Download Syllabus

Social Psychology
PSYC 3311.001.2158, fall 2015
M-W 12:30 – 1:45; Location TBA
Dr. Jamie Hughes
Office: MB 3122
Phone: (432) 552-3345 /Email: [email protected]
Office Hours: TBA
Teaching Assistant:
Email:
Office Hours: By Appointment
Google Docs drive: Please bookmark the drive. Materials for class will be posted here including readings and study guides.
Note. Please read this document carefully. By staying in the course you are providing tacit approval of the terms and conditions listed
in this syllabus.
Course description: This course will provide a broad overview of the scientific theories and methods in social psychology. Social
psychologists examine how and why people are influenced by their social environment. Topics include social cognition, social
perception, attitudes, social influence, aggression, and prejudice.
Prerequisites: Introduction to Psychology (PSYC 1301)
Student learning outcomes:
 Operationally define a number of variables and design an experiment
 Analyze a criminal court case using concepts from social perception and social cognition
 Create a pro-social cult using knowledge about social influence and group behavior
 Promote green behavior by creating a marketing plan using research and theory on cognitive dissonance and attitude change
 Develop methods to decrease bullying and violence using research on aggression
 Generate research questions and hypothesis, locate sources, collect field data, and comprehend and synthesize knowledge to
create a research report on the topic of prejudice
 Use social psychological theory and research to solve real world problems or make recommendations
 Practice oral and written communication skills
 Challenge yourself intellectually and have fun
Required text: Aronson, E., Wilson, T. D., & Akert, R. M. (2012). Social Psychology (8th ed.). Upper Saddle River, NJ: Prentice
Hall.
 Optional resources: There are companion websites for this text with study guides, videos, and more. To access them go to
one of the following websites (note, the 6th, 7th, and 8th editions are similar). Note that some features of mypsychlab may only
be available to new text buyers. Mypsychlab is not required for this course. Only the textbook is required.
o http://www.prenhall.com/aronson/
o http://mypsychlab.com/
o You can even build a custom book and potentially pay less. To find out more go to
 http://www.pearsoncustomlibrary.com/?act=gsearch#isbn=0205796621
Supplemental/Optional Text:
 Mitchell, M. L., Jolly, J. M., & O’Shea, R. P. (2013). Writing for Psychology (4th ed.). Belmont, CA; Wadworth.
o This text provides a great introduction to reading and writing in psychology. It is recommended for this course. It is
required in PSYC 3404 and 4393 so you should consider buying it early. Even if you do not purchase this text, go to the
companion website http://www.jolley-mitchell.com/writingforpsychology/
Course Structure
My philosophy of teaching is based on the idea that learning is not linear. It is not a simple process that proceeds from A (lecture) to B
(reading) to C (sudden mastery of course concepts). Instead, learning is a dynamic process; it is interactive, and should challenge
students. Further, learning is not a passive activity. People learn by being actively engaged and by making new connections between
the things they already know and new things that they are learning. Finally, learning is more likely to occur when people work with
material in a number of different ways (i.e., reading, writing, observing, listening, talking, and/or experiencing). The final part of my
philosophy of teaching is based on two facts. One stems from research showing that active learning and problem solving activities
increase retention of content and assist in the acquisition of (marketable) skills. The other is based on research of students after
graduation: one of the most common reasons that students are demoted, fired, or otherwise written up in their new jobs has to do with
their lack of team skills. That is, students who graduate from university either lack critical skills or do not know how to work with
others to achieve common goals! This is problematic. So I design courses that focus on skill acquisition rather than memorization of
facts, and I use team-based learning components to help student build the “soft” skills that employers seek.
Thus, this course is designed using a Team Based Learning approach outlined below.
1) Participation in student learning teams: Students will be assigned to permanent learning teams. Student teams will complete a
number of activities designed to help them learn course material and develop critical thinking skills. Team performance will be one
component of students’ final course grade.
2) Attendance and participation: Student will be participating in a number of class activities that will enrich their thinking about
social psychology. Most of these activities require students to perform tasks individually and as a team. Your active participation in
group activities and in-class discussion is essential. You are expected to complete the assigned readings before class and come
prepared to discuss assigned topics. I encourage students to take notes while reading and be prepared to ask questions.
