PSYC 489: CAPSTONE PERSPECTIVES ON PSYCHOLOGICAL ISSUES
Fall 2005
E636
6:00-9:00pm M
Professor: Dr. Linda Anooshian
Phone: 426-1960
Email: lanoosh@boisestate.edu
3 credit hours
Office: E619
Office hours: MW 11-2
Professor: Dr. Mary Pritchard
Phone: 426-1901
Email: marypritchard@boisestate.edu
Office: E622
Office hours: MWF 11-11:30,
12:30-1:30; M 2:30-4:00
REQUIRED READINGS:
All assigned readings will be provided to you in class by the instructors.
COURSE DESCRIPTION:
Controversial issues and social problems are addressed. Students analyze how different areas of psychology contribute to the understanding of contemporary problems making psychological theory and research relevant and understandable to community agencies/groups.
ATTENDANCE:
Regular attendance is essential. Because group performance is a part of every class, unexcused absences will result in a reduction of your group participation points.
COURSE OBJECTIVES:
Major topics for class sessions as well as specific class assignments are organized in terms of course objectives. More detailed information about specific assignments can be found in the attachments.
1. Students will gain experiences in bridging the gap between psychology (theory and research) from the academic realm and community applications, between academic psychology and the “real world.”
At the beginning of the semester, students will select a community agency at which they will commit to completing six hours of direct-service work (after training/orientation). These selections will shape the topic areas for other assignments, including individual papers and group work for a community-based project:
Writing for the Real World:

Community-based Project proposal – Turn in a written description of your proposed project as a group (each group turns in one proposal with all group members names on it) including journal articles and internet research (see

below) to support the need for and effectiveness of your intervention for your chosen population (see example on Blackboard). Each group member will select one research article (reflecting basic research) that s/he thinks would be relevant and important for staff members at the community site selected for service learning. The project proposal should demonstrate how the research could be used in the public interest (for example, in helping parents, in developing family-support programs, in developing legislative policy) and how the article ties specifically into your agency. In addition, each group member will select descriptive data from internet sources that are relevant to understanding the well-being of individuals or groups served by the community agency (at which the student is completing service learning). This internet data should be analyzed in terms of relevant information (research findings, accepted theories) from psychology and should focus on the summary and analysis of data and/or trends relevant to evaluating well-being in a specific area (e.g., prenatal care, high-school graduation rates). Reports should include an analysis of the significance and meaning of the data being presented – using a research-based approach -- as well as recommendations for helpful programs and/or policies. Your group project proposal should be written in APA style and be 15-20 pages in length, including at least 5 journal article sources and 5 internet sources.

Reflection papers – For each reading, students will be required to turn in a reflection paper, detailing their thoughts about the reading and any controversial issues contained within. These reaction papers are intended to give students real world experience in defending their viewpoints. Reflection papers are due at the beginning of class – late papers will NOT be accepted.
Community-based project : After completing their direct service at a community agency, students will work in groups (of 4-5 students working at the same site) to develop proposals for and complete a community-based project for that agency. See
Attachment 1.
Resume, personal statement, writing portfolio tasks; interview experience: In preparing for their own future “real worlds,” students will continue working on the resume, personal statement, and writing portfolios that they initiated in Psychology
120 (Introduction to the Psychology Major). Expansion of student resumes will be guided by information on “essential civic competencies and skills.” All students will complete interview videotaping at the BSU Career Center. You will be provided with a form for them to sign off on.
Group collaboration.
Based on reflections on the successes and failures of group work in college classes, student groups will develop and implement guidelines for group work (in this class) consistent with future requirements for “team work” in graduate school and/or work settings. Periodic assessments of group collaboration will be made throughout the semester to ensure that everyone is pulling their weight.
2. Students will gain experiences in integrating materials and information that they

