Illinois School of Professional Psychology
at Argosy University,Chicago
COURSE SYLLABUS
PP8185
Social Psychology & Difference
Spring 2012
Faculty Name: Scott Pytluk, Ph.D.
Campus: Chicago
Contact Information:
Office Phone Number: 312-777-7693
Email: spytluk@argosy.edu
Office Hours: Mondays, 12-2pm; Tuesdays, 1-2; Thursdays, 10-11
Teaching Assistant:
Contact Information:
Melissa Heinemann
m.a.heinemann@gmail.com; 708.975.5483 (may call
between 10am and 10pm). Prefers email.
Short Faculty Bio:
Dr. Pytluk is Associate Professor of Clinical Psychology and Coordinator of the Psychoanalytic
Concentration. He serves on the Clinical Psychology Department’s Student Professional
Development Committee and the campus Library Committee. He also maintains a private
psychotherapy practice in downtown Chicago.
Course Catalogue Description:
This course presents the concepts of attitude formation, attribution theory, interpersonal perception,
social constructivism, and social cognition. These concepts are also applied to populations with
different social attributions related to culture, gender, race, age, sexual orientation, class, and physical
status.
Course Pre-requisites: None
Required Textbooks:
Fiske, S.T. (2010). A core motives approach to social psychology (2nd ed.). New York: John
Wiley & Sons. ISBN 0471145297
Rosenblum, K.E., & Travis, T.M.C. (2012).The meaning of difference: American construction of
race, sex and gender, social class, sexual orientation, and disability (6th ed.). New York:
The McGraw-Hill Companies. ISBN 0078111641
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
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Course length: 14 Weeks
Contact Hours: 42 Hours
Credit Value:
3.0
Course Objectives:
Course Objective
1. Acquire a solid knowledge base of
social psychological theoreies and their
empirical foundation. Increase ability
for critical analysis and evaluation of
theory using empirical evidence and
application to daily human encounters.
2. Achieve greater awareness of
aspects of group identities in terms of
ability status, race, ethnicity, gender,
sexual orientation, country of origin,
religion, and age and develop greater
empathic understanding of the
experience of stigmatization
accompanying membership in an
outgroup.
3) Enhance intellectual independence
and personal self-confidence.
It is important for students at any level,
but particularly at the graduate level, to
begin to form and articulate a point of
view about your culture, social context,
unfolding events in society, and the role
of psychological science in providing
an explanatory framework as well as
solutions for societal issues we face.
This is important as you will be
Program Goal
Goal 4 : Scientific
Foundations
Goal 1: Assessment
Goal 3:Diversity
Goal 3:Diversity
Goal 4:Scientific
Foundations
Goal 5: Scholarship
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Method of Assessment
A. midterm examination which
involves synthesizing
numerous sources of
philosophical, theoretical,
empirical, and qualitative
material from your readings.
B. immersion project paper
will include integration of
social psychology research and
theory and will be an
additional source of
assessment. C. class
presentation of a scientific
paper in social psychology.
D. homework assignments
applying social psychology
theory to diversity discussions
and to a news item.
A. homework commentaries.
B. immersion project paper.
C. participation in class
discussion and experiential
exercises.
A. participation in class
discussions.
B. weekly homework
commentaries.
C. class presentations.
practicing your profession within the
wider context of society with clients
who cope with those realities. The
class is a venue in which you may test
your ideas and views, within a mutually
supportive and respectful environment,
to learn to express dissenting views and
to critique the views of others.
Evidence Based Practice:
As this course has a primary focus exposure to and understanding of the major research literature
in social psychology, mucn of the course reading will cover research studies. Students will also
present critiques of major studies in social psychology.
Instructional Contact Hours/Credit:
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a
course. Instructional engagement activities include lectures, presentations, discussions, groupwork, and other activities that would normally occur during class time. Instructional engagement
activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside
work for every 1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is not limited to, all
research associated with completing assignments, work with others to complete a group project,
participation in tutorials, labs, simulations and other electronic activities that are not a part of the
instructional engagement, as well as any activities related to preparation for instructional
engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other
academic activities as established by the institution, including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours.
Extended Course description:
With the advent of social movements for change in American society, Clinical Psychology has begun
to consider the impact of social, cultural, and economic factors on its theoretical and practical
understanding of human functioning and psychological well-being. Theory and research in Social
Psychology can be useful to Clinical Psychologists as a guiding framework for critical investigation
of the grounding assumptions and biases our field relies on when attempting to address issues of
difference in personal, professional, and institutional realms.
