This chapter we will be acknowledging and bringing awareness to the historical discrimination that has barred education and research access to those in the Psychological field due to color, gender and other racial biases. Only by understanding this prejudice and racial discrimination can we discover the root causes of inequity and recognize those in the field that had a direct and positive contribution to the development of the field of Psychology.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. 

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This syllabus explains the goal of the course which is to provide students with a comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy, centered on whiteness which, by default, institutionalizes racism.

The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false? 

The goal of this course is to provide students with comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy from its assumption of world leadership during and after World War II to its present concerns with sprouting democracies, a militarized policy, and global economic and political interdependence.

This syllabus explains the goal of the course which is to provide students with a comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy, centered on whiteness which, by default, institutionalizes racism.

The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false? 

The goal of this course is to provide students with comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy from its assumption of world leadership during and after World War II to its present concerns with sprouting democracies, a militarized policy, and global economic and political interdependence.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments. Using their own identified culture, students will explore how mental health & well-being are approached by that culture. In part 2, students will focus on a particular psychological disorder and how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording of their findings and also create an infographic or visual targeted toward members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.

This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments. Using their own identified culture, students will explore how mental health & well-being are approached by that culture. In part 2, students will focus on a particular psychological disorder and how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording of their findings and also create an infographic or visual targeted toward members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.

Introduction to the fundamental principles and concepts of human behavior and mental processes. Topics include psychology as a science, biological bases of behavior, lifespan development, perception, conditioning and learning, memory, cognition, motivation and emotion, personality, psychological disorders, methods of therapy, and social and applied psychology. Recommended for college and university transfer students. Not open to students who have completed PSY-1A with a grade of "C" or better.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Thought paper on those who became Psychologists and contributed to the development of the field but are not commonly known or given the recognition due to minority status.

By the end of the course, it is anticipated that you will learn how:1. To identify the basic parts and functions of the neuron and lobes of the brain.2. To identify different parenting styles and their effect on human development and3. To identify major psychological disorders, key symptoms, and the main strategies used for treatment.Upon satisfactory completion of the course, students will be able to:1. discuss the development of psychology as a science.2. identify the major biologic response systems of the human body and discuss their influence on behavior.3. discuss the difference between sensation and perception, giving one illustration of each.4. define consciousness and describe how sleep, psychoactive substances and other stimuli affectconsciousness.5. identify and describe the major theories of human development and discuss how growth and development affect behavior.6. discuss the processes by which humans learn and store skills and information.7. discuss major theories of personality, their assumptions and implications.8. outline the nature, causes, and treatments of abnormal behavior.9. discuss the ways in which the social milieu affects human behavior.10. identify major theories of emotion and motivation.

By the end of the course, it is anticipated that you will learn how:1. To identify the basic parts and functions of the neuron and lobes of the brain.2. To identify different parenting styles and their effect on human development and3. To identify major psychological disorders, key symptoms, and the main strategies used for treatment.Upon satisfactory completion of the course, students will be able to:1. discuss the development of psychology as a science.2. identify the major biologic response systems of the human body and discuss their influence on behavior.3. discuss the difference between sensation and perception, giving one illustration of each.4. define consciousness and describe how sleep, psychoactive substances and other stimuli affectconsciousness.5. identify and describe the major theories of human development and discuss how growth and development affect behavior.6. discuss the processes by which humans learn and store skills and information.7. discuss major theories of personality, their assumptions and implications.8. outline the nature, causes, and treatments of abnormal behavior.9. discuss the ways in which the social milieu affects human behavior.10. identify major theories of emotion and motivation.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.