SO301 Social Psychology

for FA 2012

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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.


SO/PS 301 Social Psychology


FA 2012 HO


Dr. Patricia A. Marsh


Associate Professor of Psychology


Ph.D. Social/Personality Psychology
M.S. Psychology; Graduate Certificate in Occupational Health Psychology
B.S. Psychology

Office Location

Mabee (MA) 208B; across from the Copy Center in the underground

Office Hours

MW 9:45 a.m. – 11:45 am.; T 10:15-11:00 a.m., 12:45-2 p.m., or by appointment

Daytime Phone

(816) 584-6880


Web Page

Semester Dates

August 20 – December 14

Class Days


Class Time

2:25 - 5:15 PM

Credit Hours


Myers, D. G. (2013). Social psychology (11th ed.). New York, NY: McGraw Hill.
ISBN-13: 9780078035296

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Park University’s eCompanion will be used with the submission of assignments, announcements, etc. in this course; therefore, students MUST access it on a weekly basis.


American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 978-1-4338-0561-5 (soft cover)

ISBN-13: 9781433805615 (soft cover)

APA style (free) tutorial: 

Textbook Publisher’s Companion website (Student Edition for 11e):; click on the “Visit the supporting website” link. Because the newest edition was released July 2012, this site may not be fully furnished at the start of the course.

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.
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Course Description:
SO/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.

Educational Philosophy:
As a professional in the field of Psychology, I am dedicated to the mission of enhancing students’ learning. I set high expectations for myself and my students in our performance, professional behavior inside and outside of the classroom, and in the ethical and respectful manner in which we interact with each other. Research has shown that learning can be enhanced with activities that generate what Bjork (1994) had called desirable difficulties, because these tasks “trigger encoding and retrieval processes that support learning, comprehension, and remembering” (as cited in Bjork & Bjork, 2011, p. 58). Although learning should be challenging it can also be an enjoyable process. Structure, organization, and details are key elements of my teaching approach along with techniques such as conveying life stories, hands-on activities, “props” (e.g., the Bobo doll), and assignments/tests that reflect the knowledge, skills, and attributes identified by APA (2007) as core to the undergraduate psychology major

Because learning is an ongoing process, students receive multiple forms of feedback and opportunities to engage in the learning process throughout the course. People learn at different paces, through different styles, and from different cultural/societal/family experiences. However, because the course is confined by a set start and end date, students’ strategies for learning the course material will differ and this is to be expected.  Some students, who seek out additional assistance and/or advising with me tend to extend the learning process beyond the scope of the course and into their professional development. Learning, mentoring, conducting and applying research, and providing my service to the profession are keys aspects of who I am as a social/personality psychologist. I am also very dedicated and passionate about my career and hope to inspire others to feel that way about their chosen profession. 

Expectations I have for students associated with this course:

Assumed Knowledge & Skills (i.e., what students should have walking into this course)

·        Basic understanding of psychological concepts and theories of behavior.

·        Some comprehension of research designs, statistical analyses, and findings conveyed in peer-review sources.

·        Intellectual inquiry and skepticism.

·        How to critically read a college level textbook; use of eCompanion/eCollege; how to use databases to search for academic sources (e.g., use of Park’s library services), and knowledge of university policies.

·        Ability to identify peer-reviewed vs. non peer-reviewed sources.

·        Self-regulation of one’s learning (e.g., taking notes based on your methods of learning, identifying strengths and areas of improvement in your learning endeavors, receiving and incorporating constructive feedback into your learning process); ability to read/access and follow a course syllabus. As stated in APA’s (2007) goal #9, “Students will develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement” (p. 10). Students will also demonstrate that they can “Incorporate feedback for improved performance” (p. 20).

Junior level (assumed because the course is at the 300-level)

·        How to properly cite and reference the source(s) of ideas, concepts, theories, findings, and terminology using APA style 6th edition (e.g., title pages, header and page numbering, main and sub-headings, references page, etc.).

·        Avoid stealing, copying, or taking credit for information that you did not create (i.e., acts of plagiarism).

