Introduction to the study and principles of behavior. Topics include general principles of scientific investigation; physiological bases of behavior including sensation, perception, learning, emotion and motivation; development; individual differences; attitudes and group dynamics.

Introductory psychology course developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named OSS015. For more information about credit transfer between Ohio colleges and universities please visit: www.ohiohighered.org/transfer.

Team Lead
Vincent Granito Lorain County Community College

Content Contributors
Nicole Brandt Columbus State Community College
Lynne Gabriel Lakeland Community College
Jackie Sample Central Ohio Technical College

Librarian
Rachel Dilley Columbus State Community College

Review Team
Melissa Beers Ohio State University
Brian Gerber Stark State College

This textbook represents the entire catalog of Noba topics. It contains 90 learning modules covering every area of psychology commonly taught in introductory courses. This book can be modified: feel free to rearrange or remove modules to better suit your specific needs.Please note that the publisher requires you to login to access and download the textbooks.

Surveys social psychology and organization theory interpreted in the context of the managerial environment. Shares lectures with 15.301, with a separate recitation required. 15.301 is intended primarily for non-Sloan students, both graduate and undergraduate. Deals with a number of diverse subjects, including motivation and reward systems for engineers and scientists in industry; the aging of technical groups; the management of R&D matrix organizations; and the architecture of R&D laboratories and its effect on communication patterns in the organization.
15.301 is a core subject for students majoring in management science. A laboratory is a required element of the course for these students. It involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation.

We function in our personal and professional lives based on knowledge and intuitions. Our intuition that we know a lot is very powerful. But sometimes intuitions are accurate and sometimes they are not; without research, it is hard to tell.
This course combines a few different goals: develop a critical eye for making inferences from data; be able to carry out simple data analysis; learn about managerial psychology; develop interesting new questions about managerial psychology and test these questions.

Human resource management is one of the key functions within the broader scope of human resource development. If you are or want to become a manager in the health services, you will in all likelihood have some responsibility for managing people.

This learning resource will enable the learner to understand the hierarchy of needs as described by Abraham Maslow. Before you do the task, look at the Resource Library ( to the right of this page) and go through the various resources mentioned. You can look at more resources too. 

By the end of this section, you will be able to:Understand basic biological mechanisms regulating sexual behavior and motivationAppreciate the importance of Alfred Kinsey’s research on human sexualityRecognize the contributions that William Masters and Virginia Johnson’s research made to our understanding of the sexual response cycleDefine sexual orientation and gender identity

This course is an examination of philosophical theories of action and motivation in the light of empirical findings from social psychology, sociology, and neuroscience. Topics include belief, desire, and moral motivation; sympathy and empathy; intentions and other committing states; strength of will and weakness of will; free will; addiction and compulsion; guilt, shame and regret; evil; self-knowledge and self-deception; and, virtues and character traits.
This course is a CI-M course.

This online module will explore strategies to increase student ownership and motivation in your classroom. 

Motivating Students by Design (2018) explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with about 150 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.

It is helpful to know who is using this free PDF version of the book. Please take a minute to complete a brief informational survey at https://bit.ly/interest-motivatingstudents

How to access this book This text is available as a whole book in PDF at https://hdl.handle.net/10919/102728. A print-on-demand version is also available via Amazon at https://www.amazon.com/Motivating-Students-Design-Strategies-Professors/dp/1981497013

By the end of this section, you will be able to:Define intrinsic and extrinsic motivation, and discuss the value of eachUnderstand that instincts, drive reduction, self-efficacy, and social motives have all been proposed as theories of motivationExplain the basic concepts associated with Maslow’s hierarchy of needs and the issues with that approach

This course covers the relation of structure and function at various levels of neuronal integration. Topics include functional neuroanatomy and neurophysiology, sensory and motor systems, centrally programmed behavior, sensory systems, sleep and dreaming, motivation and reward, emotional displays of various types, “higher functions” and the neocortex, and neural processes in learning and memory.

Noba is a high-quality, flexibly structured digital introduction to psychology resource for higher-ed classrooms and virtual classrooms. Noba consists of nearly 90 short (2500-4000 word) chapters authored by leading instructors and researchers including 7 winners of the William James Award. Chapters are organized in familiar categories (Development, Learning & Memory, Personality, etc.) for easy reference. All Noba materials are licensed through Creative Commons under the CC BY-NA-SA license terms.

The Noba website allows anyone to combine chapters in any order to create unique psychology textbooks to suit virtually any curriculum. In addition to allowing users to build their own customized collections, Noba provides a series of "Ready-Made" digital textbooks curated from the Noba chapters to conform to the scope and sequence of some of the most commonly taught 100/200-level psych courses (Intro-to-Psych, Psych as a Biological Science, Psych as a Social Science, etc.). The Ready-made books can also be edited to add or remove chapters, or sections so that they better conform to the specific course an instructor will teach.

