AP Psychology (Sem 1) (2025-2026)
Course Description:
This course is the first semester of a two-semester sequence and is aligned with the Advanced Placement curriculum for AP Psychology. AP Psychology is an introductory college-level psychology course. Students cultivate their understanding of the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, cognition, development, learning, social psychology, personality, and mental and physical health. Throughout the course, students apply psychological concepts and employ psychological research methods and data interpretation to evaluate claims, consider evidence, and effectively communicate ideas. The course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the AP Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.
Course Details:
| Course Title (District): | AP Psychology (Sem 1) (2025-2026) | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | AP Psychology | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | National Collegiate Athletic Association, CollegeBoard | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1yeRG3KW4l2V8JwskwwhTuk3cSKtfpjgJ2e2dzu6QwHA/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 04256 |
|
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
- CO1: Apply and apply major psychological perspectives, theories, and concepts to explain behavior and mental processes
- CO2: Evaluate qualitative and quantitative research methods, study designs, and ethical considerations in psychological research
- CO3: Analyze and interpret data, including tables, graphs, charts, and diagrams, to understand psychological phenomena
- CO4: Develop and justify psychological arguments using evidence from research findings, and effectively communicate their conclusions
- CO5: Describe the biological bases of behavior, including the structure and function of the nervous system, neural firing, and the brain
- CO6: Analyze cognitive processes, including perception, memory, problem-solving, decision-making, and intelligence
- CO7: Explain human development and learning, including physical, cognitive, and social-emotional development across the lifespan
Additional Cost Description:
Students are responsible for acquiring a textbook. The required textbook is Myers, D. G., & DeWall, C. N. (2022). Myers' Psychology for the AP course (4th ed.). Worth Publishers.
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses: Third Edition (2019)
| Rating | Comments | |
|---|---|---|
| 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 |
| Rating | Comments | |
|---|---|---|
| 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 |
| Rating | Comments | |
|---|---|---|
| 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 |
| Rating | Comments | |
|---|---|---|
| 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 |
| Rating | Comments | |
|---|---|---|
| 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 |
| Rating | Comments | |
|---|---|---|
| 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 |
| Rating | Comments | |
|---|---|---|
| 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:
12/31/2025
Unit 0: Introduction to AP Psychology: Scientific Foundations
Unit 1: Biological Bases of Behavior
Unit 2: Cognition
Unit 3: Development and Learning
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 04/01/2025 | 09/19/2025 | 07/01/2025 | 09/12/2025 | 08/29/2025 | 01/16/2026 | 100 | $440 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 09/19/2025 |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Students must also have an AP account with access to their online instructor’s AP Classroom activities and resources.
Ensure that your school or district network and device administrator whitelists online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Whitelist
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/