·        Writing in a professional (non-conversational) manner. Professional writing includes, but is not limited to, the use of complete sentences, clear topic statements and supporting sentences, research or evidenced based rationales instead of unsupported opinions, transition sentences across paragraphs, integrating information from multiple sources, demonstrating multiple applications of critical thinking, and a concluding paragraph.

·        Ability to work collaboratively in teams.

·        Professionalism in one’s behavior and quality of work.

Ways to Facilitate & Take Responsibility for Your Learning:

·        Regularly attend and be prepared for class.

·        Keep up with the reading schedule (i.e., critically read the textbook).

·        Utilize supplemental course materials to help you understand the material.

·        Create meaningful connections among this course’s materials, your prior knowledge, experiences, and co-enrolled courses, and to real life applications. Memorizing course material will NOT be sufficient to perform well in this course.

·        Actively participate in class discussions and group activities; ask questions when the teacher or content are unclear or confusing.

·        Write down due dates in your paper/electronic organizer (planner, scheduler) or other methods of setting reminders for YOURSELF. Breakdown assignments into smaller parts and setup your own deadlines BEFORE the actual due date.

Utilize appropriate resources:

·        Form studying teams or groups to review material. Use the textbook’s Companion website.

·        Establish multiple meetings with staff members at the Writing Center.

·        Seek out Psi Chi, Psychology club, or other tutors for this course.

·        Complete online/eCompanion quizzes under different conditions (e.g., read then test your knowledge, actively take notes in class then take the quiz, or quiz yourself without using the book or your notes).

Devoting Time

Students desiring to earn an "A" letter grade in this course will devote on average 6 - 9 hours per week; includes attending class. Depending on the number of Assumed Knowledge & Skills students have when entering into this course, they may need to devote fewer or significantly more hours to achieve an "A" grade. 

Learning Outcomes:
  Core Learning Outcomes

  1. Distinguish between sociological and psychological social psychologies, and explain how those approaches may be effectively synthesized.
  2. Understand both laboratory and field methods as they are used in social psychology and explain the benefits and drawbacks of each, as well as the ethical challenges inherent in social psychological research.
  3. Trace the development of important theories in social psychology, including social cognition, group dynamics, role theory, exchange theory, symbolic interactionism, and constructionism, evaluate their contributions and limitations.
  4. Know and apply the findings of major studies in the field.
  5. Describe and apply the findings of social psychology regarding individuals, such as identity, socialization, attitudes, and human development.
  6. Describe and apply the findings of social psychology regarding interpersonal interaction, such as social cognition and perception, impression management, persuasion, compliance, obedience, affiliation, prosocial behaviors, attraction, and aggression.
  7. Describe and apply the findings of social psychology regarding groups, such as group structure and dynamics, leadership, decision-making, and the group life cycle.
  8. Describe and apply the findings of social psychology regarding inter-group relations, such as prejudice, discrimination, stereotyping, aggression, conflict, and conflict resolution.
  9. Describe and apply the findings of social psychology regarding social collectivities, such as crowd behavior, disinhibition, depersonalization, task performance and social facilitation, and the interpersonal foundations of social institutions.
  10. Apply analytical and critical thinking, scientific approach, and ethics of social psychology to issues of mutliculturalism and diversity in order to prepare students for lifelong learning and serving a global community. And understand how these issues relate to personal experience.

  Instructor Learning Outcomes
  1. Students will enhance their critical thinking skills and write at an advanced (junior-senior) level. “Identify weak, contradictory, and inappropriate assertions”; “Develop sound arguments based on reasoning and evidence”; and “Identify components of arguments (e.g., conclusions, premises/assumptions, gaps, counterargument)” (APA, 2007, p. 15).
  2. Students will demonstrate their ability to make connections across multiple academic references. “Make linkages or connections between diverse facts, theories, and observations” (p. 15).
  3. Students will increase their understanding of inter- and intra-personal factors on behavior. When observing behavior they will be able to identify how groups and individuals influence behavior. As stated in APA's (2007) goal #8, “Students will recognize, understand, and respect the complexity of sociocultural and international diversity” (p. 10). More specifically, they will comprehend “how individual differences influence beliefs, values, and interactions with others and vice versa” (p. 20).
  4. Students will demonstrate a working knowledge of APA style (6th edition). “Use APA style effectively in empirically based reports, literature reviews, and theoretical papers” (p. 18).
  5. Students will enhance their technological skills with Microsoft Word (e.g., Track Changes and Comments) and eCompanion—the course management system (e.g., accessing and submitting assignments, quizzes, accessing grades and other documents, etc.).  In other words, “Students will demonstrate information competence and the ability to use computers and other technology for many purposes” (APA, 2007, p. 10).
Core Assessment:

Literature Review

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


  • 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.