This course will focus on an understanding and critical evaluation of the theoretical constructs and
the corresponding body of empirical research from the field of social psychology. In addition,
emphasis will be placed on the constructions, meanings, and experiences of difference in an effort to
prepare students to function as ethically-minded psychologists. Social psychological concepts will
provide a theoretical framework for understanding specific "categorical" features of identity and
difference including race, ethnicity, religion, age, sexual orientation, physical difference and/or
disability, gender, national origin, and social class. A self-critical social constructionist perspective
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will be the most common theoretical approach to be accompanied by treatments of the social
psychological constructs of deviance, conformity, social influence, attributions, social cognition,
mass communication and propaganda, and prejudice.
One goal of the course will be to promote students' own process of examination and exploration of
aspects of difference. Particularly, students will be encouraged to reflect on their own personal and
professional development and on the statuses and categories they occupy so as to gain greater selfawareness and sensitivity to their own and others' attitudes, biases, and preferences.
Course Format:
The material in the course will be covered through a combination of lectures, videos, experiential
exercises, and class discussion. Lectures will provide a general overview of theories and research
findings within each topic area, as well as issues not covered in the readings.
Assignments:
Class participation, presentations, and homework
The class will include group discussions of course material as well as reactions to it. While
frequency of participation is important, your demonstration of a thoughtful and critical
understanding of the material and your ability to present and defend an argument are equally so.
To facilitate free expression in class, I will work to create a safe and comfortable environment
and ask students for their cooperation in this effort. If, at any time during the course, you feel
unable to express yourself or participate fully, please make an appointment to talk with me
privately.
Punctual attendance at all classes is required. Class will start promptly and will end promptly. If
you experience a personal emergency that prevents you from attending class, please call to
inform me prior to class so we can agree on a way for you to have an alternative but
commensurate experience. Failure to inform me of absence prior to class will be considered an
unexcused absence. More than two unexcused absences will automatically result in a failing
grade for this course. If religious holidays require you to miss class (or classes), please consult
with me immediately regarding the dates you will be absent so a plan can be made for make ups.
Tardiness, unexcused absences, and any other type of unprofessional conduct will affect your
course grade.
Late assignments will not be accepted in this course and will result in an F on the assignment
except under the most exceptional circumstances and with express prior permission of the
instructor.
Weekly homework assignment (Typed double-spaced): To facilitate critical reading of the
course assignments and to stimulate class discussion, you will be required to turn in a written
assignment each week (**except for the weeks you turn in your midterm, final paper, and when
you present) as you proceed through the course. These written assignments will facilitate your
understanding of social psychological theories, and make the final product for the immersion
project much easier and more thorough. If you read material and take the time to record your
reactions and questions, you will be capable of much more efficient memory consolidation and
retrieval at a later time. The weekly written assignment will have three parts:
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a) Critical comments, critiques, and questions that came to your mind about the readings during
the week. Items can be general, theoretical, philosophical, specific, personal, etc., but must
address aspects of the reading for that day's class. They should be in the form of short
paragraphs which might include elaborate questions. (1 page)
b) A description of your reflections on your experience of the process of exploring issues of
diversity and difference this week. Please go for some depth here. This reflection does not
need to focus on your experience of the class session this week. (1 page)
c) Finally, critical commentary on a news artucke you read in a more sophisticated news source
(e.g., The New York Times, BBC News, Associated Press not The Chicago Sun Times, The
Red Eye ). Apply concepts using the theories that will be discussed in class that week to
your commentaries of the news item. You need to be very explicit in applying specific
concepts to the news item. (1 page)
Learning Group Presentation: Throughout the semester, you will work with another student as
part of the structure for class discussions on social psychology topics. Groups will rotate and be
responsible to present and lead class discussion on the major concepts related to the social
psychology topic of the day (based on the assigned readings in the Fiske chapter; everyone will
be responsible to read the assigned chapters(s) for the day. Your creativity is encouraged, so
consider various ways in which your group can initiate and support class debates, discussions,
and other presentations that invite interactional learning. The learning group will work jointly to
explain and explore the concepts for which they are responsible and will receive a grade for the
group presentation. This grade will be applied to each individual in the group. This part of the
presentation should take no more than 20 minutes.
