Psychology (Fall 2021)
Introduction to Psychology. This course introduces the student to the various ways that the scientific field of psychology has, and continues to, explore questions concerning the human mind and behavior. Lessons are specifically designed to allow the student to connect with the content in such a way that they learn more about themselves and others while deepening their understanding of the complex interactions between the human mind, body, and behavior.
|Course Title (District):||Psychology (Fall 2021)|
|Course Title (NCES SCED) :||Psychology|
|Course Provider :||Michigan Virtual|
|Content Provided By :||Michigan Virtual|
|Online Instructor Provided By :||Michigan Virtual|
|Standards Addressed :||National Collegiate Athletic Association, APA Standards for High School Psychology|
|Alignment Document :||https://learn.michiganvirtual.org/alignment-document-coming-soon|
|Academic Terms :||Accelerated, Semester, Trimester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://slp.michiganvirtual.org/|
|Email :||[email protected]|
|Phone :||(888) 889-2840|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Examine the development of psychology as an empirical science
- Distinguish the major subfields within psychology
- Analyze research methods and measurements used to study behavior and mental processes
- Discuss ethical issues in research with human and non-human
- Evaluate the structure and function of the endocrine system and the nervous system in human and non-human animals
- Assess the processes of sensation and perception and the capabilities and limitations of sensory processes
- Analyze the relationship between conscious and unconscious processes.
- Explain the characteristics of sleep and theories that explain why we sleep and dream.
- Evaluate other states of consciousness.
- Interpret the methods, issues, and theories of lifespan development.
- Examine the stages of lifespan development.
- Explain classical conditioning, operant conditioning, observational, and cognitive learning.
- Evaluate the encoding of memory, storage of memory, retrieval of memory.
- Evaluate perspectives on motivation and emotion.
- Analyze emotional interpretation and expression.
- Analyze the perspectives and assessment of personality.
- Examine social cognition, influence, and relations.
- Evaluate the categories of psychological disorders.
- Determine the perspectives, categories and types, as well as the legal, ethical, and professional issues in the treatment of psychological disorders.
- Evaluate stress and how to cope with it and identify behaviors and attitudes that promote health.
Additional Cost Description:
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
|A1. A course overview and syllabus are included in the online course||Pilot: Review Pending|
|A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*||Pilot: Review Pending|
|A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders.||Pilot: Review Pending|
|A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.||Pilot: Review Pending|
|A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*||Pilot: Review Pending|
|A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.||Pilot: Review Pending|
|A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*||Pilot: Review Pending|
|A8. Learners are offered an orientation prior to the start of the online course.||Pilot: Review Pending|
|B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.*||Pilot: Review Pending|
|B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated.||Pilot: Review Pending|
|B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*||Pilot: Review Pending|
|B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*||Pilot: Review Pending|
|B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.*||Pilot: Review Pending|
|B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*||Pilot: Review Pending|
|B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current.||Pilot: Review Pending|
|B8. The online course is free of adult content and avoids unnecessary advertisements.*||Pilot: Review Pending|
|B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.||Pilot: Review Pending|
|B10. Documentation and other support materials are available to support effective online course facilitation.*||Pilot: Review Pending|
|C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.||Pilot: Review Pending|
|C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.||Pilot: Review Pending|
|C3. The online course is organized by units and lessons that fall into a logical sequence.||Pilot: Review Pending|
|C4. The online course content is appropriate to the reading level of the intended learners.*||Pilot: Review Pending|
|C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.||Pilot: Review Pending|
|C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.||Pilot: Review Pending|
|C7. The online course provides regular opportunities for learner-learner interaction.||Pilot: Review Pending|
|C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*||Pilot: Review Pending|
|C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*||Pilot: Review Pending|
|D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies.||Pilot: Review Pending|
|D2. Valid course assessments measure learner progress toward mastery of content.||Pilot: Review Pending|
|D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.*||Pilot: Review Pending|
|D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.*||Pilot: Review Pending|
|D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.*||Pilot: Review Pending|
|E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.*||Pilot: Review Pending|
|E2. The online course design facilitates readability.*||Pilot: Review Pending|
|E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.*||Pilot: Review Pending|
|E4. Course multimedia facilitate ease of use.*||Pilot: Review Pending|
|E5. Vendor accessibility statements are provided for all technologies required in the course.*||Pilot: Review Pending|
|F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.||Pilot: Review Pending|
|F2. The online course tools support the learning objectives or competencies.*||Pilot: Review Pending|
|F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*||Pilot: Review Pending|
|F4. The course allows instructors to control the release of content.*||Pilot: Review Pending|
|F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*||Pilot: Review Pending|
|G1. The online course uses multiple methods and sources of input for assessing course effectiveness.||Pilot: Review Pending|
|G2. The online course is reviewed to ensure that the course is current.||Pilot: Review Pending|
|G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews.||Pilot: Review Pending|
Review Conducted By: Quality Matters
Date of Review: 10/01/2021
Unit 1: Understanding Psychology
Unit 2: Biopsychology
Unit 3: Development
Unit 4: Learning and Memory
Unit 5: Motivation and Emotion
Unit 6: Personality
Unit 7: Social Psychology
Unit 8: Psychological Disorders and Mental Health
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/19/2021||08/27/2021|
|Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/19/2021||10/29/2021|
|Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/19/2021||09/17/2021|
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/