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Discipline

  • Results for SLO Disciplines>

Student Learning Outcomes

Discipline: Degree: AA-T - Psychology - A0324
Course Name Course Number Objectives
Abnormal Psychology PSYC 19
  • Identify and analyze major psychological disorders using signs and symptoms from the current DSM.
  • Identify and apply theoretical perspectives used to describe the causes of mental disorders.
  • Explain the criteria for defining abnormal behavior.
  • Compare and contrast the major theoretical perspectives in abnormal psychology.
  • Explain the history, structure, use and limitations of the DSM 5.
  • Compare various research methods that are used to study abnormal behavior.
  • Identify symptoms of disorders, incl. adjustment, anxiety, mood, somatoform, psychotic, personality, dissociation, eating, sleeping, gender, sexual, & substance-related.
  • Evaluate legal definitions of insanity and incompetence.
  • Analyze ethical issues in treatment of disorders.
  • Apply diagnostic criteria to suggest possible diagnoses and treatment for disorders to case studies.
  • Explain sociocultural issues in diagnosis and treatment.
  • Students will analyze the relationship between social institutions and human behavior.
Biological Psychology PSYC 1B
  • Identify the major anatomical structures, and their functions, of the nervous system.
  • Identify the major structures and main sequence of events of neural chemical transmission.
  • Students will apply biopsychological principles/ findings to their own lives.
  • Identify the major structures of the brain from coronal, mid sagittal, and horizontal views.
  • Describe the effects of various types of brain damage and disease (i.e., strokes, Parkinson's disease, Alzheimer's disease, schizophrenia, etc.) upon the nervous system.
  • Describe the research on pre/post natal development of the brain and neuroplasticity.
  • Explain the role of natural selection in nervous system functioning
  • Explain the neural impulse in terms of the voltage and chemical changes that occur in the neuron.
  • Explain the process of synaptic transmission and the hypothesized effects of neurotransmitters on behavior.
  • Analyze the different methods of investigation of the nervous system.
  • Classify the different types of neurons and glial cells in the nervous system.
  • Evaluate the research evidence concerning the role that different brain areas play in the following behaviors and/or functions: perception, biological rhythms, motivation and emotion, sexual behaviors, response to stress, learning and memory, lateralization and languages.
  • Appraise the role of genetics in understanding behavior and/or nervous system functioning.
Child Development SOC 15
  • Students will be able to apply a sociological understanding physical growth and social, emotional, and cognitive development from conception to adolescence across all major concepts of child development.
  • Students will be able to apply a sociological understanding of the various social and environmental forces that shape child development.
  • Students will demonstrate an understanding of the relationship between society and the individual.
  • Students will analyze the relationship between social, political, and/or economic institutions and human behavior.
  • Students will know major concepts of child development.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their sociology coursework.
Child Growth and Lifespan Development CHLD 10
  • Students completing CHLD 10 - Child Growth and Development will be able to summarize and compare theories of development.
  • Students completing CHLD 10 - Child Growth and Development will be able to describe typical development in the physical, cognitive, and social/emotional domains throughout the lifespan.
  • Students completing CHLD 10 - Child Growth and Development will be able to identify biological and environmental factors that influence development from conception through the end of life.
  • Students completing CHLD 10 - Child Growth and Development will be able to collect and analyze data on relationships, skills, and competencies at various ages throughout the life span..
  • Students completing CHLD 10 - Child Growth and Development will be able to analyze data from observations of a child's play focusing on its various developmental functions.
  • Students completing CHLD 10 - Child Growth and Development will be able to demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
Child Growth and Lifespan Development- Honors CHLD 10H
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to describe typical development in the physical, cognitive, and social/emotional domains throughout the lifespan.
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to identify biological and environmental factors that influence development from conception through the end of life.
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to summarize and compare theories of development.
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to collect and analyze data on relationships, skills, and competencies at various ages throughout the lifespan.
