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Psychology: The Human Experience

 

Play Overview Video

Psychology: the Human Experience is an introductory psychology course. Over 26 lessons, students take a journey that begins with the brain’s physical structure and progresses through an exploration of sensation and perception, consciousness, learning, language and cognition, intelligence, emotions, gender and sexuality, and development through the lifespan. Turning to the study of groups, the course delves into social psychology, including social cognition, attitudes and group behavior; then wraps up with a look at psychological disorders and therapies.

The centerpiece for each lesson is a video clip from the award-winning video series, Psychology: The Human Experience. Each lesson explores a topic through the use of a relevant and intriguing case study. Every lesson includes a number of interactive games and practice activities that engage students, reinforce learning, and the lesson ends with a quiz.

Students will “visit”:

  • The interior of the brain to study its structure and function,
  • Pavlov’s lab to witness classical conditioning.
  • A Marine Corp boot camp to witness how recruits learn.
  • The World War II Japanese internment camps for a lesson on attitudes.

Interviews feature some of psychology’s top researchers, including:

  • Albert Bandura on motivation and social learning,
  • James McGaugh on memory and intelligence,
  • Marian Diamond on brain plasticity and aging, and
  • the late B. F. Skinner demonstrating operant conditioning.

The textbook to accompany this course is Psychology with DSM-5 updates, written by Don H. Hockenbury and Sandra E. Hockenbury. Additional information is provided under the “How to Adopt Course & Print Materials” tab below. To request an exam and desk copy, please contact Worth Publishers.

For access to Coast Learning Systems’ online course preview site, please complete a Preview Request Form.

Lesson Titles and Descriptions

1. Why Study Psychology?

This lesson introduces students to the exciting field of psychology, and discusses why people study psychology. The video follows an expedition team as they struggle during a mountain climb. Against the backdrop of breathtaking scenery, ordinary people talk about the importance of studying human behavior. Students are taught that, even in this unique and life-threatening situation, human behavior remains at the core of everything we do. Psychologists, educators, and researchers explain the breadth of the field of psychology, and ordinary people explain why they think it is important to study psychology..

2. Research Methods

In this lesson, students learn that psychology is a science of behavior and mental processes. Like all other sciences, psychology uses strict rules and methods to gather and evaluate information. This video introduces students to the scientific method and the various research methods that psychologists use when conducting experiments. Dr. Elaine Vaughn examines the pros and cons of the different types of research, including many of the errors commonly made when reviewing the results of psychological research. The video follows the research of psychologist Craig Anderson and Karen Dill as they explore whether there is any connection between violent video games and tragedies such as the shooting that occurred at Columbine High School in a suburb of Denver, Colorado, in April, 1999.

3. The Nervous System

By following the remarkable story of Guy Gabelich, who at age six underwent a rare operation called a hemispherectomy, students discover how the human brain adapts and changes. Pediatric neurologist Donald Shields explains the risks and the recovery of Guy Gabelich, including the vital role played by his mother and his environment.

The basic structures and functions of the brain are demonstrated by taking students on a tour of the brain guided by UCLA neurobiologist Arnold Scheibel. Students learn how new and more advanced brain-imaging techniques are dramatically changing our understanding of the human brain. Dr. Oswald Steward discusses the concept of structural plasticity.

This lesson concludes with a discussion by Dr. Marian Diamond on the important role that enriched environments play in the development and maintenance of our mental capacities.

4. The Neuron and Neural Transmission

In this lesson, students learn about neurons and neural transmission, and the remarkable progress science is making in understanding and treating neurological disorders. The essential role played by neurotransmitters is demonstrated, and students are taught to identify the components of a neuron and understand how each component functions.

The dramatic story of Dr. Susie Curtiss in a groundbreaking fight with a severe neurological disorder called dystonia illustrates how faulty neural transmission can deprive anyone of the ability to live a normal life

5. Sensation and Perception

In this lesson, students learn the key components of the main senses—vision, hearing, taste, smell, and touch. Also explored is how the brain creates perception, and how emotions, needs, and past experiences influence how each of us perceives the world around us.

