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SO 301 Social Psychology
McKellar, Kenneth 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

SO 301 Social Psychology

Semester

S2T 2013 DLA

Faculty

McKellar, Kenneth A.

Title

Senior Professor of Psychology, Adjunct

Degrees/Certificates

PhD, Counselor Ed and Supervision, St Marys U
M.ED, Education, Counseling, Boston U
BS, Occupational Education, Southern Ill U

Office Location

On Line

Office Hours

TBD

Daytime Phone

210-475-2555

E-Mail

kenneth.mckellar@park.edu

Semester Dates

Spring II 2013

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Kassin, S., Fein, S., & Markus, H. R. (2011). Social psychology (8th ed.) United States: Wadsworth

Cengage Learning.

ISBN-13: 978-0-495-81240-1

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:
SO301 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:
My philosophy of teaching is that the learning environment should be a interactive dialog between the professor and students. This means that there is much to be learned from each other and discussion amongst the individuals in the course is important. Additionally both students and teachers should realize that regardless of course study, education enriches every aspect of your life. The student as an adult learner is self-motivated to do the work and will by default be a self-starter. As adult learners, the student is expected to understand the requirements of the course and plan their schedules such that they can meet the deadlines and complete the coursework at a Univeristy Junior Level (300).

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.


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.

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.

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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:

My goal is to provide students with prompt, clear, and useful feedback to help them critically

analyze information and communicate this knowledge in a professional manner. Students will be

able to track their grade throughout the term. Each student is responsible for:

Proctored final exam (Week 8) 100 points

Participation in online exploration discussions (including weekly reading assignments) 120 points

Core Assessment (literature review paper) 85 points

Pairs of article reviews (3 papers covering a total of 6 articles)  45 points

Homework assignments 50 points

Weekly quizzes 70 points

Movie application analysis paper 30 points

Online pre and post assessment surveys 20 points

 

Total 520 points

 

Grading:

A 90% - 100% 468 points and higher

B 80% - 89% 416 – 467 points

C 70% - 79% 364 – 415 points

D 60% - 69% 312 – 363 points

F 59% and lower 311 points and lower

Late Submission of Course Materials:
It is in your best interest to keep up with the class. Note that ANY material in the textbook may be on a quiz or exam, even that material not reviewed in the lecture. Therefore, if you have questions about the material in the text, it is your responsibility to ask the instructor your questions about the textbook material prior to the exam. It is unfair to other students to allow some individuals to take a test after the scheduled test date. I will be happy to give any test prior to the scheduled test time if the student arranges to take the test at least 1 week prior to the new test date.

I do not accept late work--there are very few exceptions to this rule. If an assignment is due at Midnight on Sunday I will not grade it if it is not submitted after that date or that time (so if it is turned in at 8 am the morning after it is due you will receive no points for that part of the assignment. Again, I do not accept late work unless you have contacted me and explained any "special circumstances" PRIOR to the assignment due date. There are five reasons for which I will consider approving late work--if you situation does not fall into one of these categories assume I will NOT accept late work.

· A medical emergency or a serious acute illness. All medical emergencies and

illnesses must be verified by a note on letterhead by an M.D., D.O., P.A., or R.N. I will

not normally accept a note from other health professionals (e.g., Ph.D., MSW, D.C., Physical Therapist) because their professional functions rarely involve medical emergencies or acute illnesses. I will provide a make-up exam for a student for a verified medical emergency (but not acute illness) involving a child, spouse, parent, sibling, or grandparent. I will also provide a make-up exam to a student for an acute illness of a child of whom they have legal custody.

· An Accident or Police Emergency. I will require an accident report or note on

letterhead from an appropriate law enforcement officer to schedule a make-up exam due to accidents or police emergencies (e.g., assault on student, student taken hostage, detained witness of a crime).

· Unforeseen Jury or Witness Duty. I will require a note on letterhead from a judge or attorney to schedule a make-up exam due to jury or witness duty. If you learn about your jury or witness duty at least 1 week prior to the scheduled exam, you must take the exam early.

· Unforeseen Military Deployment or Activation. I will require a note on official letterhead from your commanding officer. If you learn about the military deployment or activation at least 1 week prior to the exam, you must take the exam early.

· Funerals for Immediate Family Member (e.g., parents, siblings, grandparents, aunts/uncles, first cousins). I will require a copy of the obituary or a note from a minister or funeral director.

NOTE: You will be required to provide written verification of the incidents listed above before you may make up late work.

Classroom Rules of Conduct:

Proctored final examination - A computerized examination will be taken in a proctored testing environment during the 8th (or 16th) week at one of the Park University sites around the country or at an alternative location. For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University Website.

Other Information on proctored exams:
It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.
Approval of proctors is the discretion of the Online instructor.
A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.
Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98

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 .



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 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. 
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. 

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Last Updated:2/18/2013 5:52:54 PM