Political Psychology
PSYC 672 | Midway Room 27 | Wednesdays 6:00 PM – 9:20 PM
Instructor: Kerry Kleyman
Phone: 651.999.5833 | Fax: 651.999.5822
Email: kerry.kleyman@metrostate.edu
Office: Midway Center, Suite 101, 1450 Energy Park Drive, St. Paul, MN 55108-5218
Office Hours: By Appointment Only
Required Textbook:
 Cottam, M.L., Dietz-Uhler, B., Mastors, E., & Preston, T. (2010). Introduction to Political
Psychology (2nd Ed.). New York: Psychology Press.
 Jost, J.T., & Sidanius, J. (Eds., 2004). Political Psychology: Key Readings in Social Psychology. New
York: Psychology Press.
 Additional Readings and materials posted on D2L or distributed by instructor
Competence Statement
The student will understand the concepts, theories, and practices associated with political psychology*
well enough to apply this knowledge to contemporary local and global political issues at an advanced
level. The student will be able to analyze and reflect on the ethical dimensions of political, social, and
scientific issues, as well as recognizing the diversity of political motivations and interests of others.
Finally, the student will be able to identify ways to exercise the rights and responsibilities as a member
of a democratic community.
* Political psychology is the interdisciplinary pursuit of psychological and political questions; it brings
together psychological understandings to political questions, as well as exploring how political contexts
influences the ways individuals behave politically.
Course Description
This course offers a broad overview of political psychology, a field that uses methods and theoretical
ideas from psychology as tools to help understand political processes, with a focus on the individual.
Concepts from psychology, such as personality, cognition, the dynamics of social groups, attitudes, and
the ways in which emotion affects decision making, are applied to concepts within politics, including
the media and political advertising, race relations, the perceived legitimacy of government institutions,
conflict and conflict resolution, and the formation of opinions and ideologies. In addition, by describing
political psychology experimentation in detail, the course teaches about how the scientific method can
be applied to the study of politics.
Course Objectives
This course offers an interdisciplinary perspective of political science and psychology, with a focus on
the individual. In the last few decades, political psychology has emerged as an important field in both
political science and psychology because it enables us to explain many aspects of political behavior. Both
psychologists and political scientists have become interested in expanding their knowledge to solve
problems of common interest, such as foreign and domestic policies, conflicts ranging from ethnic
violence to wars and genocide, terrorism, the minds of people who are racists, and peaceful behaviors,
such as voting and elections.
a) To become more knowledgeable about the field of political psychology - its definition, its various
domains of study, and its methodologies.
b) To examine the impact of personality on political behavior.
c) To become familiar with the role of social cognition, social influences, and social relations
factors in political behavior.
d) To examine the myriad of factors involved in the political psychology of groups.
e) To become familiar with the various psychological and political impacting voting behavior.
f) To explore the political psychology of race and ethnicity.
g) To examine the impact of political psychology as it related to broader international concerns
such as nationalism, political extremism, and war
h) To design and develop a research proposal utilizing methodologies in current political
psychology research.
A short letter to the students
This syllabus constitutes a “contract” between me, as the instructor, and you, as the student, and thus it
requires a clear and comprehensive understanding of what my expectations are of both you and myself.
If there is anything that you are unclear about, please approach me immediately so I can clarify any
issues. I strongly encourage participation and questions, and because of the sensitive nature of some
topics in psychology, encourage students to be open and sensitive to their peers. Any harmful or
insensitive comments may result in the student receiving a failing grade.
Assignments, Exams and Grading
Students are expected to read all the required materials, and be prepared to discuss readings in class. If
it is clear that students are not doing the required readings, the instructor may institute pop quizzes on
the readings, and assign them a significant point value. The point: Do the readings….they are interesting!
Also, many readings (some optional), or other things of interest will be posted on the class website, so
check it regularly.
Representing and critiquing an assigned article. Regularly during the semester, you will
briefly discuss one of the assigned papers. Since most of the time, all in the room have read
the paper, focus on the implication of the article, how it may relate to other literature we
have read, or share your criticism of it. You should thoughtfully prepare a 10-15 minute
abbreviated lecture on a short summary, the high points, and also have 1-2 discussion
questions. PowerPoint’s are welcome. You are expected to do a total of 3 of these
throughout the semester.
