and the Expression of Emotions,\u201d \u201cTweens, Teens, and Social Norms,\u201d and \u201cConditioning and OCD.\u201d
\n<\/span><\/p>\n<\/section>\n

\n

Art, Interactives, and Assessments That Engage<\/h4>\n

Our art program is designed to enhance students\u2019 understanding of psychological concepts through simple, effective graphs, diagrams, and photographs. Psychology also incorporates links to relevant interactive exercises and animations that help bring topics to life. Selected assessment items touch directly on students\u2019 lives.
\nLink to Learning<\/strong> features direct students to online interactive exercises and animations that add a fuller context to core content and provide an opportunity for application.
\nPersonal Application Questions<\/strong> engage students in topics at a personal level that encourages reflection and promotes discussion.
\n<\/span><\/p>\n<\/section>\n<\/section>\n

\n

Ancillaries<\/h3>\n

OpenStax projects offer an array of ancillaries for students and instructors. The following resources are available.
\nPowerPoint Slides
\nTest Bank<\/span>
\nOur resources are continually expanding, so please visit http:\/\/openstaxcollege.org to view an up-to-date list of the Learning Resources for this title and to find information on accessing these resources.<\/p>\n<\/section>\n

\n

About Our Team<\/h3>\n

Senior Content Lead<\/h4>\n

Rose M. Spielman, PhD<\/p>\n

Dr. Rose Spielman has been teaching psychology and working as a licensed clinical psychologist for 20 years. Her academic career has included positions at Quinnipiac University, Housatonic Community College, and Goodwin College. As a licensed clinical psychologist, educator, and volunteer director, Rose is able to connect with people from diverse backgrounds and facilitate treatment, advocacy, and education. In her years of work as a teacher, therapist, and administrator, she has helped thousands of students and clients and taught them to advocate for themselves and move their lives forward to become more productive citizens and family members.<\/p>\n

Senior Contributors<\/h4>\n

Kathryn Dumper, Bainbridge State College
\nWilliam Jenkins, Mercer University
\nArlene Lacombe, Saint Joseph\u2019s University
\nMarilyn Lovett, Livingstone College
\nMarion Perlmutter, University of Michigan <\/span><\/p>\n

Reviewers<\/h4>\n

Daniel Bellack, Trident Technical College
\nJerimy Blowers, Cayuga Community College
\nSalena Brody, Collin College
\nBettina Casad, University of Missouri\u2013St. Louis
\nSharon Chacon, Northeast Wisconsin Technical College
\nBarbara Chappell, Walden University
\nJames Corpening
\nFrank Eyetsemitan, Roger Williams University
\nTamara Ferguson, Utah State University
\nKathleen Flannery, Saint Anselm College
\nJohnathan Forbey, Ball State University
\nLaura Gaudet, Chadron State College
\nWilliam Goggin, University of Southern Mississippi
\nJeffery K. Gray, Charleston Southern University
\nHeather Griffiths, Fayetteville State University
\nMark Holder, University of British Columbia
\nRita Houge, Des Moines Area Community College
\nColette Jacquot, Strayer University
\nJohn Johanson, Winona State University
\nAndrew Johnson, Park University
\nShaila Khan, Tougaloo College
\nCarol Laman, Houston Community College
\nThomas Malloy, Rhode Island College
\nJan Mendoza, Golden West College
\nChristopher Miller, University of Minnesota
\nLisa Moeller, Beckfield College
\nHugh Riley, Baylor University
\nJuan Salinas, University of Texas at Austin
\nBrittney Schrick, Southern Arkansas University
\nPhoebe Scotland, College of the Rockies
\nChristine Selby, Husson University
\nBrian Sexton, Kean University
\nNancy Simpson, Trident Technical College
\nRobert Stennett, University of Georgia
\nJennifer Stevenson, Ursinus College
\nEric Weiser, Curry College
\nValjean Whitlow, American Public University
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