Custom-made books, Ready-made books, or even individual chapters can be used online, downloaded as PDFs or shared withe learners via email and social media using easy-share tools built in to the website.

Témoignages - Barcamp organisé en 2014 par l'IPM (aujourd'hui LLL) pour tous les participants à la formation "classe inversée" - présentation du concept.

Pour ses 20 ans, l’Institut de Pédagogie universitaire et des Multimédias (IPM) change de nom et devient le Louvain Learning Lab (LLL). C’est dans le cadre de cet anniversaire que l’équipe qui le compose a choisi de rédiger un carnet pédagogique à destination des enseignants de l’enseignement supérieur et universitaire. Ce carnet propose, au départ de questions formulées par des enseignants et d’interviews, des fiches synthétiques portant sur quatre grands thèmes : la conception d’un cours, l’approche-programme, les technologies au service de l’apprentissage et le développement du projet pédagogique de l’enseignant et de ses compétences. L’équipe du LLL propose non pas un traité qui prendrait par la main en expliquant dans le grand détail les sujets incontournables… mais bien un carnet pour laisser le lecteur explorer la pédagogie universitaire à sa guise en lui signalant diverses ressources. Les trajectoires sont laissées au choix des lecteurs comme autant d’invitations à réfléchir et, surtout, à partager avec des collègues ou en équipe programme.

Initialement, la classe inversée se résumait dans le slogan « les leçons à la maison et les devoirs en classe » : la partie transmissive plutôt théorique de l’enseignement était portée à distance grâce aux technologies afin de consacrer davantage de temps en présence pour les applications, les problèmes, les études de cas ou les projets. Mais très vite, le concept s’est élargi en particulier en étendant le spectre des activités proposées à distance : s’agirait-il seulement de regarder passivement des vidéos proposées par l’enseignant ? Ou alors de demander aux étudiants eux-mêmes, en individuel ou en groupe, de préparer à distance une séquence de formation pour les autres étudiants ? On l’aura compris, la cohérence du dispositif en particulier dans son organisation spatiotemporelle est fortement sollicitée ; elle nécessite un réel ajustement à la fois des connaissances et compétences visées, des ressources mises à distance ainsi que des activités et interactivités d’apprentissage en présence et à distance. Mais comment construire les supports et scénariser les activités préparatoires à l’activité en présence ? Comment dès lors donner du sens et dynamiser cet espace temps de rencontre entre les étudiants et avec l’enseignant ? Comment apporter, par inversion, de réelles valeurs ajoutées à l’enseignement en termes de qualité des apprentissages et de compétences durables ? Comment finalement évaluer le déploiement de ces compétences par les étudiants ? Le cahier que vous avez entre vos mains vise à répondre à certaines des questions que vous vous posez sur les classes inversées et ainsi à vous faire entrer dans ces perspectives réellement innovantes pour l’enseignement de demain.

Topic 8: Motivation and EmotionTextbook readings: pp. 331-338; pp. 342-343; p. 352.Watch:Discovering Psychology: Motivation and EmotionMotivation and Emotion is the twelfth program in the DISCOVERING PSYCHOLOGY series. Based on the early research of Sigmund Freud and Abraham Maslow, this program explores the sources of motivation, causes of behavior, and interplay between motivation and action. It examines societal and individual motivation, sexual motivation, and cumulative effects of optimism and pessimism in human life.©2001 WGBH Educational Foundation All Rights ReservedWatch: Maslow's Hierarchy of Needs - Maslow's Hierarchy of Needs is a theory in psychology. It argues that there are five stages of human needs that motivate our behaviour. Learning objectives:1.      Discuss these two types of “motivation”: extrinsic and intrinsic.2.      Explain how these factors can help explain “motivation”: instinct, drive theory, arousal theory, self-efficacy, and Maslow’s theory of “hierarchy of needs”.3.      Describe how hunger and eating are regulated.4.      Define anorexia nervosa and bulimia nervosa.5.      Define emotion.

Principles of Management is designed to meet the scope and sequence requirements of the introductory course on management. This is a traditional approach to management using the leading, planning, organizing, and controlling approach. Management is a broad business discipline, and the Principles of Management course covers many management areas such as human resource management and strategic management, as well behavioral areas such as motivation. No one individual can be an expert in all areas of management, so an additional benefit of this text is that specialists in a variety of areas have authored individual chapters.

This is a first course in project management, one in which students will learn the knowledge, skills, and abilities necessary to be an effective project manager. They will learn how to plan, execute, and monitor a project. The course will cover the latest theories and concepts on scoping, stakeholder management, team leadership, budgeting and contracting, scheduling, quality control and assurance, and risk management. Students will have the option to apply their learning to a real-world project.