Food critic Kelly von Hemert demonstrates how she uses her senses to form perceptions that lead to judgments—judgments that can affect the success or failure of a restaurant. This video also demonstrates how the sensation-perception process can easily go awry—and the results can vary from humorous to dangerous in a demonstration of virtual reality. Cognitive scientist Dr. Donald Hoffman explains how it is often very difficult to distinguish between what we sense and what we perceive. The Gestalt laws of organization, including the concept of figure-ground reversal is also discussed.

6. Consciousness

This video lesson explores human consciousness by exploring what happens to a firefighter/paramedic as he tries to cope with the demands of working 24-hour shifts. Students learn about circadian rhythms and the effects that sleep interruptions can have on a person’s ability to function normally. The stages of sleep, the important distinction between REM and NREM sleep, and how sleep is related to memory and other cognitive functions are covered and discussed in depth.

Psychologist Michael Stevenson discusses the effects of several psychoactive drugs, including the most commonly used psychoactive drugs, caffeine and alcohol.

7. Learning: Classical & Operant Conditioning

This lesson introduces students to the two most basic forms of learning, classical conditioning and operant conditioning. Students discover how learning principles are used by way of example in the training of United States Marine Corps recruits. Pavlov’s classical conditioning experiment and how it demonstrates the process of learning by an association or relationship is discussed in depth. Also, B. F. Skinner’s operant conditioning experiments are presented and discussed.

8. Learning: Observational & Cognitive Approaches

In this lesson, students learn how observation and cognition affect learning. This video demonstrates how much of what we learn happens unintentionally. Students follow Barbara Noel, a dance instructor, and her students as they prepare for a dance recital. As students watch the dancers preparing for a performance, the importance of role models and motivation in learning is demonstrated.

Famed psychologist Albert Bandura discusses his theory of observational learning. Also shown and discussed is the original footage of Bandura’s famous Bobo doll experiment.

The video also discusses the concepts of latent learning and cognitive mapping.

9. Memory

This lesson explores what scientists have learned about memory. The video follows the lives of an elderly couple as they demonstrate the importance of memory in everyday life. Students learn how information is encoded, stored, and retrieved.

Memory experts such as Professor Duana Welch, Professor Robert Bjork, and Professor James McGaugh introduce students to the most widely accepted model used to explain how memory functions, the stage model of memory. The function of each of these stages is described.

10. Language and Cognition

This lesson explores the nature of language. Dr. Elizabeth Bates, professor of psychology and cognitive science at the University of California, San Diego, discusses how language develops. Professor Bates also provides students with fascinating information about language usage in animals.

This video follows the dramatic story of Paul Sailer, who suffered three grand mal seizures as a result of a large malignant tumor located deep within his brain. Sailer was diagnosed as needing to undergo brain surgery—a surgery that could rob him of his ability to use language. As students watch Paul Sailer’s surgery, they see how a surgery team “mapped” his brain. The video follows Sailer as he struggles to regain his pre-surgical language abilities, and concludes by discussing cognitive processes and the role of logic in problem solving.

11. Intelligence

This lesson explores intelligence, creativity, and intelligence testing. Students learn about the nature of intelligence, the different types of intelligence, and how intelligence is measured.

In this video, the intelligence of a NASA scientist is compared to the intelligence of a Sherpa mountain guide from Nepal who, because of his unique intelligence, saved the lives of mountain climbers on Mount Everest. Psychologist Claude Steele discusses the history of intelligence testing and explores the concept of multiple intelligences. Additionally, noted psychologist Robert Sternberg explains his own theory, known as the triarchic theory of intelligence.

Intelligence tests, including David Wechsler’s Adult Intelligence Scale (WAIS), Alfred Binet’s mental abilities tests, and the Stanford-Binet Intelligence Test, are presented and discussed.

12. Motivation

This lesson explores the fascinating topic of motivation. Students learn about physical drives, biological needs, and different types of psychological motives—from curiosity to competence.