In addition, the team will present one assigned scientific article (on reserve) in class from the list
that appeared earlier in the syllabus. Teams will also be required to present one current article on
the same or a related topic that they research and find themselves. Presentations should be
scholarly, professional, and concisely describe the rationale, methods, results, and implications.
The students should demonstrate a good understanding of how the study relates to the week’s
topic in social psychology.
Guidelines for article presentations:
Everyone will read the article for the class (not only the presenters). Presentations should be no
more than 15 minutes long (for both articles) so you need to be concise and to the point. Follow
the format below. You need to be familiar with Chapter 2 of the Fiske textbook on scientific
methods to use the right terminology and be able to describe and critique the methods. An
additional 5 minutes will be devoted to discussion of the material within the broader context of
the topic this week (see #5 below).
1.
2.
3.
Briefly provide theoretical rationale for the study putting this study in the broader context
of the topic this week.
Hypotheses
Methods used to test the hypotheses:
a. Design
b. Participants
c. Procedures
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4.
5.
Results (using a visual often helps, either a graph or table if possible)
a. Discussion
b. Critique of the methods: limitations, threats to validity, ethical concerns
c. What can we conclude from this study and how does this relate to the broader
context of this topic in social psychology?
Two discussion questions addressed to the rest of the class that will help integrate the
material (i.e., Fiske chapter) read for this week.
Important Notes: a) Be sure that you do not read what you have written or directly from the
book or articles; b) All of your presentations have a strict time limit to which you are expected to
adhere. You need to practice your presentations ahead of time to make sure that they do not
exceed the limit.
Midterm:
The take-home midterm will consist of essay questions that ask you to demonstrate an integrated
knowledge of course concepts and readings up to that date. The midterm must be written
according to APA-style. It will be distributed at the end of Week 8 to be turned in at the
beginning of Week 9. For this exam, you will be responsible for all readings assigned through
Week 9 (including readings on discrimination and prejudice). No late papers will be accepted
without the most legitimate of excuses and only with advance permission, i.e., as discussed with
instructor prior to the due date.
“Immersion Experience”(Final project/paper & Presentation):
The major project for the course requires that you expose yourself to some aspect of diversity
about which you feel personally naive, uncomfortable, or uninformed and write about your
subjective experience. This may be an aspect of your own identity or not. Think creatively
about the sorts of experiences, including readings, music, movies, events, or art, that will expand
your understanding of this aspect of identity. Decide on an action plan, a map of a sequence of
tasks for you to undergo each of the weeks of the term. The plan should consist of a variety of
activities and experiences. Most students lead up to a direct immersion experience by doing
things such as reading fiction, magazines, newsletters, watching films, listening to music, going
to lectures. Examples of the more intensive and direct immersion experiences to strive for
include:
*Going to a religious service or spiritual ceremony that is radically different from your own
background (e.g., if you are an atheist, attend a synagogue or a Roman Catholic or Pentecostal
service.)
*Attending a gay, lesbian, or bisexual event (e.g. at a bar, a community fund-raiser; check-out
the Windy City Times or web-sites for ideas)
*Going to a community event or activity for a specific ethnic group (e.g., attending an AfricanAmerican church service)
*Attending a meeting of Tri-S, Society for the Second Self, a gathering of transgendered persons
(with permission from society leaders)
*Spending a day using a wheelchair, wearing a blindfold, etc.
*Spending a day in a factory (if you've never held such a job) or go with your groceries to the
front of the line and ask if they take food-stamps.
