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PS 301 Social Psychology
Hovland, David


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 301 Social Psychology

Semester

F1A 2006 BE

Faculty

Hovland, David

Title

Professor

Degrees/Certificates

Yale University B.A. in Culture and Behavior
Harvard University M.A. in Psychology
Harvard University Ph.D. in Psychology

Office Location

AUSTIN CENTER

Office Hours

MONDAY and FRIDAY 10:00 A.M until 12:00 NOON, WED 4-5 P.M.

Daytime Phone

512-385-7275

Other Phone

512-740-0040

E-Mail

David.Hovland@park.edu

myoho2000_2000@yahoo.com

Semester Dates

AUGUST 21 - OCTOBER 15, 2006

Class Days

--T-R--

Class Time

8:00 - 10:40 PM

Credit Hours

3


Textbook:
SOCIAL PSYCHOLOGY, 6th Edition, 2005
by BREHM, Sharon S., KASSIN, Saul and FEIN, Steven.
Boston, Mass.: Houghton Mifflin Company

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
Videos
Material brought in by students

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
( SO 301) A study of the impact of the real or imagined social environment on individuals; particular emphasis is placed on the role of social and cultural influences on individual's thoughts, feelings, and behaviors. 3:0:3

Educational Philosophy:
     I believe that Social Psychology, like other social sciences, benefits most from the Culture and Behavior approach.  I am one of the few trained in this approach at Yale.  I also believe that research is more important than "armchair speculation".

Learning Outcomes:
  Core Learning Outcomes

  1. Define key theories and principles relevant to social psychology.
  2. Critically apply social psychological concepts to enhance one's understanding of their own behavior in a societal context.
  3. Identify and critique research methods in social psychology.
  4. Define and contrast key factors relevant in theories of group dynamics, conformity, leadership, obedience, and interpersonal attraction.


Core Assessment:

Literature Review


The purpose of the literature review is for students to research a topic relevant to social psychology, formulate a research question, and conduct a literature review to address their target question. A literature review is not simply a report or an annotated bibliography; a literature review is a summary of the available information on a specific topic organized by common themes, trends or findings.


Requirements:



  • Utilizes a minimum of 6 empirical, peer-reviewed, research articles as the basis of the literature review.
  • Information must be organized, presented and referenced using APA style.
  • Literature review should be approximately 10-12 pages (plus title and reference pages).
  • Includes an explicit section examining multicultural implications, findings, relevance and/or significance.

Link to Class Rubric

Class Assessment:
The course grade will be based on four (4) coponents:

Mid-Term Test
Discussion Score
Term Project
Final Exam

Grading:
 250 possible points for Mid-Term Test
 200 possible points for Discussion Score
 250 possible points for Term Project
 300 possible points for Final Exam
-------
1000 possible points

A total of 900.00 or more points is needed for "A"
800.00 through 899.99 is a "B"
700.00 through 799.99 is a "C"
600.00 through 699.99 is a "D"
599.99 or less is "F"

Note that:
(1) Point totals are not necessarily "rounded up". 896.0 points is still a "B".
(2) The grade is "weighted" score; just adding up components and dividing by number of scores won't work.

Late Submission of Course Materials:
Up to five (5) points per day of lateness may be deducted from the score on the Term Project.  The lateness deduction also applies to the DRAFT Project.

Classroom Rules of Conduct:
(1) No cell phones or pagers should be active during class.
(2) Food and drink (non-alcoholic drinks only) may be consumed quietly if you are prepared to leave the room as clean as you found it.
(3) "No biting, no fighting."

Course Topic/Dates/Assignments:
Week 1 Aug 21 - Aug 26 Have read Chapters 1 and 2 Discussion Week 2 Aug 28 - Sep 2 Have read Chapters 3 and 4 Videos and Discussion Week 3 Sep 4 - Sep 9 Have read Chapters 5 and 6 Videos and Discussion Week 4 Sep 11 - Sep 16 Have read Chapter 7 MID-TERM TEST ON THURS SEP 14 Week 5 Sep 18 - Sep 23 Have read Chapters 8 and 9 Videos and Discussion Week 6 Sep 25 - Sep 30 Have read Chapters 10 and 11 Videos and Discussion Week 7 Oct 2 - Oct 7 Have read Chapters 12 and 13 Videos and Discussion THE DRAFT PROJECT IS DUE OCT 5 -- or Noon OCT 6 IF E-MAILED Week 8 Oct 9 - Oct 14 Have read Chapter 14 FINAL EXAM ON THURS OCT 12 !