Most activities cannot be “made up” in the event of absence. Consequently, attendance in class is REQUIRED (students engaged in
university activities may contact me before missing class to ask about completing an activity early). Student teams will take
attendance every day. Students who anticipate frequently missing class, arriving late, or leaving early should consider dropping the
class.
3) Varied assessment: Your grade will be based on a variety of assessments including in-class activities, multiple-choice tests, group
activities, individual writing assignments, and peer assessment. Thus, you will have more than one or two opportunities to demonstrate
competence in any given topic area.
Assessment Description
In-class activities & homework: You will be participating in number of in-class activities. Individual and team performance will be
evaluated on these activities. Some of these activities will not require much more than your attendance (e.g., feedback on a lecture or a
brainstorming session). However, team activities will require the application of your knowledge of course concepts. These more
challenging application activities allow students to demonstrate their knowledge and develop skills.
The two types of in class activities will be evaluated on different scales. The first type of in class activity is similar to a participation
grade. Assessment of the second type of activity (application activities) will be evaluated based on a rubric. Rubrics will vary
depending on the activity.
Homework and additional reading will be assigned occasionally (see schedule). Students should complete this work prior to the class
period it is due.
Reading Checks (RCs): On days indicated on the tentative schedule, class will begin with a short assessment that measures your
comprehension of the reading assignments. RCs will be administered in three phases. First, students complete the RC individually.
Once all members of a single team complete the test, other students in the class will have five minutes to complete the test. After all
the individual RC scantrons have been collected, learning teams will complete the same RAT. After completing the group RC (GRC),
teams will have the opportunity to appeal questions on the GRC and earn back missed points. All members of a team will receive the
same team score on each GRC.
The lowest RC score will be dropped at the end of the semester. Thus, students may miss one RC without penalty. Students who must
miss more than one RC due to university activities can arrange to take it BEFORE the scheduled date.
Appeals: If you feel strongly about the correctness of an item that was missed, you or your entire team may submit a
written (email) appeal to the instructor. This appeal process must occur immediately following a test. Only individuals or
teams that write successful appeals get points for that appeal, even if another team or individual missed the same
question(s). Appeals are not simply an opportunity to get more points. Rather, they are an opportunity for you to make
scholarly arguments for your positions. All arguments must be supported by evidence from the text or lecture notes. If the
appeal is based on an ambiguously phrased question, you must suggest wording that is less ambiguous. The decision to
grant or refuse an appeal will be made by the instructor after class via e-mail.
Prejudice Research Paper. Students will write an APA style research report based on student generated hypotheses. Students will
seek to support or refute their hypotheses about a specific social group via field and scholarly data. After papers are turned in
individually, teams will use their knowledge about a social group to create program and service recommendations. More details will
be provided in class.
Peer evaluation of team members. At the middle and end of the semester, you will evaluate your teammates using a behavioral
scale. This evaluation will assess your teammates’ objective behaviors (e.g., did they turn up for team meetings and attend class
regularly) and your subjective impressions of their interpersonal skills (e.g., would you be willing to work with this person again).
This evaluation is a critical aspect of the team-based learning paradigm because it holds team members accountable to their
teammates. Your teammates can become valued friends and a means to success in the course if you give your best contribution to all
team activities.
Setting grade weights. The percentage of the grade that will be determined by scores in each of the major performance areas
(individual performance, team performance) will be determined by representatives of student teams during the first two class periods.
Grade weights will be set for the class as follows:
1) Teams set preliminary weights for each area and select a team member to meet with other teams’ representatives.
2) Team representatives from each group will develop a consensus (i.e., each representative has to be in agreement) about the grade
weights.
3) Up to four possible grade weight distributions will be posted and everyone in the class will vote for one. The distribution that gets
the most votes will be the distribution for the class as a whole.
4) There are three limitations on your grade weight decisions: a) those specified below, b) at least 25% must be assigned to RCs and
GRCs c) a minimum of 15% must be assigned to each of the performance areas.
Individual Performance
RCs
% within area
% of final grade
____%
_____%
In-class activities, mini-papers, and homework
____%
Prejudice Research Paper
____%
100%
Group Performance
GRCs
_____%
In-class activities
_____%
_____%
100%
Peer Evaluation (peer grade * total points possible)
15%
100%
Students will not be allowed to pass this class solely on the efforts of their teammates. Students who do not earn a satisfactory grade
on individual performance (> 70%) will not receive credit for their team’s performance. Instead, their grades will be calculated by
summing their scores on the individual components only.