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**You are required to submit a proposal outlining your intended series of experiences and
activities in Week . Please begin by identifying the group/topic you are choosing and then
provide a rationale for your choice. You will lay out in detail, week-by-week, how you
intend to immerse yourself in your topic. Finally, you will provide the question/hypothesis
that you intend to address in your literature review (section 1 of the paper). (1-2 pages)
Your paper will include the following five sections:
1. Critical literature review of research and theory on an aspect of the topic you chose that
will inform your experience and provide a scholarly context for your paper. Be sure you address
a specific question in this section to focus your literature review. You need to research original
articles here. Do not cite the Fiske textbook in this section. Refer to the APA Style Manual and
literature reviews found in APA journals to guide you in how to write this section as well as the
article by Bem to be provided in class. Your review needs to be concise, focused, and provide an
informative conclusion answering a specific question that is pertinent to your immersion
experience. (4 pages)
2. Your identity. How do you identify regarding the social factor you've chosen to learn more
about? For example, if you have chosen to expose yourself to a specific ethnic or racial minority
group, what is your own racial or ethnic identification? How important has this aspect of
yourself been to you in the past and recently? How did you "receive" this identity growing up
and how have you actively worked to integrate it or not into your identity in adulthood? (1 page)
3. Group and activity chosen. Discuss the social factor and group chosen. Why did you
choose this group or topic? Which activities did you choose and why? (1 page)
4. Subjective experience of cross-cultural interaction. What was this experience like for
you? How did you feel? Was it different than what you expected? How do you think this has
affected you? (2 pages)
5. Implications for professional development: How do you think it will be for you to engage
in professional roles (i.e., as therapist, supervisor, instructor, etc.) with individuals belonging to
this social group or how will it be for you, as a member of a stigmatized group, to function in the
majority context as a professional? What strengths do you bring to such relationships? How did
this activity affect your development and skills as a psychologist and what is your future plan for
further growth in this and other areas? (2 pages)
Throughout this paper, you will refer to theoretical models and research discussed in class or
found in the readings (e.g., racial identity or sexual identity development models, upward
mobility, group processes, conformity, etc.) in your paper. In particular, you should include
discussion of the essentialist and social constructionist perspectives. Address how the meaning
or significance of the social factor/group you chose is "created” in society. Identify specific
social and social psychological processes referencing theory and research (cite original sources
that you have researched for this paper). Thus, the paper should be scholarly, not just an opinion
piece.
Papers should be 10-12 pages (using page limit guidelines as above), typed, double-spaced, 1
inch margins, and in APA-style. Papers are due in Week 14. Again, no late papers will be
accepted except under extenuating circumstances, and not without express prior permission from
the instructor.
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Grading of the paper will be based on the following: scholarly, concise, and critical review of
the literature including up to date research, critique of the research, and a coherent theoretical
framework, organization of ideas, clarity of expression, ability to construct a coherent and
persuasive argument in support of your ideas, solid command of relevant theory and research,
ability to apply theory and research to your subjective experience, depth of engagement with the
issues and self-reflection, correct grammar, spelling and punctuation, and adherence to APA
standards regarding language.
**Each student will also be required to present their experiences/papers during the final
class sessions. Expect to spend about ten minutes presenting your responses to the
questions (2-5) you addressed in your paper. While required, presentations will not be
formally graded.
Assignment Table:
Week Topics
Readings
1
1/11
Fiske Ch. 1: Introduction: Adaptive
Motives for Social Situations, via
Cultures and Brains.
2
1/18
Scientific method in
Social Psychology
Core Themes in Social
Psychology
What is ‘difference’?
‘Identity’?
Essentialism vs. Social
Constructionism
Master Statuses
Exercise: Master Statuses
Video: Eye of the Storm
Self and Identity
Self-concept & selfschemas
Self & emotion
Self & behavior
Constructing and
experiencing difference
Defining oppression (&
power, privilege,
stigma…)
Fiske Ch. 2: Scientific Methods in
Studying
People.
Rosenblum & Travis, Framework Essay,
Section I
Fiske ch. 5: The Self: Social to the Core.
Rosenblum & Travis, Framework Essay,
Section II.
On reserve: Greenwald (1980), Kitayama
& Markus (1994)
Exercise: Stand up for
diversity
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Assignments
3
1/25
4
2/1
Interpersonal Perception
and Communication
Definitions of “Normal”
Fiske, ch. 3: Ordinary Personology:
Figuring out Why People Do What They
Do.
Video: Matter of Honor
Rosenblum & Travis, Framework
Essays, Sections III & IV
Social Cognition
Inferences & Heuristics
Schemas
Experiencing Difference:
Age
On reserve: Schachter & Singer (1962)
Fiske, ch. 4: Social Cognition: Making
Sense of Self and Others
On reserve: Atkinson & Hacket (1998)
“Oppression of Elders: Past and
Present”
Exercise on Age
5
2/8
6
2/15
7
2/22
Attitudes & Persuasion
Attitude formation &
change
Cognitive Dissonance
Theory
Experiencing Difference:
Disability & Physical
Difference
Handout: DellaSanta-Percy. Individual
clinical bias in psychotherapy. (pp.5-7)
Fiske, ch. 6: Attitudes and Persuasion:
Changing Hearts and Minds.
Rosenblum & Travis, Readings 21-23,
40-42, 56.