Applied Theory Mini Papers
Every student is required to write weekly applied theory papers, starting in the second week of the
semester (11 papers in total). This is your opportunity to demonstrate that you have read and
understand the materials. However, this is NOT a literature review, and papers containing only a
review will receive 0 points. The papers provide you with an opportunity to thoughtfully elaborate on
your ideas, questions, doubts, or concerns concerning the readings.
You should begin every reaction paper with a guiding question [highlight] that is designed to draw
attention to important problems in the field or social world. These papers are a way to apply theories
you have read about over the week to a situation or event of interest to you. This is a place to develop
research ideas, apply theories to events, situations, etc. that are meaningful and interesting to you, and
to show comprehension and advanced theoretical thinking. As you grow more comfortable with these
papers, you can expand your discussions to critically discuss apparent differences or contradictions
between theoretical approaches or empirical findings. You may also wish to apply various theoretical
approaches to the same phenomenon and highlight their strengths and weaknesses. The discussion of
personal experiences or preferences is perfectly legitimate, as long as you clearly link them to the
concepts you wish you discuss.
Keep in mind that the instructors have read the readings; hence, there is no need for long summaries of
the readings. Also, it is critical that you argue clearly, support your statements with the literature, and
present justifications, e.g., for suggested extensions of the present research. Given that the task of
integrating and criticizing the readings is relatively open-ended, the grading of the reaction papers will
focus on the thoughtfulness, comprehension and the degree to which you succeed advancing an
argument and making a (good) point.
The reaction papers should be around 1-2 single-spaced page, and should be turned in no later than 6
PM on every Wednesday via dropbox on D2L. You will also be sharing your papers with other students
on the D2L site, and should plan on reading a few of your peers’ papers.
Applied Integration Paper (MIDTERM)
The integration paper should focus on the materials covered in the course. Specifically, the paper will
center on analyzing a cross-cultural topic from three core areas (i.e. development, depression, cognition,
etc.). For example, you could choose child attachment, and then analyze this topic and some of the
major research from perspectives of language, gender and development. You should be prepared to
fully integrate concepts from the readings and lectures into your paper to create a seamless analysis of
your topic.
The format of the papers should follow APA style (6th ed.). The length of each paper should be a
minimum of 8 pages and a maximum of 10 double-spaced pages, approx. 12 point font, 1” margins. The
papers will be graded based on the breadth of the literature you are able to integrate, on the originality
and quality of the analysis, and the quality of writing. Multiple instances of spelling and grammatical
errors will result in automatically losing 10% of the points.
Research Proposal
Over the course of the semester, every participant is required to write a research proposal. You are free
to pick any topic of interest to you, as long as it falls within the broad purview of political psychology. I
expect you to meet with me prior to your initial submission (no later than October 16) to discuss your
topic of interest and strategies of implementing your research question.
The format of a proposal should resemble the introduction and method section of an article in the
empirical social sciences. There are no specific length requirements; yet the assumption is that your
proposal is no shorter than 10 pages and no longer than 20 pages (counting without title page and
reference list; double-spaced, 1 inch margins). Use APA style 6th ed.
Research Proposal Presentation
All students are expected to present their research proposal. Each presentation should be 10 minutes
[TBD depending on number of students] allowing for a 5-10 minute discussion. I strongly recommend
that you use a visual aid (PowerPoint, transparencies) for your presentation. It is essential that you
practice this ahead of time, because I will be timing you!!! I will have some sample formats posted on
the class website.
Late Policy for Papers/Exams
Unless discussed with me prior to the deadline, no late papers or exams will be accepted. No Exceptions.
If you discuss with the instructor prior to the due date, there will be a point deduction based on the
number of days/weeks late. Everything is due at the beginning of class on the specified due date (i.e. 1
pm).
Attendance/Participation
You are expected to attend class and participate. During lectures, some materials will be presented that
are not found in your textbook, including new research, film clips, learning exercises, and handouts. You
are responsible for knowing these materials as well as the content from the textbook for the exams. If
you miss a class, please contact a classmate to determine what you missed. It is your responsibility to
obtain missed content from lectures. Finally, out of consideration for your fellow classmates and for me,
please be on time. If an emergency requires your absence or early departure, please inform me
beforehand.