In this video, motivation is illustrated by examining a day in the life of Chuck Perry, a self-avowed ice cream fanatic who became a marathon runner. Textbook author Don Hockenbury explains the three general characteristics of motivation. Additionally, the video presents a brief history of the different theories that psychologists have used to explain motivation. Maslow’s hierarchy of needs is among the theories presented.

Albert Bandura, an eminent author and professor of psychology at Stanford University, discusses the critical role self-efficacy plays in human motivation.

13. Emotions

In this lesson, students explore the nature of human emotions by observing players, parents, and coaches as they get involved in a youth soccer game. Psychologists Linda Levine, Joseph Campos, and Peter Salovey explain what researchers have learned about the need and purpose of human emotion.

The video also explores how emotions have evolved and the role emotions play in different cultures. Dr. Paul Ekman discusses the results of his extensive cross-cultural research on emotional expression.

The James-Lange theory of emotion and the two-factor theory of emotion is also presented and discussed.

14. Infant and Child Development

This video lesson explores infant and child development by looking into the lives of a couple and their four children. Psychologists explain how infant temperament is defined. The theories of a pioneer in the study of cognitive development, Swiss psychologist and philosopher Jean Piaget, are discussed in depth. Examples of Piaget’s work are used to help students understand child development. This video also explores the important role attachment plays in the early development of children.

This video concludes with a discussion of some of the new discoveries that developmental psychologists have made. For example, Dr. Alison Gopnik, professor of psychology at the University of California, Berkeley, explains that, contrary to what psychologists used to think, preschoolers and toddlers can demonstrate logical thought.

15. Adolescent and Adult Development

This lesson continues the study of human development by tracing changes from adolescence through adulthood to the end of life. The video explores adolescence and adult development by showing a young boxer as he trains for an upcoming match.

Students learn about the significance of peer relationships during adolescence and explore how people develop their sense of morals. Students are introduced to the pros and cons of Kohlberg’s theory of moral development. Aging and late adulthood is also examined. Students hear from 79-year-old boxer Willie Hardeman and from psychologists who discuss some of the common myths associated with old age.

16. Gender and Sexuality

This lesson explores the two fundamental issues of gender and human sexuality. While gender identity and sexual orientation are often linked to each other, in this lesson students learn that gender identity and sexual orientation are separate entities and can be completely independent of one another. How gender roles are shaped by culture and how both sexual orientation and gender identity contribute to personal identity is discussed thoroughly.

Students are introduced to two people who have chosen occupations that are not typical for their gender. The video explores the obstacles and opportunities they encounter.

Professor Mark Stevens and Professor Judith Rosener explain how our sense of personal identity is directly linked and, in many ways, controlled by our sense of being masculine or feminine. Students are introduced to the two major theories of gender development: social learning theory and gender schema theory. This video also presents what differences really exist between the sexes.

17. Personality Theories and Assessment

This lesson explores the intriguing question of personality—and the theories that explain personality.

Three different theories of personality are presented: the psychoanalytic perspective, the humanistic perspective, and the social cognitive perspective. In the video, students learn about each of these theories by listening to experts analyze Nelson Mandela. As each of the experts describes Mandela’s personality from their particular perspective, students are exposed to both the strengths and weaknesses of each of these theories.

Students are taught that by understanding how personality develops, the door to the possibility of making changes in personality is opened. The fact that most psychologists agree that personality is not a rigid, fixed entity, but rather something that is ever-evolving—something you can take an active part in shaping— is stressed throughout the program.

18. Personality Traits

This lesson explores ways in which people differ from one another and the ways psychologists assess those differences. Several widely accepted trait approaches to personality are presented.

In the video, the Career Counseling Center at UCLA is used to highlight the story of a commissioned officer who has served in the Marine Corps for 22 years. Students follow the story of his dramatic shift in occupations and learn that finding the right occupation often entails getting to know one’s self very well, which may involve taking a number of different personality tests.