have previously learned in different courses in different areas of psychology.
Toward this goal, the course will maintain breadth of perspective (across different domains of psychology) and avoid in-depth study of specialized areas.
Integrative theme – social exclusion. A common integrative theme will run through class presentations, films, assignments, and other classroom activities
(e.g., reflection). The theme was selected for its inclusiveness, making it useful for integrating across different areas of psychology (as well as different disciplines).
Student Symposia. Each student group will prepare a symposium focused on the relevance of research-based approaches (including intellectual inquiry and critical thinking) to addressing problems, challenges, issues, and policies relevant to the community agency at which students completed volunteer work. These symposia will provide integrative approaches that include research examples from diverse areas of psychology. See Attachment 2 .
3. Students should gain experiences in critical thinking about contemporary issues in psychology, in evaluating the quality of arguments supporting conflicting claims about controversial issues in psychology. Each student symposium (described above) will include a presentation that connects other parts of the symposium to controversial issues in psychology.
Class debates. Following each video, students will participate in a class debate addressing a controversial issue displayed in the video.
4. Students will gain experiences in oral and written communication.
As summarized in preceding sections, other goals will be met through student assignments that require oral communication (group work, class debates), oral presentation (symposium), and written communication (quiz/reflections, symposium paper, community-based project).
5. Students will gain specific experiences relevant to supporting their understanding and appreciation of civic engagement.
Various course activities and assignments have been integrated with and/or organized around each student’s involvement in civic engagement through directservice hours and a community-based project .
In the context of skills and competencies associated with civic engagement and civic responsibility, students will revise and expand their resumes, personal statements, and writing portfolios.
ACADEMIC DISHONESTY
We will report all violations of the Student Code of Conduct. Thus, it is essential that you familiarize yourself with this information. The Student Code of Conduct, which includes information on academic dishonesty and describes the reporting and the Conduct

hearing processes, can be found at: http://www2.boisestate.edu/studentconduct.
GRADES:
The final grade will be calculated based on total points earned. The maximum number of points students could earn in this class is 450. Assignment of final grades will be made according to the following scale:
90-100% = A
60- 69% = D
80- 89% = B below 60% = F
70- 79% = C
GRADING
Reflections on readings ……………………………………………....
Quality of participation in group work.................................................
(up to 3 points for each of 13 assessments, plus 16 points for
additional group work, including symposium) up to 25 points up to 55 points
See bolded items in course calendar.
Symposium
Paper (8-10 pages) ................................................................
Oral presentation ................
Completion of 7 training/orientation/direct service hours ................ up to 75 points up to 50 points up to 20 points
Community-based project ................................................................ up to 180 points
(weighted for extent of individual contribution; including written product and poster presentation; total does not include the 20 points for 7 hours – see above)
Resume, personal statement, and writing samples .......................... up to 25 points
(to be completed and available during the group poster presentation)
Completion of videotaped interview at Career Center ....................... up to 20 points
See notations on course calendar:
*All group members assess group participation

Attachment 1: Community-based Project
COMMUNITY-BASED PROJECT:
The purpose of this project is 1) to reinforce connections between psychology and community issues you see everyday, and 2) to educate community members on a psychology-related issue. Students will complete 7 hours of orientation, training, and/or service hours at their chosen agency, then they will work in small groups to complete their community project. The total points possible for this project are 180 points (plus 20 from your 7 training/orientation/direct service hours).
Benefits of the community-based project:
 It allows you to see how psychology can affect people’s choices and options in life.

It allows you to have a deeper understanding of some deceptively simple questions such as: “Why is psychology important?” “How can it shape behaviors?”

It allows you to apply what you are learning in class and gain new skills.