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
Critical Thinking PHIL 8
  • Students will be able to evaluate arguments (strong/weak, valid/invalid). (Rev. 6/2020)
  • Students will be able to apply problem-solving skills to their personal belief systems and social issues. (Rev. 6/2020)
  • Students will be able to identify the premises/reasons for supporting the conclusion within an argument. (Rev. 6/2020)
  • Students will learn to analyze informal fallacies. (Rev. 6/2020)
  • Students will be able to distinguish inductive and deductive arguments. (Rev. 6/2020)
  • Students completing an assignment in Critical Thinking will be able to develop a thesis statement that advances a clear argument.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
Critical Thinking and Logical Writing PHIL 9
  • Students will be able to evaluate arguments (strong/weak, valid/invalid). (Rev. 6/2020)
  • Students will be able to develop a thesis statement that advances a clear argument. (Rev. 6/2020)
  • Students will learn to analyze informal fallacies. (Rev. 6/2020)
  • Students will demonstrate proficiency (precision, clarity, organization) in argumentative writing (with a total of 5,000-6,000 words for the semester), where positions are defended, and ideas are explored. (Rev. 6/2020)
  • Students will be able to distinguish inductive and deductive arguments. (Rev. 6/2020)
  • Students completing an assignment in Critical Thinking and Logical Writing will be able to develop a thesis statement that advances a clear argument.
  • Students will take an embedded surveys to identify their knowledge of Evaluating Arguments (Strong/weak, Cogent/Uncogent; Valid/Invalid, Sound/Unsound).
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
Critical Thinking and Writing ENGL 1C
  • Students will evaluate the soundness of arguments.
  • In conversation with multiple texts, whether assigned by the instructor or chosen by the student, students will write a formal argument.
Critical Thinking and Writing - Honors ENGL 1CH
  • Students will evaluate the soundness of arguments.
  • In conversation with multiple texts, whether assigned by the instructor or chosen by the student, students will write a formal argument.
Developmental Psychology PSYC 14
  • Apply major theories in developmental psychology. (changed from identify to apply - 7/3/13)
  • Evaluate the relative contributions of nature and nurture to human development.
  • Analyze the developmental changes that take place during the prenatal, infancy, early and middle childhood, adolescence, early adulthood, middle adulthood stages, and later adulthood, and death.
  • Analyze the attachment process and its impact on psychological development throughout the lifespan.
  • Analyze the stages of bereavement and death with an understanding of cultural differences.
  • Compare the major development theorists including Erikson, Piaget, Vygotsky, Ainsworth, Lorenz, Levinson, Watson, Skinner, Kohlberg, Gilligan, White and Freud.
  • Evaluate scientific research methods (longitudinal, cross-sectional, sequential, twin method) used in developmental psychology.
  • Evaluate the historical and current traditional approaches to the study of developmental psychology.
  • Evaluate the Nature versus Nurture Controversy as it applies to developmental psychology.
  • Evaluate the implication of cultural processes on the psychological development of the individual.
  • Students will demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
  • Students will analyze the relationship between social institutions and human behavior.
Elementary Statistics Math 110
  • Determine the appropriate statistical methods by data type and number of populations or treatments.
  • Utilize statistical techniques with a variety of applications that pertain to business, the social, natural and physical sciences.
  • Students will be able to determine descriptive statistics from a sample
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
  • Using bivariate data, students will be able to determine whether a significant linear correlation exists between two variables and determine the equation of the regression line.
  • Math 110 students will feel comfortable in their math class.
  • Math 110 students will demonstrate the thinking skill of accurate self-assessment.
  • Math 110 students will feel that mathematics is a beneficial part of their education.
  • Math 110 students will feel they have the resources necessary for their success.
  • Math 110 students will demonstrate the ability and willingness to take the steps necessary to succeed in their math class.
  • Define basic statistical terms and notation.
  • Describe the proper methods of sampling.
  • Describe the distributions of quantitative data in terms of center, shape, and spread.
  • Infer from observational and experimental studies.
  • Explain the basic concepts of probability theory and calculate probabilities.
  • Employ the principles of inferential statistics in estimation and hypothesis testing.
  • Utilize computer technology in statistical analyses.
Elementary Statistics -Honors Math 110H
  • Students will be able to determine descriptive statistics from a sample.
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter
  • Using bivariate data, students will be able to determine whether a significant linear correlation exists between two variables and determine the equation of the regression line.
  • Math 110H students will feel comfortable in their math class.
  • Math 110H students will demonstrate the thinking skill of accurate self-assessment.
  • Math 110H students will feel that mathematics is a beneficial part of their education.
  • Math 110H students will feel they have the resources necessary for their success.
  • Math 110H students will demonstrate the ability and willingness to take the steps necessary to succeed in their math class.
  • Define basic statistical terms and notation.
  • Describe the proper methods of sampling.
  • Describe the distributions of quantitative data in terms of center, shape, and spread.
  • Infer from observational and experimental studies.
  • Explain the basic concepts of probability theory and calculate probabilities.
  • Determine the appropriate statistical methods by data type and number of populations or treatments.
  • Employ the principles of inferential statistics in estimation and hypothesis testing.