There is a strict policy for cell phone and laptop use. You may use your laptop for notes, but nothing
else. No cell phones, no texting…this is really disruptive to the flow of the class and disruptive to other
students. If you come in late, please be respectful and quiet. You can check in for attendance at the first
break. If you need to leave early, also be respectful and quiet, and let me know ahead of time. Most of
the important class information is discussed at the beginning and end of class, so if you are late or leave
early, it is your responsibility to determine what you missed.
Any insensitive or disrespectful behavior towards me or other classmates will not be tolerated and you
will be asked to leave the course for the remainder of the evening. Multiple occasions of this type of
behavior will result in your dismissal from the course and a failing grade.
A
360 – 400
Description
Attendance
Reaction Papers
Article Critiques
Integration Paper
Research Proposal
Proposal Presentation
B
320 – 359
C
280 – 319
D
240 – 279
15 X 2 for attendance
Starting Sep 4 with Personality (due) – 11 X 10
4 presentations in class (4 X 10)
Total Points Available
F
239 & Below
Points
30
110
40
100
100
20
400
Any students needing accommodations should inform the instructor.
Students with disabilities who may need accommodations for this class are encouraged to notify the
instructor and contact the Disability Resource Center (DRC) early in the semester so that reasonable
accommodations may be implemented as soon as possible. Students may contact the DRC by visiting
the Center (located in at the Main Campus, FH 225), by phoning 651-793-1539; TTY 651-772-7687, or
visiting their website at http://archive.metrostate.edu/studentaff/disability/. All information will
remain confidential.
Academic Honesty
It is expected that all written work handed in by students represents their own words and thinking and is
not copied from someone else’s work and words. Plagiarism (“the appropriation...of language, ideas,
and thoughts of another author and representation of them as one’s original work”) or Cheating on an
exam are serious academic infractions that will result in academic disciplinary measures being taken.
More generally, any act of academic dishonesty (as defined in the Student Handbook and General
Catalog) will not be tolerated and will be handled according to University policy. Any instance of
plagiarism or cheating will also result in a failing grade in the course.
1. http://www.metrostate.edu/handbook/academic.html
2. http://www.citationmachine.net/
3. http://www.mnscu.edu/board/policy/326.html
Make sure to cite when:
 You make a claim that could be challenged.
 You quote somebody.
 You make a specific claim that is not common knowledge.
 You paraphrase information from a source (give the meaning but change the wording).
 Offer an authoritative (expert) opinion.
 You got an idea from somebody else, even through email or conversation.
Resources for citing and references in APA style:
Metropolitan State Writing Lab
(http://www.metrostate.edu/msweb/resources/academic_ss/cae/writing_center/index.html)
 Saint Paul campus, Library and Learning Center Room 130
 Midway campus, Lower Level Room H
Psychology Lab (http://www.metrostate.edu/msweb/explore/cps/departments/psych/lab/index.html)
 New Main L202
Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/resource/560/01/
Cornell University Library: http://www.library.cornell.edu/resrch/citmanage/apa
Course Drop and Withdraw
Students may drop this course at any time during the first week of the term without cost or penalty.
The Drop deadline is September 1, 2014. Students who continue past the drop date but cannot finish
the course (or do not expect to finish successfully) might consider Withdrawing from the course.
Students Withdrawing is assigned a grade of “W” which will be counted in your completion ratio. Please
consult your advisor or the instructor for more information on the “W” grade. The last day to Withdraw
from a course this term is November 21, 2014.
Schedule (*schedule is subject to change)
Aug 27
Introduction to Course and What is Political Psychology
Syllabus Discussion
In Class Discussion of What Political Psychology is.
Current state of political psychology, recent changes, expectations of the future.
Readings Chapter 1
In Class: Posture and Political Psychology (The Economist)
In Class: Polling places can influence voter's decision-making
Required Additional Readings:
o Key Readings in Political Psychology:
 The Poly-Psy Relationship: Three Phases of a Long Affair (pp. 22-32)
o Krosnick, J. A. (2002). Is political psychology sufficiently psychological?
Distinguishing political psychology from psychological political science. In J. H.
Kuklinski (Ed.), Thinking about Political Psychology (pp. 187-216). New York:
Cambridge University Press.
o Rahn, W.M., Sullivan, T.J., & Rudolph, T.J. (2002). Political Psychology and Political
Science. In J. H. Kuklinski (Ed.), Thinking about Political Psychology (pp. 155-186).