It allows you to participate in the public life of the Boise community in new ways, and to gain new contacts through that participation
Examples of community projects:
 preparing and presenting a report to legislators (advocating for policies or funding beneficial to agency)
 completing a needs assessment or program evaluation for the agency
 preparing a brochure or manual for volunteers (e.g., that would give volunteers a better appreciation of the value of their work, based on psychological research findings)
 developing workshops for staff or for clients (those served by agency)
 help agency write a grant
Requirement of the community-based project:

Select a community agency and complete 7 hours of work (will likely include attending an orientation at the agency to learn about community issues and potential projects, agency training sessions, and direct service) -20 points

Submit your Student-Agency Agreement (to be signed by the agency at the orientation)– 10 points

Negotiate a project with the agency. Many agencies have a project in mind that relates to the course; other agencies may turn to you for ideas. The project must incorporate findings from psychology research, and require you to use skills and knowledge associated with a psychology background (e.g., not just anyone off the street would have this knowledge) Submit your written letter of agreement with the agency (listing of the responsibilities and expectations of both your group and your agency) – 15 points

Submit Project Proposal. Show justification for the need for and effectiveness of your project for your chosen population (see Blackboard for details)
–
50 points


Research and plan the project

Implement the project

Turn in three SL reflection assignments connecting your project to course material (Note: These are different than the reflection papers you do for the readings). Questions will be assigned later. Reflection papers are due at the beginning of class – late papers will NOT be accepted.– 10 points each

Submit a final report to the agency and to us evaluating the effectiveness of your intervention and suggestions for future use (see example on Blackboard) – 25 points

Design a poster to be presented in an open session at the end of the semester. On the poster, summarize the purpose, steps, and outcomes of the project, as well as the ways psychology was used to address a community need. (see example on
Blackboard) – 50 points
Notes on evaluation:

Agencies will be asked to evaluate your performance and the effectiveness of your intervention.

Group members will be asked to evaluate one another to make sure that no one slacked off or loafed on their group project.

If the agency or group members report that you did not do your work, points will be deducted from your final course grade.

Attachment 2: Symposium Presentation
Each symposium presentation will focus on developing connections between the group’s assigned community agency and specific areas of psychological theory and research.
Prior to the symposium presentation, each group will provide the instructor with the following:
 copies of symposium papers (8-10 pages each) for individual group members
(due November 7 th at the beginning of class for all groups) .
To develop their symposium, students will rely on earlier group work and papers written by group members (from earlier assignments). Roles for different students in the group symposium should include:

A presentation on the research you conducted/will conduct for your agency.
This paper should be similar to what you did in research methods, with a brief introduction, methodology, results, and discussion section.

A presentation on the value of conducting research at your agency. Do they typically conduct research or was your project one of the first? What did/does your agency gain from this project? This paper would likely cover the overall value of conducting research at community agencies (a brief literature review) and then specifically cover how it benefited your agency. Be creative here!

A presentation on the future research directions for your agency. Where should they go next? How did/will your project help them formulate possible changes for the well-being of those individuals served by the agency?

A presentation on different controversial issues in psychology that can influence perceptions of community agencies (like the one at which service learning is being completed) – e.g., perceptions about the population being served, the value of specific programs, policy issues relevant to the agency.
The presentation should include information on the kinds of arguments and evidence relevant to evaluating opposing positions as well as clear articulations of how different positions have different implications relevant to the work of the community agency (e.g., how one’s position regarding the best definition of human intelligence and/or the heritability of intelligence can influence opinions about HeadStart programs, funding, etc.).

The designated group coordinator will provide an introduction as well as concluding statements that include information about the community agency as well as additional information relevant to increasing the significance and effectiveness of the overall symposium (in addition to introducing individual speakers). The group coordinator will also be responsible for making sure that a representative of the community agency is invited to attend and/or participate in the symposium presentation.
Regardless of the designated role in the symposium, each student should prepare a presentation that is 10 to 12 minutes in length. Each student will prepare an integrative paper (about 8-10 pages; APA style; with full referencing) that can “stand alone” as well as serve to organize and guide the oral presentation.