Atkinson & Hacket (1998) “Oppression
of Peoplewith Disabilities”;
Video: “When Billy Broke
His Head”
Social Influence
(Conformity, obedience,
compliance)
Experiencing Difference:
Social Class
On reserve: Festinger & Carlsmith
(1959) [Student presentation 1]
Fiske, ch. 13: Social Influence: What
Others Do and Say.
Exercise: Personal
Exploration on Social
Class
Handout: DellaSanta-Percy. Individual
clinical bias in psychotherapy. (pp. 4-5)
Social Influence (cont.):
Discussion of obedience
studies
Experiencing Difference:
Sex & Gender
Rosenblum & Travis, Readings 18-20,
33-35, 48
Asch (1956); Sherif (1936) [Student
presentation 2-3]
Rosenblum & Travis, Readings 9-11, 2426, 40
Milgram (1963)
Burger (2009) and commentaries
9
**Immersion
Project
Proposal
Due**
8
2/29
9
3/7
Group Processes
Experiencing Difference:
Sex & Gender
Prejudice/discrimination
Experiencing Difference:
Race & Ethnicity
Guest Speakers from TriESS, Society for the Second
Self
10
3/14
Prejudice and
discrimination (cont)
Experiencing Difference:
Race & Ethnicity,
continued
Fiske, ch. 12: Small Groups: Ongoing
Interactions.
**Midterm
Distributed**
On reserve: Latane et al. (1979); [Student
presentation 4]
Fiske, ch. 11: Stereotypes, Prejudice and **Midterm
Discrimination: Social Biases.
Due**
Rosenblum & Travis, Readings 1-8, 2123
Chicago Tri-Ess Drafting Committee.
Some Concepts for discussing the
transgendered. Unpublished manuscript.
On reserve: Sherif (1966)
Rosenblum & Travis, Readings 36-39,
41-44, 46, 47
Handout: DellaSanta-Percy. Individual
clinical bias in psychotherapy. (pp. 3-4)
Video: “Color of Fear”
11
3/21
Experiencing Difference:
Sexual Orientation
12
3/28
Aggression
Experiencing Difference:
Sexual Orientation
(cont.)
Video: “Daddy and
Papa”
On reserve: Ashburn-Nardo, et al.(2001)
Student presentation 5]
Rosenblum & Travis, Readings 15-17,
27-29
Fiske: ch. 10: Aggression: Antisocial
Behavior.
On reserve: Corvino (1999); Garnets
(2002); Golden (1999); Berkowitz &
LePage (1967)
On reserve: Haney et al. (1973); [Student
presentation 6]
10
Note: Make
arrangements
to watch
Video:”The
Smith
Family”
before next
class
13
4/4
Prosocial Behavior
Experiencing Difference:
Religion
Fiske, ch. 9: Helping: Prosocial Behavior
On reserve: Latane & Rodin (1969)
On reserve: Batson et al. (1981) [Student
presentation 7]
Handout: DellaSanta-Percy. Individual
clinical bias in psychotherapy. (pp. 1-3)
14
4/11
Bridging Differences
Closure
On reserve: Video:”The Smith Family”
(to be viewed before class)
Rosenblum & Travis, Readings 49-55
Student
Presentations
of Immersion
Project
**Immersion
Project Paper
Due**
Additional Required Readings on Library Reserve:
1. Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal
history. American Psychologist, 35(7), 603-618.
2. Kitayama, S. & Markus, H. (1994). The cultural construction of self and emotion. In, S.
Kitayama & H. Markus, Emotion and culture (pp. 89-130). Washington, D.C.:
American Psychological Association
3. Atkinson, D. R. & Hackett, G. (1998). Oppression of elders: Past and present. In D.R.
Atkinson & G. Hackett, Counseling Diverse Populations (pp. 51-76). New York: Mc
Graw-Hill.
4. Atkinson, D. R. & Hackett, G. (1998). Oppression of people with disabilities: Past and
present. In D.R. Atkinson & G. Hackett, Counseling Diverse Populations (pp. 29-50).
New York: Mc Graw-Hill.
5. Festinger, L. & Carlsmith, J.M. (1959). Cognitive consequences of forced compliance.
Journal of Abnormal and Social Psychology, 58, 203-211.
6. Asch, S.E. (1956). Studies of independence and conformity: I. A minority of one against
a unanimous majority. Psychological Monographs, no. 416, pp. 1-12.