The way in which psychologists use these tests to assess personality differences is presented in depth. Advantages and limitations of psychological testing and assessment are discussed, as well as the impact they can have on an individual’s personal and professional lives.

19. Social Cognition

This lesson explores the mental processes people use to help make sense out of the world around them. The video presents the fundamental attribution error, a concept that explains why we often fail to understand other people’s actions and motives accurately.

The video follows Julie and James as they meet for the first time on a blind date, and shows them as they discuss impressions of one another. Expert psychologists explain the principles of person perception, social categorization, and implicit personality theory. Also discussed is the role that physical attractiveness plays in person perception.

The video concludes with a discussion of attribution—the process of inferring the cause of someone’s behavior.

20. Attitudes

This lesson investigates attitudes. The video illustrates how negative attitudes can affect both individuals and society at large. Students witness how in the 1940’s, prejudice and stereotyping escalated into social racism that led to the oppression and unfair internment of Americans of Japanese descent during World War II. Interviews with survivors of the internment camps who discuss their ordeal and discussions among experts about psychological concepts help students understand how, in a society that prides itself on human rights, thousands of innocent American citizens were imprisoned.

Psychologists and social scientists explain the concepts of in-group and out-group bias, and the concept of cognitive dissonance and how it can be used to rationalize social injustices. This video concludes with a discussion of how each of us can lessen the impact of negative stereotyping and prejudice.

21. Group Influence

This lesson examines how groups influence individual behavior. A case study of Floyd Cochran, a former recruiter for the white supremacist group Aryan Nation, is examined. Cochran’s story also includes his life change to his current position as Director of Education for Vigilance Network, a Pennsylvania-based anti-racist information center. The fact that group behavior can have a dramatic effect on an individual’s behavior and his or her beliefs is also demonstrated. Psychologists and social science researchers discuss both the negative and positive effects of group influence.

Students also learn about the social and psychological implications of conformity and obedience by reviewing the classic experiments of psychologists Solomon Asch and Stanley Milgram. Additionally, this video includes discussions by psychologists of helping behavior and the role of individual responsibility.

22. Stress, Health, and Coping

In this lesson, students are introduced to the field of health psychology. This video presents scientific evidence that psychologists now have on stress—that stress can have both a direct and indirect effect on one’s overall health, and can significantly affect one’s ability to recover from serious illnesses.

The video follows a case study of Dora Rodriguez, who in her early fifties learned she had breast cancer. Students discover how Dora learned to cope with the tremendous stress brought on by her life-threatening illness. Expert psychologists explain the nature of stress and introduce the biopsychosocial model of health psychology. Author Sandy Hockenbury explains the all-important role that coping skills and explanatory style play in dealing with stress. Expert psychologists discuss the differences between coping styles and the importance of social support in dealing with stressful situations.

23. Understanding Psychological Disorders, Part I

The next two lessons explore the fascinating world of abnormal psychology and psychological disorders.

This video looks at three fairly common psychological problems: anxiety disorders, phobias, and obsessive-compulsive disorder.

Students meet Lisa Firle, who suffers from obsessive-compulsive disorder and what she calls “contamination” phobias and “hoarding” rituals. Expert psychologists explain Lisa’s disorder and outline general guidelines used to diagnose psychological or mental disorders. The prevalence of psychological disorders and the stigmas that are frequently attached to these disorders are discussed. Additionally, expert psychologists discuss phobias and how they can limit a person’s ability to function normally.

24. Understanding Psychological Disorders, Part II

This lesson focuses on the serious and prevalent conditions of major depression and schizophrenia. The central case study illustrates the fact that serious psychological disorders, in one way or another, touch the daily lives of most people.

This video presents the case study of Robert Fernandez , a 35-year-old man who has suffered for many years from schizophrenia. Students learn how schizophrenia has affected Fernandez’s life—and how he has found an effective way to deal with this potentially life-ruining illness. The video also explores mood disorders. Psychologist David Barlow explains the all-too-common illness of depression. Bipolar disorder is discussed in depth. The video explores the way in which these mood disorders can, if untreated, severely limit a person’s ability to live a normal life.