  • Utilize statistical techniques with a variety of applications that pertain to business, the social, natural and physical sciences.
  • Utilize computer technology in statistical analyses.
  • Demonstrate ability to combine appropriate data gathering techniques and ability to express statistical conclusions in formal writing to complete a large, semester-long project.
General Biology - GE BIOL 1
  • Students will be able to analyze data and construct a graph of their results in a scientifically appropriate manner.
  • Students' developmental learning will be addressed through tailored instruction using clicker technology such that students who are taught in courses using clicker technology will have a greater ability to solve metric problems.
  • Students' developmental learning will be addressed through tailored instruction using clicker technology such that students who are taught in courses using clicker technology will have greater abilities to understand new terminology through recognizing the meanings of prefixes, suffixes and word roots.
  • An advisory prereq of READ 100 has been added to Bio 1 course outline. It is currently in the queue for review by Ed Design.
  • Students completing relevant assignments in Area B courses will evaluate the impact of science on their daily lives
  • Classify the molecules of living systems and apply basic principles of chemistry to their interaction.
  • Relate cell structure and physiology.
  • Compare and contrast the processes of photosynthesis and cellular respiration in terms of energy transformation in cells.
  • Evaluate how life forms duplicate, maintain control, and exhibit hereditary patterns.
  • Summarize the various types of evidence used to examine evolutionary principles.
  • Assess how population and community dynamics are affected by ecological interactions.
  • Describe how the systems of the human body interact to maintain homeostasis.
  • Explain why evolution is the most all-encompassing scientific explanation for the history of life and the similarities in biochemistry and physiological processes among living things.
  • Can students answer general questions about community and population ecology and natural selection after completing a related activity in lab?
Human Reproduction, Development and Aging BIOL 13
  • Students will compare and evaluate opposing positions on a controversial issue in lifespan development.
  • Students completing an assignment in Area E courses will demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
  • Students will be able to explain the major developmental theories and scientific methods used to study development.
  • Students will be able to describe male and female sexual anatomy and physiology, including sex hormones and their actions.
  • Students will be able to describe cell division, and the principles of genetics, with special emphasis on their impact on human development.
  • Students will be able to explain conception, embryological and fetal development, and the birth process, as well as problems that may arise in any of these stages.
  • Students will able to summarize the biophysical, cognitive, and psychosocial development of infants, toddlers, children, adolescents and adults, and factors that influence these developmental areas.
  • Students will be able to discuss the impact of death in our Western culture, and how we deal with dying, death, loss and bereavement.
Introduction to Child Psychology PSYC 15
  • Compare theories of child psychology.
  • Apply physical (including changes in the brain), cognitive, and psychosocial (social, emotional and personality) changes throughout childhood (infancy through adolescence) to explain children's behavior.
  • Compare theories of child psychology.
  • Describe and evaluate methodology used to assess child psychology (including cross-sectional, longitudinal, and sequential).
  • Recognize ethical issues concerning research with minors.
  • Analyze key physical, cognitive, and psychosocial changes from the birth through adolescence.
  • Explain child and adolescent psychological disorders and therapies
  • Define the process of conception and the prenatal period.
  • Analyze the psychological implications of the developmental stages.
  • Students will analyze the relationship between social institutions and human behavior.
Introduction to Psychology PSYC 1A
  • Differentiate the major theoretical perspectives of psychology.
  • Demonstrate psychology is a science by explaining how psychology utilizes the scientific method.
  • Apply psychological principles to personal observations and / or experiences.
  • Identify the major concepts, theoretical perspectives, core empirical findings, and historic trends in psychology.
  • Compare and contrast major theoretical perspectives of psychology (e.g., psychoanalytic, behavioral, humanistic, etc.)
  • Apply concepts and theories from the following general domains: (a) biological bases of behavior and mental processes, (b) sensation and perception, (c) consciousness, (d) learning and memory, (e) cognition, intelligence, and language (f) lifespan development (g) motivation and emotion, (h) gender and sexuality, (i) stress and health, (j) social psychology, (k) personality, and (l) psychological disorders and approaches to treatment.
  • Apply psychological principles to personal experience.
  • Compare and contrast research methods in psychology, including advantages and disadvantages of each (e.g., observation, case study, survey, correlational method, experimental method).
  • Distinguish between scientific and non-scientific methods of understanding.
  • Students will analyze the relationship between social institutions and human behavior.
Introduction to Psychology - Honors PSYC 1AH
  • Be able to differentiate the major theoretical perspectives of psychology.