New York: Cambridge University Press.
Sep 3
Personality and Politics
Personality and Politics, and Authoritarian Personality
1st Reaction Paper Due Today
Readings Chapter 2
Required Additional Readings:
o Key Readings in Political Psychology:
 The Authoritarian Personality and the Organization of Attitudes (pp. 39-68)
 The Other “Authoritarian Personality” (pp. 85-107)
 Can Personality and Politics Be Studied Systematically? (pp. 108-123)
o Caprara, G., Schwartz, S., Capanna, C., Vecchione, M., & Barbaranelli, C. (2006).
Personality and Politics: Values, Traits, and Political Choice. Political Psychology, 27,
1-28.
o Carney, D.R., Jost, J.T., Gosling, S.D., & Potter, J. (2008). The secret lives of liberals and
conservatives: Personality profiles, interaction styles, and the things they leave
behind. Political Psychology, 29, 807-840.
Sept 10
Cognition, Social Identity, Emotions, and Attitudes in Political Psychology
Cognition, Attitude Structures, and Emotion
Readings Chapter 3
Required Additional Readings:
o Key Readings in Political Psychology:
 The Nature of Belief Systems in Mass Publics (pp. 181-199)
 The Origins and Meanings of Liberal/Conservative Self-Identifications (pp.
200-216)
 Contrasting Rational and Psychological Analysis of Political Choice (pp. 244258)
 The Drunkard’s Search (pp. 259-270)
o
Sept 17
Krosnick, J.A. (2002). The Challenges of Political Psychology: Lessons to be Learned
from Research on Attitude Perception. In J.H. Kuklinski (Ed.), Thinking about
Political Psychology (pp. 115-152). New York, NY: Cambridge.
Social Justice, and Equality
Social Justice and Equality
Readings (Posted)
1. Skitka, L. J., & Crosby, F. J. (2003). Trends in the Social Psychological Study of Justice.
Personality and Social Psychology Review, 7, 282-285.
2. Tyler, T.R., & van der Toorn, J. (2013). Social Justice. In L. Huddy, D.O. Sears, & J. Levy
(Eds.) The Oxford Handbook of Political Psychology (2nd Ed; pp. 627-661). New York:
Oxford University Press.
Required Additional Readings:
o Key Readings in Political Psychology:
 The Fear of Equality (pp. 217-229)
o Sidanuis, J., & Kurzban, R. (2003). Evolutionary approaches to political psychology.
In L. Huddy, D.O. Sears, & J. Levy (Eds.) The Oxford Handbook of Political Psychology
(2nd Ed; pp. 205-236). New York: Oxford University Press.
o Sidanius, J., Pratto, F., van Laar, C., & Levin, S. (2004). Social Dominance Theory: Its
Agenda and Method. Political Psychology, 25, 845-880.
o Crosby, F. J., & Franco, J. L. (2003). Connections Between the Ivory Tower and the
Multicolored World: Linking Abstract Theories of Social Justice to the Rough and
Tumble of Affirmative Action. Personality and Social Psychology Review, 7, 362-373.
Sept 24
Morality and Religion
Morality and Religion
Readings (Posted)
o Haidt, J. (2008). The emotional dog and its rational tail: A social intuitionist
approach to moral judgment. In J. E. Adler, L. J. Rips (Eds.), Reasoning: Studies of
human inference and its foundations (pp. 1024-1052). New York, NY, US: Cambridge
University Press.
Required Additional Readings:
o Graham, J., Haidt, J., & Nosek, B. A. (2009). Liberals and conservatives rely on
different sets of moral foundations. Journal Of Personality And Social Psychology, 96,
1029-1046.
o Feather, N. T. (1984). Protestant Ethic, conservatism, and values. Journal Of
Personality And Social Psychology, 46, 1132-1141.
o Starks, B., & Robinson, R. V. (2009). Two approaches to religion and politics: Moral
cosmology and subcultural identity. Journal For The Scientific Study Of Religion, 48,
650-669.
o Cornwell, J. M., & Higgins, E. (2013). Morality and its relation to political ideology:
The role of promotion and prevention concerns. Personality And Social Psychology
Bulletin, 39, 1164-1172.
