As you may recall from earlier weeks, not all students will come into your course ready and excited to learn.

As you may recall from earlier weeks, not all students will come into your course ready and excited to learn. There may be times when you teach a required course for non-majors who may not understand nor appreciate the need for a psychology course. How can you help students relate the course material to their own lives? Are there activities that would help you bridge the gap between their lives and the material? In addition, you might encounter students who are working through personal circumstances or issues that influenced their interest in psychology and affect how they respond to the course material. How could you accommodate and reduce the stress of students with real or imagined psychological issues? For this Discussion, review and study this week’s Learning Resources and the Key Elements of Effective Course Design media piece as well as the Stallman article from Week 1. Then consider what you believe are the most important elements in designing an introductory psychology course. Finally, think about how these elements relate to the students you might encounter in psychology courses (e.g., beginning college students both psychology majors and non-psychology majors, those who have experiences they wish to explore from a psychological