Read the documents that specify what a course intends to teach and assess.
A curriculum framework sets requirements across courses or schools. A syllabus describes a particular course or section. A catalog entry gives a shorter institutional description. These documents show intended provision, rather than measured learning.
An official introductory-course outline emphasizes research methods, brain function, learning, memory, and social behavior. It explicitly includes examining Indigenous psychology. Recommended evaluation is assignments 24%, quizzes/tests 41%, and final examination 35%.
Document scope
Both pages inspected. The outline allows instructor variation and also mentions a normal 4% participation/observation component without identifying its allocation within the displayed totals.
Public official course outline; institutional and author permissions apply.
A biological and cognitive introduction covering methods, neuroscience, perception, learning, memory, language, and thinking. Three tests contribute 25% each, discussion posts 13%, reading quizzes 10%, and research experience 2%. Recorded lectures support the in-person course.
Document scope
Official 2025–26 Winter Term 2 syllabus inspected for content, outcomes, delivery, materials, and assessment. PSYC 102 covers other major domains; this is not presented as a fully asynchronous course.
Public syllabus; enrolled course materials and recordings remain subject to institutional restrictions.
An archived undergraduate course adapted for independent learners, with lectures, questions, exam solutions, and writing tasks. Original MIT grading was exams 60%, two papers 30%, and discussion 10%.
Document scope
Official Fall 2011 syllabus inspected. Writing tasks are optional for independent OCW learners; scientific examples and readings reflect the archived course.
Free archive; OCW and third-party reuse terms apply.
An archived survey with recorded lectures, weekly reading responses, a book review, and examinations. Grades were reading responses 15%, book review 20%, midterm 30%, and final 35%.
Document scope
Official Spring 2007 course and syllabus inspected. The page also describes experimental participation; it is distinct from the current Yale catalog.
Free course archive; Yale and third-party reuse conditions apply.
The current catalog identifies PSYC 1100 as a survey of biological, cognitive, and social bases of behavior. It also describes the course’s prerequisite role within the psychology major.
Document scope
Official catalog description and prerequisite information inspected. It does not provide a section syllabus or assignment weights.
A five-hour introductory short course on interacting influences on mind and behavior. Activities address case examples, memory, relationships, groups, and happiness.
Document scope
Official course description, outcomes, contents, access notice, and update date inspected. The participation statement is not a degree credit.
Free course content; an account is needed for progress tracking and all quizzes and activities. Third-party materials are excluded from general reuse terms.
A self-paced introductory survey covering thought and behavior through biological, cognitive, developmental, social, and clinical topics. The provider listing shows seven modules and six assignments.
Document scope
Official provider listing inspected; enrolled assessment content, current payment eligibility, and certificate terms were not tested. No university-credit equivalence is claimed.
Public course listing; enrollment, assessment, and certificate conditions vary by platform access.
A three-credit, 15-week introduction covering history, methods, biological psychology, perception, consciousness, learning, memory, language, and thought. The catalog lists no prerequisites.
Document scope
Official course description and section schedule inspected. Assessment weights are absent, and the delivery field is unspecified; online location alone does not establish asynchronous teaching.
Five units cover biological bases, cognition, development and learning, social psychology and personality, and mental and physical health. Concept application, scientific investigation, data interpretation, and evidence-based argument run across topics.
Document scope
Official course, exam, and 2026–27 course-change pages inspected. Use CED effective Fall 2025 plus corrections. No guarantee of university credit.
Public CED, exam description and released scoring materials; AP Classroom requires authorized access.
Biological, cognitive, and sociocultural content connects with four applied contexts and six concepts. Class practicals support research-method judgment. The course began teaching in August 2025 for first assessment in May 2027.
Document scope
Official update and examiner instructions inspected. SL papers 70% and proposal IA 30%; HL papers 80% and proposal IA 20%. Keep separate from outgoing course.
Public curriculum update, subject brief, guide and examiner instructions.
The outgoing course integrates biological, cognitive, and sociocultural approaches with selected applied topics. Its assessment requirements belong to the cohort whose final assessment is in 2026.
Document scope
Landing page inspected; outgoing assessment weights were not extracted. Do not apply first-assessment-2027 proposal guidance to this cohort.
Public official landing page and linked subject briefs.
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A syllabus comparison sheet
Use these fields to compare documents before borrowing a course structure. This is an original editorial template.
Course purpose, prerequisites and place in a program
Intended outcomes and topic coverage
Workload, readings and required accounts or purchases
Assessment tasks, weights, criteria and feedback
Participation, accessibility and research-experience arrangements
AI permissions and independent demonstrations
Document date and whether it describes an institution, a section or an archive