  • Explain how psychology utilizes the scientific method
  • Apply psychological principles to personal experiences.
  • Students will analyze the relationship between social institutions and human behavior.
Introduction to Research Methods in Psychology PSYC 3
  • Compare and contrast the various research designs and describe their relative strengths and weaknesses.
  • Describe the process of answering psychological questions from a scientific perspective.
  • Identify the goals of science and the goals of research
  • Compare and contrast research designs used by psychologists
  • Determine appropriate statistical analyses for designs.
  • Describe and discuss statistical validity.
  • Perform original psychological research using American Psychological Association (APA) code of ethics
  • Use APA style correctly in writing empirically-based reports and literature reviews.
  • Perform literature searches and reviews using standard resources.
  • Evaluate published research.
Logic in Practice PHIL 3
  • Students will be able to distinguish and evaluate inductive and deductive arguments using criteria of evaluation such as valid/invalid, strong/weak, etc. (Rev. 6/2020)
  • Students will learn to analyze informal fallacies. (Rev. 6/2020)
  • Students will be acquainted with the various forms of definitions and learn to construct proper definitions. (Rev. 6/2020)
  • Students will learn to translate arguments into symbolic form to test their validity. (Rev. 6/2020)
  • Students will learn to distinguish arguments from non-arguments. (Rev. 6/2020)
  • Students completing an assignment in Logic will be able to develop a thesis statement that advances a clear argument.
Logic in Practice - Honors PHIL 3H
  • Students will learn to distinguish arguments from non-arguments. (Rev. 6/2020)
  • Students will be able to distinguish and evaluate inductive and deductive arguments using criteria of evaluation such as valid/invalid, strong/weak, etc. (Rev. 6/2020)
  • Students will learn to analyze informal fallacies. (Rev. 6/2020)
  • Students will be acquainted with the various forms of definitions and learn to construct proper definitions. (Rev. 6/2020)
  • Students will learn to translate arguments into symbolic form to test their validity. (Rev. 6/2020)
  • Students completing an assignment in Logic Honors will be able to develop a thesis statement that advances a clear argument.
  • Students will identify knowledge of Classifying Arguments (Inductive/Deductive).
  • Students identify knowledge of Evaluating Arguments (Strong/Weak, Cogent/Uncogent; Valid/Invalid, Sound/Unsound)
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
Psychology for Effective Living PSYC 33
  • Understand the processes by which psychological factors influence physical health.
  • Students will demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
  • Compare and contrast major theories of personality and apply them to daily life.
  • Analyze how attitudes, social perception, and social influence affect views of self and others.
  • Describe sources and moderators of stress in one's own life and evaluate healthy and unhealthy coping mechanisms.
  • Explain how psychological factors, nutrition, exercise, sleep and drug use influence physical and mental health
  • Distinguish various psychological disorders as described in the current edition of the Diagnostic and Statistical Manual and the specific therapeutic techniques used to help people who demonstrate psychological disorders.
  • Demonstrate interpersonal communication skills and conflict resolution techniques.
  • Analyze ways gender and sexuality affect thinking and behavior.
  • Identify various aspects of interpersonal attraction such as the meaning of friendship, definitions of love, loneliness, and predictors of marital and relationship success.
  • Identify personal issues that relate to career planning and job satisfaction.
  • Demonstrate meaningful self-evaluation related to increasing lifelong personal well-being.
  • Identify stressors in your own life and evaluate the effectiveness of your coping strategies. (replaces previous SLO #1)
  • Explain stressors in your own life and generate a list of effective and ineffective ways of coping.
Psychology of Reasoning and Problem Solving PSYC 5
  • Identify correct and erroneous cognitive processes.
  • Apply critical thinking skills to solve intra personal and interpersonal problems using psychological principles.
  • Distinguish between emotional and logical problem solving and how they relate to different situations.
  • Apply problem solving and decision making skills from a psychological perspective.
  • Analyze cognitive and reasoning processes of individuals in a practical setting.
  • Identify logical fallacies and cognitive distortions in critical thinking processes
  • Dissect and examine components of arguments.
  • Differentiate theories related to critical thinking.
  • Differentiate methods of hypothesis testing and interpret probability.
  • Identify techniques in self-regulation and apply behavior modification techniques.
Psychology of Sexuality PSYC 26
  • Identify and describe sexual and reproductive anatomy, physiology, and sexual responses.
  • Describe differences in sexual attitudes and behaviors based on diversity.
  • Demonstrate meaningful self-evaluation related to increasing your lifelong personal well-being.