Oct 1
The Political Psychology of Groups
The Political Psychology of the Individual within Groups and Social Movements
Readings Chapter 4
Required Additional Readings:
o Key Readings in Political Psychology:
 The Social Identity Theory of Intergroup Behavior (pp. 276-293)
 Politicized Collective Identity (pp. 449-466)
o McAdam, D. (2003). Beyond Structural Analysis: Toward a More Dynamic
Understanding of Social Movements. In M. Diani, & D. McAdam (Eds.) Social
Movements and Networks: Relational Approaches to Collective Action (pp. 281-298).
New York: Oxford University Press.
o Janis, I.L. (1982). The Groupthink Syndrome. In I.L. Janis Groupthink (2nd Ed.; pp.
174-197). Boston: Houghton Mifflin Company.
Oct 8
The Study of Political Leaders
Political Leadership, Characteristics, Illness, and Expectations
Readings Chapter 5
McDermott, R. (2008). Introduction. In R. McDermott Presidential
Leadership, Illness, and Decision Making (pp. 1-18). Cambridge: Cambridge
University Press.
Required Additional Readings:
o Johnson, D., et al. (2006). Overconfidence in wargames: Experimental evidence on
expectations, aggression, gender and testosterone. Proceedings of the Royal Society
B, 273, 2513-2520.
o Dyson, S., & Preston, T. (2006). Individual Characteristics of Political Leaders and
the Use of Analogy in Foreign Policy Decision Making. Political Psychology, 27, 265288.
o McDermott, R. (2008). Aging, Illness, and Addiction. In R. McDermott Presidential
Leadership, Illness, and Decision Making (pp. 19-44). Cambridge: Cambridge
University Press.
o Keller, J. W., & Foster, D. M. (2012). Presidential leadership style and the political use
of force. Political Psychology, 33, 581-598.
Oct 15
Voting, Role of the Media, and Political Socialization
Voting, Role of the Media, and Political Socialization
Readings Chapter 6
Required Additional Readings:
o Key Readings in Political Psychology:
 Experimental demonstrations of the “not-so-minimal” consequences of
television news programs (pp. 139-149)
 Altering the foundations of support for the President through priming (pp.
150-162)
o Huckfeldt, R. & Mendez, J.M. (2008). Moths, Flames, and Political Engagement:
Managing Disagreement within Communication Networks. Journal of Politics, 70, 8396.
o Luskin, R.C. (2002). From Denial To Extenuation (And Finally Beyond): Political
Sophistication And Citizen Performance. In J.H. Kuklinski (Ed.), Thinking about
Political Psychology (pp. 281-305). New York, NY: Cambridge.
o Sears, D.O., & Brown, C. (2013). Childhood and Adult Political Development. In L.
Huddy, D.O. Sears, & J. Levy (Eds.) The Oxford Handbook of Political Psychology (2nd
Ed; pp. 59-95). New York: Oxford University Press.
Oct 22
The Political Psychology of Prejudice, Diversity and Intergroup Contact
Race and Ethnocentrism
Readings Chapter 7
Required Additional Readings:
o Key Readings in Political Psychology:
 The role of stereotyping in system justification and the production of false
consciousness (pp. 294-314)
 Group conflict, prejudice and the paradox of contemporary racial attitudes
(pp. 333-357)
 Is it really racism? The origins of White Americans’ opposition to racetargeted policies (pp. 358-378)
o Steele, C.M., Spencer, S.J., Aronson, J. (2002). Contending with Group Image.
Advances in Experimental Social Psychology, 34, 379-440.
o Pettigrew, T.F., & Tropp, L.R. (2003). Interpersonal Relations and Group Processes:
A Meta-Analytic Test of Intergroup Contact Theory. Journal of Personality and Social
Psychology, 90, 751-783.
Graduates – Midterm Applied Integration Paper Due Today
NO REACTION PAPER DUE THIS WEEK!!!
Oct 29
From Ethnic Conflict to Genocide
Ethnic Conflict, Political Extremists, Genocide and Altruism
Readings Chapter 8
Required Additional Readings:
o Key Readings in Political Psychology:
 Theoretical approaches to explaining collective political violence (pp. 432448)
o Habyarimana, J., Humphreys, M., Posner, D. N., & Weinstein, J. M. (2007). Why does
ethnic diversity undermine public goods provision?. American Political Science
Review, 101, 709-725.
o Staub, E. (2006). Reconciliation after Genocide, Mass Killing, or Intractable Conflict:
Understanding the Roots of Violence, Psychological Recovery, and Steps toward a
General Theory. Political Psychology, 27, 867-894.
o Franco, Z. E., Blau, K., & Zimbardo, P. G. (2011). Heroism: A conceptual analysis and
differentiation between heroic action and altruism. Review Of General Psychology,
15, 99-113.
