PSYC11011 - Psychology for Everyday Life

General Information

Unit Synopsis

This unit will introduce you to the various ways in which psychological theory and research can be applied to everyday life. It aims to equip you with the tools needed for your studies in psychology as well as a variety of career pathways. You will hear from guest speakers that cover specific skills from areas such as health psychology, positive psychology, coaching and counselling. The unit focuses on social innovation, exploring how to develop and implement effective solutions to challenging social and environmental issues in our community. There will also be some practical instruction on essay writing skills and critical thinking.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2019

Term 2 - 2019 Profile
Bundaberg
Online
Rockhampton
Term 2 - 2020 Profile
Bundaberg
Cairns
Online
Rockhampton
Townsville

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 15%
2. Online discussion forum 20%
3. Annotated bibliography 15%
4. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

To view Past Exams, please login
Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student evaluation
Feedback
Students were almost unanimous in their appreciation of the diversity of the topics presented and the increased understanding of the value of psychology as an applied discipline.
Recommendation
Retain the format of invited speakers.
Action Taken
The guest speaker format was retained and continues to be very popular. Written comments from the evaluations suggest that it is very useful to hear researchers talking about their own diverse and varied fields and interests.
Source: Student evaluation
Feedback
One or two students expressed some confusion over the fact that Assessment 3 was due before Assessment 2,
Recommendation
Because of the sheer volume of marking involved, it is necessary to set an earlier deadline for Assessment 3 in order to meet the marking turnaround deadline. I can see that that is potentially confusing. Assessment 2 can be completed at any time and there may be some advantage in setting an earlier deadline, though the advantage of the current end of term deadline is that students will have an opportunity to review any of the lectures in the series. I will, however, look into ways of making this less confusing.
Action Taken
The Unit Coordinator explained the assessments at the beginning of term and he felt that it was clear to all, however there was still some confusion later in the term, especially closer to submission time.
Source: Head of Department
Feedback
While the course credit for participation is useful, both experientially for the level 1 students and practically for the Honours level students, it may benefit the course to spread the course credit between the 4 existing level one units.
Recommendation
Explore the possibility of sharing the participation for course credit with the other level one Unit Coordinators.
Action Taken
The Head of Course for Psychology had incorporated a participation scheme into PSYC11012, modeled on the one used in this unit, although being a T1 unit, the timing was not suitable for Mid Term Honours projects and so it was removed.
Source: Student evaluations
Feedback
The format that the Unit Coordinator developed for this unit was very well appreciated by students who reported that the content was extremely interesting and engaging and that it greatly helped them in choosing their future electives. There was very positive feedback for the Unit Coordinators explanation of the course structure and for his encouragement and feedback"
Recommendation
The format of invited speakers, delivering lectures on a diverse range subjects and showcasing the variety of psychology pathways available seems to be greatly appreciated and the Unit Coordinator recommends that this format is retained.
Action Taken
Nil.
Source: Student evaluations
Feedback
The need for critical thinking and research skills was also acknowledged by the students who expressed their thorough enjoyment.
Recommendation
Critical thinking and literature-search skills are fundamental for proper development of psychological knowledge and understanding. It is clear that this unit should continue to encourage both in order to lay the foundations for higher levels of study.
Action Taken
Nil.
Source: Student evaluations
Feedback
In spite of the large cohort of around 200 students, the Unit Coordinator managed to maintained a high degree of interaction, giving clear instructions and timely responses.
Recommendation
It is vitally important that the coordinator of a large unit such as this maintains open contact with the students and is organised and prepared to respond quickly, keeping on top of e-mail and forum inquiries.
Action Taken
Nil.
Source: Student evaluations
Feedback
There was general appreciation for the types of assessments in this unit. For example, students wrote that they enjoyed the opportunity to review each others work and that the Unit Coordinator provided very detailed information sheets to guide them through the process.
Recommendation
The assessments work well and the variety of assessments were chosen to reflect the practical skills commonly employed in research. It is recommended that the unit retain the balance of peer review, reflection, condensing and summarising complex information. The time allowed for assessments to be completed appears to be adequate and should be maintained.
Action Taken
Nil.
Source: Student evaluations and personal observations
Feedback
A small number of students commented that they could not see the relevance of the lectures to the assessments and there was still confusion among some students about the fact that Assessment 3 is submitted before Assessment 4.
Recommendation
The first two lectures are concerned with the basic skills of critical thinking and essay writing and their relevance is clear, however subsequent lectures delivered by guest speakers are directly related to Assessment 2, the review and peer review. Although the Unit Coordinator believes these are important skills, the Coordinator will investigate the possibility of testing content from the guest lectures which seems to be the anxiety of those who raised the question. There are logical reasons for the ordering of the assessment, but the Unit Coordinator can see that this may lead to some confusion. The Unit Coordinator will investigate ways of either re-ordering or re-naming the assessments so that the logic of the order is clearer.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Apply psychological theory and research to a range of research and/or everyday problems
  2. Demonstrate understanding of social innovation and social change
  3. Communicate ideas effectively in writing and in adherence with APA style.


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Online Quiz(zes)
2 - Online discussion forum
3 - Annotated bibliography
4 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
3 - Critical Thinking
4 - Information Literacy
7 - Cross Cultural Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
2 - Online discussion forum
3 - Annotated bibliography
4 - Written Assessment
1 - Online Quiz(zes)