25. Therapies

This video presents the case study of Lynda Minkoff, a 52-year-old woman who is having life adjustment problems. Students follow Lynda as she visits several different therapists in hopes of finding someone who can help her better understand and deal with her problems.

From this video, students gain the ability to compare and contrast several different approaches to psychotherapy. Expert psychologists and therapists discuss their particular approach to therapy, including different forms of psychotherapy, such as group therapy and family therapy.

Expert psychologists also discuss the many ways in which medications can be used to help relieve suffering and aid the therapeutic process.

26. Making Psychology Part of Your Life

This video discusses the application of psychology in everyday life. The fact that psychology is a practical science is stressed, and ways in which psychology helps people live a more productive and personally satisfying life are demonstrated with a montage of several case studies presented in earlier lessons of this series.

Psychologists explain that we all learn best when we can apply new concepts and new knowledge to the world we know. Students are encouraged to apply the psychological concepts presented in this series to their individual lives. The work of psychologists in colleges, clinics, research facilities, and universities around the world to find answers to the everyday questions regarding stress, memory, depression, and anxiety is discussed in depth.

Stanford University professor and noted psychologist Albert Bandura concludes with his self-efficacy definition and explains that what you say to yourself and how much you believe in yourself is a major factor in determining whether you will succeed or fail at any given task. Students are encouraged to continue their exploration into the world of psychology and to learn to improve the quality of their lives.

National Academic Advisory Team

Frank Bagrash, Ph.D., California State University, Fullerton
Ted Barnes, MS, Coastline Community College
Elizabeth Bjork, Ph.D., University of California, Los Angeles
Stephen Burgess, Ph.D., Southwestern Oklahoma State University
Michael Catchpole, Ph.D., North Island College, British Columbia, Canada
Marte Fallshore, Ph.D., Central Washington University
Deborah Finkel, Ph.D., Indiana University Southwest
Erin Fisher, EdD, Rock Valley College
Ken Hutchins, MA, Orange Coast College
Joann Jelly, EdD, Barstow College
Robert Jensen, Ph.D., California State University, Sacramento
Karsten Look, Ph.D., Columbus State Community College
Robert Lugar, EdD, Dallas County Community College District
Jeffery Mio, Ph.D., California State Polytechnic University, Pomona
Alan Monat, Ph.D., California State University, Hayward

Joel Morgovsky, MA, Brookdale Community College
Christine Padesky, Ph.D., Center for Cognitive Therapy
Steve Saunders, Ph.D., Marquette University

On-Camera Experts

Craig A. Anderson, Ph.D., Professor of Psychology, Iowa State University
Patricia Arredondo, Ed.D., Associate Professor, University of Arizona
Frank M. Bagrash, Ph.D., Late Associate Professor of Psychology Emeritus, California State University, Fullerton
Mahzarin R. Banaji, Ph.D., Professor of Psychology, Yale University
Albert Bandura, Ph.D., Professor of Psychology, Stanford University
David H. Barlow, Ph.D., Director, Center for Anxiety and Related Disorders, Boston University
Linda Bartoshuk, Ph.D., Professor of Psychology, Yale University School of Medicine
Elizabeth A. Bates, Ph.D., Professor of Psychology and Cognitive Science, University of California, San Diego
Robert A. Bjork, Ph.D., Professor of Psychology, University of California, Los Angeles
Melinda Blackman, Ph.D., Assistant Professor of Psychology, California State University, Fullerton
Susan Y. Bookheimer, Ph.D., Assistant Professor of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles
Laura S. Brown, Ph.D., Clinical Psychologist
Susan Brown, Ph.D., Clinical Psychologist
Marina Bystritsky, Ph.D., Registered Psychological Assistant
Joseph J. Campos, Ph.D., Professor of Psychology, University of California, Berkeley