Nov 5
The Political Psychology of Nationalism and Patriotism
Nationalism and Patriotism
Readings Chapter 9
Required Additional Readings:
o Kramer, R. (1998). Paranoid Cognition in Social Systems: Thinking and Acting in the
Shadow of Doubt. Personality and Social Psychology Review, 2, 251-275.
o Billig, M. (1995). Philosophy as a Flag for the Pax Americana. In M. Billig’s Banal
Nationalism (pp. 154-173). London: SAGE Publications.
o
o
Nov 12
Kemmelmeier, M., & Winter, D. G. (2008). Sowing patriotism, but reaping
nationalism? Consequences of exposure to the American flag. Political Psychology,
29, 859-879.
Li, Q., & Brewer, M. B. (2004). What Does It Mean to Be an American? Patriotism,
Nationalism, and American Identity After 9/11. Political Psychology, 25, 727-739.
The Political Psychology of Terrorism
Terrorism, Terrorist Groups, State Terror and Cultures of Fear
Readings Chapter 10
Required Additional Readings:
o Key Readings in Political Psychology:
 The psychology of political terrorism (pp. 411-431)
 Social organization for the production of evil (pp. 383-410)
o Crenshaw, M. (1986). The Psychology of Political Terrorism. In M.G. Hermann (Ed.)
Political Psychology: Contemporary Problems and Issues (pp. 379-413). San
Francisco: Jossey-Bass Publishers.
o Kruglanski, A. W., Chen, X., Dechesne, M., Fishman, S., & Orehek, E. (2009). Fully
committed: Suicide bombers' motivation and the quest for personal significance.
Political Psychology, 30, 331-357.
o Braithwaite, A. (2013). The logic of public fear in terrorism and counter-terrorism.
Journal Of Police And Criminal Psychology, 28, 95-101.
Nov 19
Violence and War, Modern Security Structures
Readings Chapter 11
Required Additional Readings:
o Kramer, R., Meyerson, D., & Davis, G. (1990). How much is enough? Psychological
components of 'guns versus butter' decisions in a security dilemma. Journal of
Personality and Social Psychology, 58, 984-993.
o Herrmann, R.K. (2013). Perceptions and Image Theory in International Relations. In
L. Huddy, D.O. Sears, & J. Levy (Eds.) The Oxford Handbook of Political Psychology
(2nd Ed; pp. 334-363). New York: Oxford University Press.
o Levy, J.S. (2013). Psychology and Foreign Policy Decision-Making. In L. Huddy, D.O.
Sears, & J. Levy (Eds.) The Oxford Handbook of Political Psychology (2nd Ed; pp. 301333). New York: Oxford University Press.
o Khong, Y.F. (1992). The psychology of analogical reasoning. In Y.F. Khong Analogies
at War (pp. 209-250). Princeton: Princeton University Press.
Nov 26
NO CLASS…Happy Turkey Day
Dec 3
Conflict Resolution and Reconciliation
War Tribunals, Truth and Reconciliation
Readings Chapter 12
Required Additional Readings:
o Nan, S.A. (2013). Conflict Analysis and Resolution. In L. Huddy, D.O. Sears, & J. Levy
(Eds.) The Oxford Handbook of Political Psychology (2nd Ed; pp. 489-524). New York:
Oxford University Press.
o
o
Dec 10
Bar-Tal, D., & Halperin, E. (2013). The psychology of intractable conflicts: eruption,
escalation and peacemaking. In L. Huddy, D.O. Sears, & J. Levy (Eds.) The Oxford
Handbook of Political Psychology (2nd Ed; pp. 923-956). New York: Oxford University
Press.
Staub, E. (2006). Reconciliation after Genocide, Mass Killing, or Intractable Conflict:
Understanding the roots of violence, psychological recovery, and steps toward a
general theory. Political Psychology, 27, 867 – 894.
Research Proposal Due
Graduate Student Presentations