  • Describe historical and current research methods in studying human sexuality.
  • Describe dysfunctional and atypical sexual behaviors and therapy
  • Describe the sexual marketplace and discuss potentially controversial issues related to prostitution and pornography.
  • Describe sexuality from conception, pregnancy, and birth to childhood, adolescence, and adulthood.
  • Describe the implications of various types of sexual aggression and violence.
  • Explain various types of love, communication, and sexual behaviors in relationships.
  • Identify various structures of male and female sexual anatomy and discuss their functions in the physiology of human sexual responding.
  • Identify symptoms of various sexually transmitted diseases and discuss their prevalence, transmission, and treatment.
  • Analyze and evaluate different theories of gender and sexual orientation.
  • Compare and contrast various methods of contraception.
Sociology SOC 1
  • Students will identify and apply the main sociological theoretical frameworks to analyze social stratification based on race, ethnicity, gender, social class, sexuality or other social groups.
  • Students will apply sociological research to distinguish the interrelatedness of various social intuitions and the relationship between society and the individual.
  • Students will identify the role of culture and socialization in the development of one’s beliefs, opinions, and values.
  • Students will demonstrate an understanding of the relationship between society and the individual.
  • Students will analyze the relationship between social, political, and/or economic institutions and human behavior.
  • Students will know major concepts of sociology.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their sociology coursework.
Sociology - Honors SOC 1H
  • Students will identify and apply the main sociological theoretical frameworks to analyze social stratification based on race, ethnicity, gender, social class, sexuality or other social groups.
  • Students will apply sociological research to distinguish the interrelatedness of various social intuitions and the relationship between society and the individual.
  • Students will thoroughly know the major concepts of General Sociology.
  • Students will demonstrate an thorough understanding of the relationship between society and the individual.
  • Students will thoroughly analyze the relationship between social, political, and/or economic institutions and human behavior.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
  • Students will identify the role of culture and socialization in the development of one’s beliefs, opinions, and values.
Statistics for the Behavioral Sciences PSYC 10
  • Perform and evaluate descriptive (e.g., mean, median, mode, variance, standard deviation) and inferential (e.g., Pearson correlation, t tests, z test, and one-way analysis of variance) statistics.
  • Using SPSS software, correctly input data, analyze data, and interpret output for descriptive statistics, t tests, correlation, and one-way analysis of variance.
  • Define and distinguish basic statistical terms and notation including scales of measurement.
  • Chart and interpret simple and cumulative frequency distributions.
  • Distinguish the difference between sample and population distributions and analyze the role played by the Central Limit Theorem.
  • Compute and describe the effects of various measures of central tendency and variability.
  • Describe and explain the normal curve including how z-scores are used and calculated.
  • Describe and interpret statistical error, effect size and power.
  • Formulate and test research hypotheses through the use of various inferential statistical procedures: t-tests, ANOVA, chi-square.
  • Compute and interpret descriptive statistics including correlation and regression.
  • Conduct and interpret statistical analyses using statistical software.
The Psychology of Women PSYC 25
  • Describe, compare and contrast the predominant theories of gender development.
  • Identify gender role messages in popular culture.
  • Demonstrate meaningful self-evaluation related to the role of gender in your personal experience.
  • Explain the concept of privilege as it relates to various minority groups.
  • Identify women's psychological and physical health issues and the response of the healthcare system in providing treatment.
  • Identify the sources of sex bias in psychological research and discuss gender-fair research methods and interpretations.
  • Define sexual orientation and identify issues related to the lesbian, bisexual, and transgender female experience.
  • Describe the prevalent theoretical perspectives, including the psychoanalytic and feminist perspectives, on gender identity development and gender differences.
  • Describe gender differences in verbal and nonverbal communication patterns and how language treatment differs between genders.
  • Describe psychological and physiological aspects of female sexuality and sexual dysfunctions.
  • Explain the rationale for the study of the Psychology of Women and define related terms (i.e., feminism, sexism, sex, gender, privilege, gender role).
  • Explain how ethnic, cultural and socioeconomic factors impact women's experience in the workplace.
  • Analyze how gender stereotypes, discrimination, gender role expectations, and family-related issues affect women.
  • Differentiate between real and stereotypic gender differences, such as differences in abilities, achievements, emotions, and motivation, and reasons for those differences.
  • Discuss female victimization, particularly in the areas of rape, intimate partner abuse, sexual harassment, and childhood sexual abuse.
  • Synthesize course information to develop more critical appraisal and analysis of gender-related issues in contemporary society, and identify future trends that will continue to affect women.