Allinstructors must utilize this basic assignment as one of the assessments withinyour course. But, you are encouragedto personalize the assignment and adapt it to meet your teaching style and theneeds of your particular student population. For example, you may want toconsider the following adaptations:

  • Assigning research topics based on current events.
  • Adding a movie review in which students select a popular movie that deals with the issues discussed in the literature review.
  • Completing a data collection project to address the research question.
  • Adding a research proposal to examine how a social psychologist might research the target question.
  • Student presentations to the class to share the information learned in the literature review.
  • Creation of short web pages to highlight key findings of a particular topic or research question.

Link to Class Rubric

Class Assessment:
All assignments and quizzes are due by the start of class time (i.e., 2:25 p.m.) unless otherwise stated.

Possible Points


Class Activity

175 points


Quizzes. Approximately once a week, there will be an online (via eCompanion) quiz covering all chapters within the unit. Quizzes are due (expire) at the start of class. Quizzes are typically 25 points each and the maximum points that can be earned for Units 1 – 3 is 50 points per unit, and 25 points for Unit 4. The quizzes utilize the testing effect(Roediger & Karpicke, 2006a, 2006b; Roediger, McDermott, & McDaniel, 2011); a strategy to improve learning and retention of information.

250 points


Exams. There will be 4 exams. Exams 1 – 3 (50 points each), and the comprehensive final will have 100 items (100 points). Exam questions may consist of multiple-choice, true/false, matching (i.e., formats that fit onto the bubble sheet provided by the professor). I reserve the right to keep the exams. The final is cumulative.

20 points


Assessments. Pre/post survey of concepts covered across social psychology textbooks (5 points each); pre-test (10 points)

15 points


Plagiarism Assignments.All 3 parts must be completed to earn the full points; NO partial credit will be granted.

175 points


Core Assessment—CA [Literature Review]. Three article summary assignments will feed into the CA assignment. Each summary covers at least two peer-review articles. All of these paper assignments will be uploaded into eCompanion’s Dropbox along with a copy of each article summarized.

·        Article Summary 1: 25 points

·        Article Summary 2: 25 points

·        Article Summary 3: 25 points

·        Core Assessment: 100 points

30 points


Group activities [MUST be present or had made prior arrangements with the professor]. Most group activities will be accomplished in class, but may have an outside of class component.

665 points


Total points for the course

Note: Extra point/credit opportunities exist in two broad categories: (a) lack of absences up to 20 extra points and (b) research related endeavors worth up to 15 extra points.

Grades in the course are based on the number of points earned by the last day of class and on the day of the final exam. Adjustments on individual assignments/tests are rare and at my discretion. Adjustments to students’ total points at the end of the semester will NOT occur. For example, if students are 1 point away from the next letter grade, I will not simply move them up one point. I do not know what each student’s total points for the course are until I compile grades at the end of final’s week; therefore it is each students responsibility to keep track of his/her own total points and to increase performance during the semester if additional points are needed for the grade he/she wishes to earn in the course.


Letter Grade

598 – 665+


532 – 587


465 – 531


399 – 464


< 399



Late Submission of Course Materials:
Make-up Policy

In class activities cannot be made up unless arrangements prior to (or the day of the absence) have been approved by the professor.

Quizzes are due on at the start of class on the day they are listed for this class’ schedule; see section labeled “
Course Topic/Dates/Assignments”.

Papers (i.e., to be upload in eCompanion as a .doc, .docx, or .rtf) are due
by the start of class time (i.e., 2:25 p.m.) on the day they are due. Late papers may be submitted but with a 4-point deduction for each 24-hour period they are late, which includes weekends. After 1 week or when points can no longer be earned, late papers will NOT be accepted.

Exams can be made up under two scenarios: (1) arrangements are made within 7-days of the absence or (2) during the 2-hour final exam period. 