Rochelle Caplan, M.D., Associate Professor of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles
Cindy Chernow, Ph.D., Director of Alumni Career Services, University of California, Los Angeles
Carolyn Pape Cowan, Ph.D., Researcher, University of California, Berkeley
Phillip Cowan, Ph.D., Professor of Psychology, University of California, Berkeley
Kellina M. Craig, Ph.D., Associate Professor of Psychology, Howard University
Gloria Critelli, M.S., CCC
Susie Curtiss, Ph.D., Professor of Linguistics, University of California, Los Angeles
Carley Flam Decker, Ph.D., Clinical Psychologist
Marian Diamond, Ph.D., Professor of Integrative Biology, University of California, Berkeley
Rene Diaz Lefebvre, Ph.D., Professor of Psychology, Glendale Community College
Karen E. Dill, Ph.D., Assistant Professor of Psychology, Lenoir Rhyne College
G. Rita Dudlev Grant, Ph.D., Clinical Psychologist
Michael D’Zmura, Ph.D., Professor of Cognitive Sciences, University of California, Irvine
Paul Ekman, Ph.D., Professor of Psychology, University of California San Francisco
Iris R. Firstenberg, Ph.D., Professor of Psychology, University of California, Los Angeles

Alison Gopnik, Ph.D., Professor of Psychology, University of California Berkeley
Allen Gottfried, Ph.D., California State University Northridge
Michael F. Green, Ph.D., Professor of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles
Adele Gottfried, Ph.D., Professor of Educational Psychology and Counseling,California State University Northridge
C. R. D. Halisi, Ph.D., Acting Chair, California State University Northridge
MaryAnna Domokos Cheng Ham, Ed.D., Associate Professor of Counseling and School Psychology, University of Massachusetts
Arthur A. Hansen, Ph.D., Professor of History and Director Oral History Program, California State University, Fullerton
Arturo Hernandez, Ph.D., Assistant Professor of Psychology, University of California Santa Barbara
Stephen Hinshaw, Ph.D., Professor of Psychology, University of California Berkeley
Don Hockenbury, M.A., Assistant Professor of Psychology, Tulsa Community College
Sandra E. Hockenbury, M,A,, Co author, Psychology, 2d edition
Donald D. Hoffman, Ph.D., Professor of Cognitive Sciences, University of California, Irvine
Ken Hutchins, M.A., Professor of Psychology, Orange Coast College
Steven E. James, Ph.D., Associate Professor of Psychology, Goddard College
Jerald M. Jellison, Ph.D., Professor of Psychology, University of Southern California

James M. Jones, Ph.D., Professor of Social Psychology, University of Delaware
Mary Pat Kelly, Ph.D., Clinical Psychologist
Deborah Khosbaba, Psy.D., Clinical Psychologist, Pepperdine University
William K. Lombardo, Ph.D., Lecturer, Department of Behavioral Sciences, California State Polytechnic University Pomona
Sally McClelland, R PT, Physical Therapist
Jeffery S. Mio, Ph.D., Professor of Psychology, California State Polytechnic University Pomona
Salvatore R. Maddi, Ph.D., Professor of Psychology, University of California, Irvine
Thomas Minor, Ph.D., Associate Professor of Psychology, University of California, Los Angeles
Lisa T. Mori, Ph.D., Associate Professor of Psychology, California State University, Fullerton
Carolyn Bennett Murray, Ph.D., Associate Professor of Psychology and Ethnic Studies, University of California, Riverside
Christine A. Padesky, Ph.D., Clinical Psychologist
John Piacentini ,Ph.D., Director, University of California, Los Angeles, Child and Adolescent OCD Program
Kent Rasmussen, Ph.D., Historian and Edito, Salem Press
Judy B. Rosener, Ph.D., Professor of Business and Management, University of California, Irvine
Peter Salovey, Ph.D., Professor of Psychology, Yale University