Extra Credit: Students can earn up to 30 points by participating in research studies or by writing about empirical research (or via
some combination of the two).
 Participate in Research: Students will have the opportunity to earn a maximum of three percent (or 30 points) towards their final
grade by participating in psychology research projects. Ten points will be awarded for each hour of research participation. To earn
these bonus points, students must sign up for an account on the psychology subject pool website (see attached handout and go
to Sona Systems) and complete up to 3 hours of research studies; this system will keep track of your progress and your bonus
points will be added to your final grade at the end of the semester. Students have until the end of the day of regularly scheduled
class to earn these bonus points.
 Write summaries: Students who are unable to obtain their full thirty points by participating in these studies, or who choose not to
participate in the studies, may earn their bonus points by writing an article summary and/or critique of a published, peer reviewed
journal article in social psychology (1 to 2 pages double spaced). Each paper will be graded on a pass/fail basis and will be worth
10 bonus point. If you’d like some help finding good articles please contact the instructor. If you’d more structure and guidance
for writing the summary please see the instructor.
Suggestions for Success
Time management.
There is a lot of reading required in this course. Manage your time well. Schedule reading times throughout the week and estimate
that you will spend approximately 3-9 hours reading per week (for this class alone). If you fall behind on the reading, your grade
will suffer. In addition to practicing good time management, you may also benefit from services at UTPB such as the Literacy Center
(MB 4180), the Writing Center (MB 2100), or SMARTTHINKING online tutoring for math, science, and writing (more information
about this can be found at http://aa.utpb.edu/reach/smarthinking/).
TBL related suggestions.
Team performance. Over the past few years I have noticed a few things about really high performing teams: 1) they sit close together
so they make eye contact and hear one another. 2) In team activities they share a) what answer or position each person in the team has,
b) why each person chose that position/response, and c) how confident each person is with their choice. 2) High performing teams
come prepared; they bring the text or assigned readings to class and they read or completed the assignments on time. 3) They
deliberate as long as time permits; they do not make decisions without thinking it over and discussing it thoroughly with their team.
Class discussions. We will cover some controversial topics in class, and it’s given that others will not always agree with your opinion.
Sometimes, it is very instructive when someone’s opinion or life experience is different from own. For example, we can learn a lot
about ourselves by reflecting on how we react to ideas or other people. One of the skills you can practice in this course is interpersonal
communication skill. When another person’s opinion or life experience is different from your own (and it bothers you), try being
patient, try taking the person’s perspective, or gain knowledge of perspectives different from your own. Remember, that you do not
need to like someone to 1) respect them, 2) help them, 3) learn from them, 4) and perform well.
Course Policies
Feedback: Please feel free to submit your comments, suggestions or feedback regarding class activities. Send me an email, stop by
my office, or talk to me after class. If you wish to remain anonymous, please place a note in your team folder.
Cell phones and electronic devices: Please do not use these devices in class. My biggest objection to these devices is that they often
disrupt those around us. Also, if you are text messaging, jamming to music, or chatting on the phone you are not actually helping your
team members or yourself succeed in this class. If, for some reason, you must use a certain device please leave the room.
Missing class: There are no make-ups in this class. Ask your teammates for help after you miss. The best thing to do is to talk to me
BEFORE (not after) you have to miss a class. You may arrange to do the work before the scheduled class period. If something
happens (illness or otherwise), send the instructor an email as soon as you are aware that your circumstances prevent you from
attending.
Late policy: If you are late to class more than twice, you will be unable to earn points on the third occasion. In other words, the third
time you are late you will be marked absent and no papers, assignments, or activities done during that period will count toward your
grade.
Withdrawals: To withdraw from this class, you must complete a withdrawal form with the registrar. Students will not be
automatically dropped from the class for any reason. In other words, if you haven't done the paperwork, you are still enrolled in the
class.
Incompletes: Students may request an incomplete grade if he or she has a documented illness or prolonged absence due to reasons
outside of the student’s control. However, students must have ‘substantial equity’ in the course. Further, it is up to the instructor to
determine what substantial equity in a course means and what that might look like. Thus, if something arises in your life that interferes
with your ability to do your best in this class, talk to me about it ASAP. Many students wait until the end of the semester (or after
finals week) to tell me about these kind of difficulties and there is little or nothing I can do at that point. The sooner you talk to me,
the more options we will have to handle an issue.