7. Sherif, M. (1936). Formation of social norms: The experimental paradigm. Adapted by
the author. In H. Proshansky and B. Seidenberg (eds.), Basic Studies in Social
Psychology, New York: Holt, Rinehart, and Winston, 1965.
8. Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social
Psychology, 67(4), 371-378
9. Burger, J. (2009). Replicating Milgram. American Psychologist, 64, 1-11.
10. Commentaries on Burger
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11. Latane, B., Williams, K., and Harkins, S. (1979). Many hands make light work: The
causes and consequences of social loafing. Journal of Personality and Social Psychology,
37(6), 822-832.
12. Sherif, M. (1966). Group Conflict and Cooperation: Their Social Psychology. Routledge
and Kegan, Ltd.: London. Chapter 5.
13. Ashburn-Nardo, L., et al. (2001). Implicit Associations as the seeds of intergroup bias:
How easily do they take root? JPSP, 81, 789-199.
14. Haney, C., Banks, C., & Zimbardo, P. (1973). Interpersonal dynamics in a simulated
prison. International Journal of Criminology and Penology, 1, 69-97.
15. Berkowitz, L. & LePage, A. (1967). Weapons as aggression-eliciting stimuli. Journal of
Personality and Social Psychology, 7, 202-207. Reprint.
16. Schachter, S. & Singer, J.E. (1962). Cognitive, social, and physiological determinants of
emotional state. Psychological Review, 69(5), 379-399.
17. Corvino, J. (1999). Why shouldn’t Tommy and Jim have sex? In J. Corvino (Ed.), Same
sex: Debating the ethics, science, and culture of homosexuality (pp.3-16). Lanham, MD:
Rowman & Littlefield Publishers, Inc.
18. Garnets, L.D. (2002). Sexual orientations in perspective. Cultural Diversity and Ethnic
Minority Psychology, 8(2), 115-129.
19. Golden, C. (1999). Diversity and variability in women’s sexual identities. In J. Corvino
(Ed.), Same sex: Debating the ethics, science, and culture of homosexuality (pp.149-66).
Lanham, MD: Rowman & Littlefield Publishers, Inc.
20. Latane, B. & Rodin, J. (1969). A lady in distress: Inhibiting effects of friends and
strangers on bystander intervention. Journal of Experimental Social Psychology, 5, 189202. Reprint
21. Batson, C.D., Duncan, B.D., Ackerman, P., Buckley, T., & Birch, K. (1981). Is empathic
emotion a source of altruistic motivation? JPSP, 40(2), 290-302.
Grading Criteria:
Grading Scale
A
AB+
B
BC+
C
CF
Grading requirements
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 and below
Attendance/participation
Presentations/ homework
(graded on a Pass/Fail basis)
Midterm
Final paper
10%
15%
35%
40%
100%
Students who earn an “A” in this course will demonstrate mastery of theoretical material covered
in the course, excellent written skill, and strong conceptual skills. Examples include
sophisticated application of theory to case examples and their own experiences; ability to express
themselves in a clear and organized fashion, both orally and in writing; written work that is free
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of spelling, grammatical, and/or typing errors; appropriate integration of relevant literature into
written arguments; demonstration of self-awareness and willingness to engage in and "stretch"
oneself in the process of self-exploration regarding aspects of difference; participation in class
discussions and activities; weekly attendance in class; preparedness for class; prompt arrival to
each class; professional conduct.
Students who earn a “B” in this course will demonstrate sufficient understanding of theoretical
material and good writing skills, but lack the sophistication and depth in their writing and
conceptual skills needed to achieve an “A”. Examples include occasionally unclear and
awkward writing, including presence of spelling, grammatical and/or typing errors; difficulty in
application of theory; some blocks in self-awareness and difficulty engaging in self-exploration
regarding aspects of difference; infrequent or inconsistent class participation; some absences
and/or tardiness to class.
Students who earn a “C” or lower in this class will demonstrate insufficient understanding of
theoretical material, poor writing skills, and/or weak conceptual skills. Examples include
unsophisticated or superficial application of theory; unclear, unsophisticated, or unscholarly
writing; significant gaps in self-awareness, and/or blatant resistance to engage in self-exploration
regarding aspects of difference; frequent class absences or tardiness; unprepared for class;
unprofessional conduct.
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching
is easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosy.edu/infolit/
Academic Policies
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Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.
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