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PS 410 Social Influence and Persuasion
Cowley, Cheryl A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 410 Social Influence and Persuasion

Semester

F1T 2011 DL

Faculty

Cowley, Cheryl A.

Title

Adjunct Instructor

Degrees/Certificates

Bachelor of Arts in Psychology from Park University
Master of Social Work from The University of Kansas

Daytime Phone

816-588-7176

E-Mail

cheryl.cowley@park.edu

Semester Dates

F1T 2011

Class Days

TBA

Prerequisites

There are no prerequisites for this course. A generalized knowledge of social psychology and psychological research methods is recommended to maximize your educational experience in this course.

Credit Hours

3


Textbook:

Cialdini, R. B. (2009). Influence: Science and Practice (5th Ed). Allyn & Bacon; ISBN 0-205-60999-6

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
PS 410 Social Influence and Persuasion: This course will examine empirical evidence regarding the impact of social influence on individual behavior. Specifically, addressing the role of compliance, conformity, and obedience in shaping ideas, attitudes, and behavior. 3:0:3

Class Assessment:

Learning Assessments:

Final Exam - The final exam will consist of a combination of multiple choice, matching, fill-in-the-blank and short essay questions that focus on key concepts underlying social influence and persuasion.

Analysis Activities - Analysis activities will be integrated throughout the course to provide an opportunity to apply your understanding of social influence and persuasion. 

Discussion - Discussions will challenge attitudes and opinions concerning the use of social influence tactics, the ethical concerns of deliberate influence, and personal experiences with persuasion.

Personal Influence Journal - A major goal of this course is for you to examine the role of influence in your own life. In order to promote this type of reflective understanding, you are required to keep a personal influence journal. As you read the textbook and participate in class activities, you will examine how influence principles have been used to shape your attitudes and behaviors. Each journal entry should highlight an experience you have had with social influence tactics, the theory or rational behind how the tactic works, and a personal reaction to the experience.

Core Learning Assessment – Experiential Project in Social Influence:

Experiential projects will consist of an activity or experience that students design which allows them to interact personally with a concept relevant to social influence and persuasion. The best experiential projects are creative, interesting, well-designed, and effectively communicated. The experiential project will consist of two components: the experiential component and the research component.

Requirements:

·         Final project report must be a minimum of 10 pages in length (not including title page, abstract, or reference page)

·         Double-spaced, one-inch margins, 12 point Times or Arial font

·         Written in an interesting style, grammatically sound, spell checked, APA Style

·         Include references to at least seven (7) different sources; a minimum of three (3) of these sources must be empirical journal articles

Grading:

Course Grading Policy:

Grades will be determined by performance on a final exam, personal influence journal, social influence research project, and class participation. Points will be assigned as follows:

Final exam

100 points

Analysis activities

4@20 points each

 80 points

Discussions

16@10 points each

160 points

Personal influence journal

4@15 points each

60 points

Core assessment

100 points

Total available

 

500 points

                  

Letter Grade Policy:

Final course grades will be determined as follows:

A

90% and higher

448 points and higher

B

80% - 89%

398 – 447 points

C

70% - 79%

348 – 397 points

D

60% - 69%

298 – 347 points

F

59% and lower

297 points and lower

Late Submission of Course Materials:
Late work will only be accepted with written permission from the instructor.

Classroom Rules of Conduct:

Communication Modes:

·         Course interaction – Students are responsible for checking email, monitoring online discussion threads, and reading all course announcements on a regular basis. Online instructors will use email, discussion threads, and/or announcements to communicate important course information.

      • Email - Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class. Online Instructors will check email frequently and will respond to course-related questions within 24-48 hours. Email is the preferred form of communication for private, course-related communications.
      • Online threaded discussions– Online discussionsare public messages and all writings in this area will be viewable by the entire class or assigned group members.
      • Announcements - Announcements will be posted to remind you of important information or to highlight course activities. Announcements can be found at the top of the Course Home.

·         Submission of electronic assignments - Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts. When files are sent attached to an email, the files should be in either Microsoft Word, RTF, ASCII, txt, or PDF file formats.

Participation Standards:

You are expected to actively participate in this course. All your Online communications need to be composed with fairness, honesty and tact.  Spelling and grammar are very important in an Online course.  What you put into an Online course reflects on your level of professionalism.  For more information, see writing online at http://goto.intwg.com/ and netiquette at http://www.albion.com/netiquette/corerules.html.

Course Topic/Dates/Assignments:

There are 5 main activities in this course: 1) weekly discussions, 2) analysis activities, 3) personal influence journal, 4) experiential project (core assessment), and 5) a comprehensive final exam. The following provides a brief overview of each:

  • Discussion:
    • Discussions will challenge attitudes and opinions concerning the use of social influence tactics, the ethical concerns of deliberate influence, and personal experiences with persuasion.
  • Analysis Activities:
    • Analysis activities will be integrated throughout the course to provide an opportunity to apply your understanding of social influence and persuasion. 
  • Personal Influence Journal:
    • A major goal of this course is for you to examine the role of influence in your own life. In order to promote this type of reflective understanding, you are required to keep a personal influence journal. As you read the textbook and participate in class activities, you will examine how influence principles have been used to shape your attitudes and behaviors. Each journal entry should highlight an experience you have had with social influence tactics, the theory or rational behind how the tactic works, and a personal reaction to the experience.
  • Experiential Project (Core Assessment):
    • Experiential projects will consist of an activity or experience that students design which allows them to interact personally with a concept relevant to social influence and persuasion. The best experiential projects are creative, interesting, well-designed, and effectively communicated. The experiential project will consist of two components: the experiential component and the research component.
  • Final Exam:
    • The final exam will consist of a combination of multiple choice, matching, fill-in-the-blank and short essay questions that focus on key concepts underlying social influence and persuasion.

The following overview provides some guidelines to assist you in planning your coursework and scheduling the major learning activities in the course:

Week

Readings

Due Thursday

Due Sunday

Week 1

Chapter 1

  • Initial response to discussion topics
  • Personal introduction
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion)
  • Personal Influence Journal #1 (15 points)

Week 2

Chapter 2

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion) 
  • Analysis Activity #1 (20 points)

Week 3

Chapter 3

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion) 
  • Personal Influence Journal #2 (15 points)

Week 4

Chapter 4

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion  (10 points per discussion)
  • Analysis Activity #2 (20 points)

Week 5

Chapter 5

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion) 
  • Personal Influence Journal #3 (15 points)

Week 6

Chapter 6

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion)
  • Analysis Activity #3 (20 points)

Week 7

Chapter 7

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion) 
  • Personal Influence Journal #4 (15 points)
  • Core Assessment – Experiential Project in Social Influence (100 points)

Week 8

Chapter 8

  • Initial response to discussion topics
  • Peer responses (2 per discussion topic) to discussion (10 points per discussion) 
  • Analysis Activity #4 (20 points)
  • Final Exam (100 points)

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 93

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

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 .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/8/2011 6:49:41 PM