Classroom Rules of Conduct:
Phone/Pagers: These items are to be placed in the silent, vibrate, or off mode during class. Use of these devices in class (e.g., text messaging) is both rude and disrespectful. Students caught using their phone in class will be asked to place their phone at the front of the room or face a 25-point deduction in their grade. Repeat occurrences will result in additional points being deducted and for the student to regularly place his/her phone at the front of the classroom for each class meeting.

Phones may be placed on top of the desk in the quiet mode for purposes such as seeing a clock, deciding whether to take a call/text (which means the student physically leaves the room to address the call/text then quietly re-enters the room), or as a calculator.

Drop Policy: In compliance with Park University’s policy. Students will be dropped from the course after two consecutive weeks of unexcused absences.

Professor’s Attendance Policy: Students are expected to attend all classes and this reflects expectations once they graduate (e.g., expectations of employers and graduate programs). Attendance does NOT mean that you show up to class and read a newspaper or text message your friends. Individuals who exhibit behaviors that the professor considers disrespectful or a hindrance to the learning process will be asked to leave the classroom.

To encourage the active engage and participation of students, extra credit points will be allotted to students at the end of the course based on their level of attendance throughout the semester. Regardless of the type of absence (i.e., excused vs. unexcused), students with:

  • 0 – 2 absences will earn an addition 20 points toward their total course points
  • 3 – 5 absences will earn 10 points
  • 6 or more absences will not earn any additional points

Absences due to representing Park University (e.g., conference presentation, debate, fieldtrip for another class), taking a university test (e.g., exit exam for your major, WCT), will be documented as Excused absences (Park documentation purposes) but will NOT count toward an absence for these extra credit points. For this policy to be validated, the instructor must be informed at least 24-hours before the start of class and/or have proper documentation (e.g., letter from another professor associated with the UCM event).

Obtaining lecture notes for missed classes is the students’ responsibility, which means contacting a classmate for the notes/materials. If you know in advance that you will miss class on a major due date or for long periods of time, please notify me immediately! Ideally any missed work is completed in advance of the due date.

Email policy: Unless I am sick or out of town, I will usually respond to emails within a 48-hour period when regular classes are in session. Such policies do not apply during breaks (e.g., spring, summer, fall, or winter breaks), official Park holidays, or during school closings. 

  • Please do not be surprised or upset if you do not receive an immediate response (i.e., less than 48-hours) to your emails. 
  • When sending an email to me (or any of your professors), you need to include your first and last name, course name, and the class time. Your professors/instructors teach multiple classes and, in some cases, multiple sections of the same course. Therefore if you wish a professional response then you must provide sufficient information regarding your inquiry and identity.
  • Students MUST use email to ensure I receive their communication; otherwise, I am not responsible for emails lost to the Park’s email spam filter.

Be Respectful (both inside and outside of the actual classroom): As a student in this class, you should know upfront that you will encounter new ideas, topics, images and discussions, which may challenge your worldview. Some students may find this information personally offensive, uncomfortable, distasteful, or upsetting. Because the field of psychology addresses positive, neutral and negative aspects of human and animal behavior, we will discuss a broad range of topics that may not be pleasant for everyone. Please be respectful to your classmates and your instructor(s). Debates on relevant issues are encouraged, however no one should engage in personal attacks inside or outside of the classroom.  

Student BehaviorAt the professor’s discretion, student behavior deemed disruptive to the educational environment will result in disciplinary action consistent with the university’s academic policy. Consequences of disruptive behavior include, but are not limited to, removal from the classroom and administrative withdrawal of the student from the course.

Students will receive a public warning to cease the activity.  On the second occurrence the student will be instructed to leave the class room. If the student fails to leave the class room, Public Safety Officers (police) will be contacted and the student escorted from the class room.

Office Hours
: Specific times for office hours are listed on the front page. Individual appointments are available upon request. Please take advantage of appointments. These times are set aside so that questions or concerns can be addressed, assistance and resources discussed, or for meetings about your professional development (e.g., academic and career). 

Inclement weather/emergency closings: If we miss a class because of a snow/ice day, the exam schedule will remain as planned in the syllabus. The only exception is if a snow day occurs on an exam day. In that case, the exam will take place on the next day we return to class. 