,Meeting -  9
September 19

Class Activities,Discussion
(Test "post-mortem")
Group Processes

Assignments,Have read Chapter  8

Tests,

Meeting - 1
August 22, 2006,Meeting - 10
September 21

Introductory
Discussion,Discussion and videos

Attraction / Relating

Have read Chapter  1,Have read Chapter  9

 

Meeting - 2
August 24, 2006,Meeting - 11
September 26

Discussion of some
methods - experiments
and correlation,Discussion and videos

Helping

Have read Chapter  2,Have read Chapter 10

 

Meeting - 3
August 29, 2006,Meeting - 12
September 28

Discussion and videos

The "social self",Discussion and videos

Aggression

Have read Chapter  3,Have read Chapter 11
DRAFT PROJECT DUE

 

Meeting - 4
August 31, 2006,Meeting - 13
October  3

Discussion and videos

Perceiving Persons,Discussion and videos

Psychology and Law

Have read Chapter  4,Have read Chapter 12

 

Meeting - 5
September  5,Meeting - 14
October  5

Discussion and videos

Stereotypes/Prejudice,Discussion and videos

Psychology & Business

Have read Chapter  5,Have read Chapter 13
PROJECT DUE

 

Meeting - 6
September  7,Meeting - 15
October 10

Discussion and videos

Attitudes, Persuasion,Discussion and videos
Psychology & Health
REVIEW FOR FINAL EXAM

Have read Chapter  6,Have read Chapter 14

 

Meeting - 7
September 12,Meeting - 16
October 12

Discussion and videos

Conformity,Discussion and videos
October 12
FINAL EXAM

Have read Chapter  7,
October 12
FINAL EXAM

 

Meeting - 8
September 14 (2006),

Mid-Term Test
September 14 (2006),

Test covers Chs 1 - 7
September 14 (2006),

 


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89
Each student should be able to say
  "On my honor as a gentleperson, I have neither given
     nor received help on this test or paper."

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87
Plagiarism is a very serious problem in academic work.
NEVER DO IT!

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Identifies and incorporates 7 or more empirical, peer-reviewed research articles that directly address the target research question.



 
Identifies and incorporates 6 empirical, peer-reviewed research articles that are appropriate and relevant for addressing the target research question.



 
Utilizes 5 or fewer research articles OR fails to utilize empirical, peer-reviewed research articles OR research articles are inappropriate for addressing the target research question.



 
No references or empirical basis for paper.



 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Literature review provides a cohesive, accurate analysis of the target question by organizing current information into logical themes, trends and findings; literature review provides a clear portrait of the current research status on the target topic.



 
Literature review is organized according to common themes, trends and findings that address the target question.



 
Literature review is presented as a series of unrelated findings/summaries OR literature review does not address the target question OR information fails to show any cohesiveness to topic.



 
Fails to provide a review of literature; paper is editorial, opinion, or personal reference.



 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Student accurately interprets and presents empirical findings while going beyond the presented information to highlight original gaps, errors, inadequacies or unanswered issues in the research base.



 
Student accurately interprets and presents empirical findings that correctly address the research question while summarizing reported gaps or inadequacies in the research base.  



 
Student inaccurately interprets or presents the empirical findings OR findings do not address the research question OR fails to note any gaps/inadeqacies in the research base.



 
No relationship between literature review and research question.



 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 4                                                                                                                                                                                                                                                       
Student accurately and consistenly utilizes appropriate social psychological concepts that demonstrate a clear understanding of terminology.



 
Student accurately utilizes social psychological concepts to discuss the research literature.



 
Student utilizes social psychological terminology inaccurately OR fails to consistently use social psychological terminology.



 
Utilizes no social psychological terminology.



 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Student proposes an insightful, original research question that utilizes current social psychological information to extend our understanding of humans as social creatures.



 
Student provides an appropriate researchable question that can be addressed within the scope of social psychology.



 
Student provides a philosophical or unanswerable question OR utilizes a research question that cannot be addressed from a social psychological perspective.



 
Fails to provide a research question.



 
Application                                                                                                                                                                                                                                                
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Student shows a sophisticated knowledge of research methodology in their ability to critically evaluate the research question; addresses flaws or concerns with the research literature.



 
Student correctly applies their knowledge of research methodology to interpret and integrate empirical information in relation to their target question.



 
Student is inaccurate in their application of research methodology OR fails to apply their knowledge to accurately address the target question.



 
Student unable to understand or interpret research methodology OR fails to apply research knowledge to the review of literature.



 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Student utilizes APA style throughout paper with fewer than 3 errors.



 
Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style.



 
Student utilizes APA style but has 7 or more errors.



 
Student fails to use APA style.



 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Body of literature review is 13 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)



 
Body of literature review is 10-12 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)



 
Body of literature review is 7-9 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) OR missing title/reference page



 
Body of literature review is less than 6 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)



 
M/LL Courses                                                                                                                                                                                                                                               
Outcomes
1, 3, 4                                                                                                                                                                                                                                                    
Student provides insight beyond what is presented in the literature in examining the multicultural implications, findings and/or significance; highlights awareness of the research question in relation to contemporary issues.



 
Student accurately addresses the multicultural implications, findings and/or significance of their research question.



 
Student mentions multicultural implications but fails to elaborate on the implications, findings and/or significance OR student fails to show an accurate understanding of multicultural issues.



 
No mention of multicultural issues, implications or findings.



 

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Last Updated:8/1/2006 1:58:33 PM