Academic Integrity: Academic integrity is expected of the entire community of students at UTPB. Academic integrity assumes
honesty about the nature of one's work in all situations. Academic dishonesty is treated by me with utmost seriousness. Plagiarism is
forbidden and is considered one form of academic dishonesty. Plagiarism is representing another person’s work as your own, and can
take many forms (e.g., copying from another source, not citing an idea, etc.). If any form of academic dishonesty has occurred I will
follow the prescribed procedures and recommendations of the university and at the least, award the student a failing grade on the
assignment. It is each student’s responsibility to fully understand what plagiarism and to develop methods to avoid it. For more
information, please refer to www.plagiarism.org. This site will help you determine if you have committed plagiarism. Please note that
I use TURNITIN.COM, a site that helps instructors determine if plagiarism has been committed. Students committing acts of
academic dishonesty risk automatic failure in the course.
Students are encouraged to read the University’s statement on plagiarism, available at:
http://www.utpb.edu/media/pdf/history/plagiarism.pdf, and their statement on scholastic dishonesty, available at:
http://www.utpb.edu/media/pdf/history/plagiarism.pdf.
Disability Accommodations: To request academic accommodations for a disability, contact Leticia Madrid, Director of the PASS
office in the Mesa Building Room 1160, 432-552-2631, [email protected] Students are required to provide documentation of
disability to the PASS Office prior to receiving accommodations. The PASS Office refers some types of accommodations requests to
the University Counseling Center which provides diagnostic testing for learning and psychological disabilities. For information about
testing, contact Suzanne Rathbun in the University Counseling Center, 432-552-2365, [email protected]
If you have emergency medical information to share with the professor, or if you need special arrangements in the case the building
must be evacuated please see me immediately. I invite any student who has a documented disability to meet with me during my office
hours to discuss ways to arrange accommodation to complete the requirements and expectations of this course. If my office hours are
not convenient, please call or email me to arrange a meeting.
Tentative Schedule
Dates
In-Class Activity
W 08/26
Introduction; Teams; RAT0
M 08/31
Set Grade Weights; Intro to Social Psych
Reading assignments and homework
should be completed prior to class on
the day listed in the schedule
Methods
W 09/02
Psychological Methods
M 09/07
Holiday no class
W 09/09
RAT 1: Methods (Team SG research question generation)
M 09/14
9-11-15 = Last day to drop without creating academic record,
Methods Activity
W 09/16
Methods Activity
Chapter 1 and 2
Social Cognition, Perception, & Eyewitness Testimony
M 09/21
Social Perception and Cogntion
W 09/23
RAT 2: Social Cognition and Perception
M 09/28
Heuristics and Bias
W 09/30
FAE Activity; Social Perception and the Law
M 10/05
Social Perception and the Law
Chapter 3, 4 and SPA 3 (Ch 16)
Conformity and Group Behavior
W 10/07
Conformity and the Milgram Studies
M 10/12
RAT 3: Conformity and Groups
W 10/14
Social Problems and Social Influence Activity
M 10/19
Jonestown: Cult Case Study
W 10/21
Cults discussion; Designing and assessing cults
M 10/26
Designing and Assessing Pro-Social Cults
Chapter 8 & Chapter 9 (skip 249-263)
Social problems homework due
Cult comparison homework due
Justification of Effort and Attitudes
W 10/28
Cognitive Dissonance & Concept Check
Chapter 6, 7 & SPA 1
M 11/02
Last day to drop, Attitudes;
Mini-paper due
W 11/04
RAT 4: Justification of Effort and Attitudes (last day to withdraw)
M 11/09
Cognitive Dissonance Activity
W 11/11
Analyzing advertisements
M 11/16
Green Marketing Plan
Advertisement homework due
Aggression and Prejudice
W 11/18
Aggression and Prejudice
M 11/23
RAT 5: Aggression and Prejudice
W 11/25
No class: Thanksgiving holiday
M 11/30
Prejudice Activity
W 12/02
Race: the power of an illusion
M 12/07
Poster Preparation
W 12/??
Final Period: Poster Presentation (TBA)
Chapter 12 & 13
Prejudice Paper Due