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PS 301 Social Psychology
Crowe, Jordyn-Grace M.


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

U1M 2011 CH

Faculty

Galley-Crowe, Donna J.

Title

Senior Instructor of Psychology, Sociology, and Communications

Degrees/Certificates

M.A. - Psychology and  Graduate Minor -  Social Work -  SUNY/Buffalo
B.A. Psychology with Honors, Cum Laude -  SUNY/Buffalo
A.A. Liberal Arts Social Sciences - Erie Community College South

Office Hours

Gladly By Appointment or Via Virtual Office Hours (Email or Phone)

Daytime Phone

(252) 444-1711

Other Phone

(252) 466-2655

E-Mail

donna.galley@park.edu

djgalley@yahoo.com (Please use this email address)

Web Page

http://www.my.park.edu

Semester Dates

Summer, 2011

Class Days

--T-R--

Class Time

4:45 - 7:15 PM

Prerequisites

None; PS 101 Strongly Suggested.

Credit Hours

3


Textbook:

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Social Psychology, 12th Ed., by Baron, Branscombe, and Byrne.  New York:  Pearson:  Allyn & Bacon.

This is the world's most popular college Social Psychology textbook.  I hope you will enjoy it!  

Many new and used copies are available.  Some vendors allow you to rent your books.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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Suggested Supplies:

1.  College Ruled Spiral Notebook

2.  A Sturdy Pocket Folder

3.  Black or Blue Pen

4.  Yellow, Orange or Pink Highlighter

5.  APA Style Manual OR APA/MLA Format - a laminated study guide by Bar Charts ($4.95)

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/.

http://www.apa.org
http://www.psychologytoday.com
http://www.park.edu -  This is our course website.
http://www.gottman.com
http://www.erowid.com

Course Description:
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PS 301 Social Psychology: 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 individuals thoughts, feelings, and behaviors. 3:0:3.


Get ready for a course that applies to every area of your life.  

Everyday, people are there for us to boost our confidence and share our burdens.  They are also there to frustrate and confuse us.  

We need other people to reach our full potential!  

Educational Philosophy:

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WELCOME TO SOCIAL PSYCHOLOGY!

My name is Donna J. Galley-Crowe, M.A., and I will be your instructor.


The instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, class discussions, tests, internet assignments, videos/DVDs, web sites and writing. The instructor will engage each learner to encourage the lively exploration of ideas, issues and contradictions.  The instructor believes that the fundamental value in a psychology course lies in its applicability to the student's everyday life and lay the groundwork for future study in the social sciences.  Lastly, the instructor is eager to get to know each student personally and assist each student in reaching his or her educational goals.  

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.


  Instructor Learning Outcomes
  1. To discover many of the ways that Psychology applies to your everyday life.
  2. Discover ways  to spot trouble in your marriage or interpersonal relationship and take action.
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:

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Assessment will be based on 7 Quizzes, Your Core Assessment Writing Assignment, Poster Presentation, and Class Participation.


7 Quizzes:  A quiz will be given about once per week on previously covered material.  The quiz will take place at the beginning of class (please be on time) and will consist of mostly multiple choice questions, and some short answer essays, and diagrams.  Each quiz is worth 25 points.  Quizzes will be given every Thursday.

Core Writing Assignment:  Follow the explicit instructions provided for completion of your writing assignment.  It is worth 75 points.  I will provide the theme and the journal articles from which to choose.  Detailed instructions will be provided.  

Your Poster Presentation should celebrate and illustrate the required learning outcomes for our class on a large, trifold poster.  They are available from Staples.  Detailed instructions will be provided.  It is worth 50 points.    Be creative!

Class Participation:    Students will earn class participation points for displaying evidence of prior reading and preparation for class, and willingness to participate in discussions and activities.  Bring a spiral notebook, a pocket folder, and a pen or pencil, and prepare to take notes.  It is necessary to be present to earn class participation points.
Just "showing up" doesn't guarantee anything...except a nice, cool place to sit.  

EXTRA CREDIT:  Anyone who would like to earn 10 maximum points of extra credit may donate 10 cans of dog or cat food to the Havelock Animal Shelter .  Bring 10 cans of cat or dog food, or a giant bag of dry cat or dog food, or Kitty Litter.  You can turn in your donation to me anytime before the last moments of class.    