Course Topic/Dates/Assignments:
All assignments and quizzes are due by the start of class time (i.e., 2:25 p.m.) unless otherwise stated.

I reserve the right to keep this schedule flexible, which means small modifications might occur depending on circumstances throughout the semester. Such announcements are mentioned in class and may be conveyed in Course Announcements within eCompanion.




Activities/Due Dates



Research aspects in Ch. 1 Introducing Social Psychology

Introductions; Pre assessments



Ch. 1 & Ch. 2 The Self in a Social World

Due: Pre Survey (online)

Due: Pre Test (in the Testing Center)

Due: Quiz 1



Ch. 3 Social Beliefs and Judgments

Due: Quiz 2



Ch. 4 Behavior and Attitudes;

Due: Quiz 3

Due: Article Summary #1

Group Activity #1 (in class)



Exam 1 (chapters 1-4)
Ch. 5 Genes, Culture, & Gender 

Due: Quiz 4

Take-home assignment: Read article handout for Group Activity #2



Ch. 6 Conformity

Due: Quiz 5

Group Activity #2 (in class)



Ch. 7 Persuasion

Due: Quiz 6

Due: Article Summary #2



Ch. 8 Group Influence

Due: Quiz 7



Fall Recess – no classes [Work on the next article summary assignment and/or the final CA paper]



Exam 2 (chapters 5-8)

Short break, then Ch. 9 Prejudice:  Disliking Others

Also a special day for your professorJ

Due: Quiz 8



Ch. 9 &

Ch. 10 Aggression: Hurting Others

Due: Quiz 9

Due: Article Summary #3 or consider turning in the full CA paper assignment.



Ch. 11 Attraction and Intimacy:  Liking and Loving Others

Due: Quiz 10

Group Activity #3 [Field Observation]



Ch. 12 Helping

Due: Quiz 11



Exam 3 (chapters 9-12)
Ch. 14 Social Psychology in the Clinic

Due: Quiz 12



Ch. 14 Social Psychology in the Clinic

Ch. 15 Social Psychology in Court

Due: Final version of the CA paper

Group Activity #4 (in class)



Ch. 15 Social Psychology in Court

Due: Quiz 13 (covering Ch. 14)

Due: Post Survey (online)

In-class course evaluations (for the department)

Reminder: Complete the Student Opinion Survey

12/11 from 3:15 – 5:15 p.m.     Due: Quiz 14 (covering Ch. 15)

Cumulative Final Exam! Also completing make-up exams, if needed.

Check Park's Final exam schedule at 

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 ( or Park University 2011-2012 Undergraduate Catalog Page 95-96

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 95
(Additional) Policy on Cheating/Plagiarism: Cheating on examinations and/or plagiarism of written material, REGARDLESS OF WHETHER THE ACTS WERE INTENTIONAL OR UNINTENTIONAL, will be handled in a manner consistent with the university's academic honesty and plagiarism policies. Students who are caught cheating, plagiarizing, or (un)knowingly providing false information may be reprimanded with a (a) failure grade on assignments or exams, (b) failure of the course, or (c) potentially other disciplinary actions. Again, these consequences can occur for unintentional, intentional, or other reasons for such acts.

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 2011-2012 Undergraduate Catalog Page 98
(Additional) Attendance Policy:

ATTENDANCE WILL BE COLLECTED DURING THE FIRST 20 MINUTES OF CLASS.  If you are late to class you will be marked late, which will be counted as an Excused Absence and it will count as an absence toward the extra credit points associated with lack of absences; see Course Policies.

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: .

Additional Information:
References cited in this syllabus

 American Psychological Association—APA. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved from

Bjork, E. L., & Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York, NY: Worth Publishers.

Roediger, H. L., III, & Karpicke, J. D. (2006a). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.

Roediger, H. L., III, & Karpicke, J. D. (2006b). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.

Roediger, H. L., III, McDermott, K. B., & McDaniel, M. A. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 65-74). New York, NY: Worth Publishers.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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 less 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. 
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. 
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. 
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. 
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. 
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                                                                                                                                                                                                                                             
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. 


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Last Updated:8/13/2012 6:00:48 PM