Arnold B. Scheibel, M.D., Professor of Neurobiology and Psychiatry, University of California, Los Angeles
Jeffrey Schweitzer, M.D., Ph.D., Director of Stereotactic and Functional Neurosurgery, Kaiser Permanente Los Angeles
Nancy L. Segal, Ph.D., Professor of Psychology, California State University, Fullerton
W. Donald Shields, M.D., Chief of Pediatric Neurology and Head of the Pediatric Epilepsy Surgery Program, University of California, Los Angeles
Susan N. Siaw, Ph.D., Professor of Psychology, California State Polytechnic University Pomona
Roxane Cohen Silver, Ph.D., Professor of Psychology, University of California, Irvine
B. F. Skinner, Ph.D., Late Professor of Psychology, Harvard University
Claude M. Steele, Ph.D., Professor of Psychology, Stanford University
Robert J. Sternberg, Ph.D., Professor of Psychology and Education, Yale University
Mark A. Stevens, Ph.D., Psychologist, University of Southern California
Michael Stevenson, Ph.D., Clinical Psychologist
Oswald Steward, Ph.D., Professor of Anatomy & Neurobiology and Neurobiology & Behavior, University of California, Irvine
Felicia Friendly Thomas, Ph.D., Professor of Psychology, California State Polytechnic University Pomona
Steven M. Sultanoff, Ph.D., Clinical Psychologist
Gerald Tarlow, Ph.D., Assistant Clinical Professor of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles School of Medicine

Suzanne Thompson, Ph.D., Professor of Psychology, Pomona College
Joseph E. Trimble, Ph.D. Fellow, Radcliffe Institute for Advanced Study, Harvard University
Elaine Vaughan, Ph.D., Associate Professor of Psychology, University of California, Irvine
Bernard Weiner, Ph.D., Professor of Psychology, University of California, Los Angeles
Duana C. Welch, Ph.D., Assistant Professor of Psychology, California State University, Fullerton
Margaret H. White, Ph.D., Associate Professor of Psychology, California State University, Fullerton
Stanley B. Woll, Ph.D., Professor of Psychology, California State University, Fullerton
Barbara Yee, Ph.D., Associate Professor of Psychology, University of Texas

Coast breaks from the traditional order of topics and in a fashion that emphasizes key concepts better, and that allows students understanding to develop in a more natural manner."
David Carter, Angelo State University

Customization

Instructors can customize the course by making learning assets open or closed to student view, add learning assets such as new assignments, discussion forums, web research activities, and extra credit work. Instructors also have the option to request a “copy” of their prior course each term. Finally, there is the option of turning on automatic student tracking that simplifies the evaluation process.

How to Adopt Course & Print Materials

There is no fee paid by an institution or instructor when the online course/content is adopted. Each student is required to purchase a one-time use Access Code. To adopt and offer this course online, instructors complete an Online Course Request Form prior to the start of each term, and a course shell will be provided by the date requested. Instructors also have the option to request a “copy” of their prior course each term.

This online course is hosted and provided in a Moodle® (LMS) shell, and instructors can link from their institution’s LMS or send their students directly to the class URL. Coast Learning Systems provides instructor and student technical support via an electronic help desk, which is monitored 7 days a week. Our goal is to make sure you enjoy teaching with our content and that your students have an engaging and positive learning experience.

The Online Course Request Form should be submitted at least two weeks prior to the start of your class.

There are two textbook options:
Psychology, ISBN: 978-1-4292-4367-4
Psychology with Updates on DSM-5, ISBN: 978-1-4641-6344-9
Worth Publishers

One-Time Use Online Course Access Code
Coast Learning Systems, (800) 547-4748
ISBN: 978-1-59846-548-8
Access Codes are sold through bookstores only; we do not sell directly to students.

If you are interested in licensing just the videos as a resource for your own online, hybrid, video-based, or traditional course, please contact our office. In areas where connectivity is a challenge, DVDs are a perfect solution. All of the video lessons are available in a professionally produced set of DVDs and are available directly from Coast Learning Systems. Please contact our office for DVD options and pricing, (800) 547-4748.