Grading:

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7 Quizzes (25 points each) = 175 points

Core Assessment Writing Assignment 100 points

Poster Presentation = 50 points

Class Participation = 25 maximum points

+   
____________________________________

TOTAL:  350 points

To calculate your final grade, divide the number of points you earned by the total number of points available (350 points) and move the decimal point.

Here is the final grading scale:
100 - 90 = A
 89  - 80 = B
 79  - 70 = C
 69  - 65 = D
Below 65 = Below Passing

Late Submission of Course Materials:

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Be in class on Quiz nights!    If you have a legitimate reason for missing a quiz, you are eligible to take that quiz at the Park University office on your own time before the next class meeting.  If you miss that deadline, your other option is to take a Make Up Quiz.  Make Up Quizzes tend to be in essay form and are usually more difficult.  The student has one week to complete a Make Up Quiz.

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Procrastination  zzzzzzzzzzzz.  I'll do it tomorrow!  

Get an early start   on your core assessment and journal readings!  


Late Poster Presentations will lose 2 points for each class day they are late  

Late Core Assessment Writing Assignments will lose 5 points for each class day they are late.    

I am happy to accept any papers early.  
 




Classroom Rules of Conduct:

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In order to ensure an atmosphere conducive to learning for all, cell phones will be turned off while in class.  

Emergency exceptions to this policy must be cleared with the instructor prior to a class period.  You may be asked to hand the instructor your cell phone or asked to leave if your cell phone goes off during class.  

Do not text, Tweet, listen to tunes , or email during class.  


Eating and drinking in the classroom   are permitted provided you clean up after yourself and it does not disturb others.

 



Course Topic/Dates/Assignments:

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PS301 Social Psychology provides an overview of the key theories and perspectives that explain the power of the situation in shaping our thoughts, attitudes, and behaviors. As such, the course covers issues ranging from prejudice to gender to social influence to interpersonal attraction. As we move through each of these topics, your task is to critically apply the relevant concepts to your own life. The following table highlights the weekly topics:

Week 1 Orientation & Ch. 1 -  Social Psychology
Week 2 Ch. 3  -  Social Perception
Week 3 Ch. 4 -  The Self
Week 4 Ch. 6 -  Prejudice & Discrimination
Week 5 Ch. 7 -  Attraction & Close Relationships
Week 6 Ch. 8 -  Social Influence & Cults
Week 7 Ch. 9 -  Prosocial Behavior, Ch. 10 Aggression
Week 8 Ch. 12 -  Social Psychology, Health, & Work

Quizzes are every Thursday, starting week 2. 

The Last Day of Class, We Celebrate Our Learning!  

Posters are due Tuesday of Week 7.  

Your Core Assessment Paper is due on Tuesday of Week 8 .


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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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Cheating on quizzes, or helping others cheat, will not be tolerated.

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
••••••••••••••••••••••••••••••••••••••••••••••

Plagiarism Policy:  Plagiarism will result in a grade of zero for the paper or mission statement and most likely an "F" in the course.  Plagiarism can get you kicked out of school  If you are not sure what constitutes plagiarism, I recommend you check out web sites such as plagiarism.org or turnitin.com.

Having someone else write your Core Assessment Writing Assignment also constitutes plagiarism.

Do your own work.  Give credit to other writers where credit is due.

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 "F".
  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 2010-2011 Undergraduate Catalog Page 95-96
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In order to succeed in this class, it is highly recommended that you attend all class sessions and complete all assignments on time.  In the past, students who did not attend the majority of classes earned very low grades and frequently dropped out.  It's up to you!

Park University does not consider Personal Leave or Vacation a legitimate absence.  If you expect to miss many classes, it may be better to take the course at another time.

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 .
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If you have a hidden medical condition, for which you may need help in the classroom, please make an appointment with me as soon as possible.  If you have a physical, learning, or emotional disability, which requires special course adaptions or accommodations, please let me know.  You will need to provide our Campus Director, Ivy Prior, with a letter from your healthcare professional.

Additional Information:
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Are you overcommitted? 





Students who try to do too much usually end up stressed out and tend to do poorly.  






Set up a reasonable schedule that allows time for the people and activities that are important to you.  







YOU matter!  



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:5/28/2011 1:06:23 PM