TENTATIVE COURSE OUTLINE
Italicized text represents your reflection assignment
Bold text represents group work
TOPIC DATE
M 8/22 Introduction to course
Introduction to Service Learning
Group assignments for SL sites
M 8/29
Reflection: Successes and Failures of group work at BSU
Develop guidelines for group work
Career center
Resume, personal statement, interviews
Reflection: What is the value of civic engagement?
Review of resume, personal statements, writing samples
*You must bring your resume, personal statement, and writing samples to class
M 9/12 Reflection on reading assignment: Writing for the Community
Develop ideas for intervention project that connect to assigned
SL site; continue working on student writing portfolios
M 9/19 Transitions to work and graduate school – role of SL
Values & challenges of SL
Social exclusion: Cross-cultural universals?
Reflections on reading assignments: 1) Set of readings on service learning; 2) Who’s In and Who’s Out: The Results of Oppression
Controversial issues to be included in symposium presentation
Film and in-class debate: Women and War
M 9/26 Research-based approaches to real-world needs/concerns
Who is to blame?
Reflections on reading assignments: 1) Racial Discrimination by low-prejudiced whites; 2) The regulation of explicit and implicit race bias
Development and assignment of roles in symposium presentation; finalize intervention plan
Film and in-class debate: It was a Wonderful Life: Hidden
Homeless Women
M 10/3 What’s the problem with social exclusion?
Relevance of research in addressing social exclusion
When are social connections damaging?
Reflection on reading assignment: Social exclusion and the

M 10/10
M 10/17
M 10/24
M 10/31
M 11/7
M 11/14
M 11/28
M 12/5 deconstructed state
Proposals Due
Film and in-class debate: Poverty outlaws
Work on revision of proposed intervention
Revision due at the end of class
No class – get final approval on community-based project from agency and work out date and times to do project
No – class – complete project by Oct. 31 st
Work on symposium papers
Groups 1 and 2 Symposiums
Work on final report
Symposium papers due for all groups
Groups 3 and 4 Symposiums
Groups 5 and 6 Symposiums
Work on poster

COMMUNITY-BASED PROJECT DEADLINES
August 22 nd – review list of Service-Learning (SL) service opportunities and sign up for groups (note: you will need to go to the SL website http://servicelearning.boisestate.edu
to sign up formally after class) and review checklist for Service Learning students.
August 29 th – read checklist for service-learning students. Register for project online at http://servicelearning.boisestate.edu
.
September 2 nd – group representative will contact your assigned agency (to meet before
Sept. 16 th
). Assign group member roles, attend orientation (if agency requires this as part of your 7 hours) – note this deadline does not correspond to a class day because of
Labor Day
September 6-19 th – meet with agency. With agency supervisor, complete
“Student/Agency Agreement”. Have agency supervisor sign the “Student/Agency
Agreement.” This form will print after you register for a project on-line.
At your agency meeting, you should do the following:
–
Explain your class and its learning goals.
–
Discuss the parameters of potential service projects:
•
Explain your time commitment, availability, and project deadlines.
• Describe your project’s scope and your ability level.
–
Tell them your idea… and ask for their ideas (they might have an exciting project!).
–
Describe your anticipated needs:
• meeting times, information, regular feedback, evaluation.
–
Ask what they need from you:
• background checks, training, minimum time commitment.
–
Discuss communication arrangements:
•
If group project, who is the main contact?
•
How will feedback be exchanged?
•
When and with whom is your next meeting and how often will you meet after that?
• When will you contact each other next, and what are each party’s next steps?
–
Discuss potential risks . Talk about ways to make sure you (and the agency) stay safe.
Key: You must have health insurance: …University liability insurance will not cover injuries you may incur. Not all agencies have liability insurance to protect their volunteers (you can ask if they have it). It is your responsibility to
protect yourself.
September 19 th – complete SL reflection activity #1 individually (we will hand this assignment out on September 12 th
); attend any additional meetings or orientations that your agency may require (not all agencies will require this); submit your written letter of

agreement with agency.
September 26 th – all 7 hours of your orientation/training/direct-service to your agency must be completed by this date
October 3 rd – turn in a written description of your proposed project as a group (each group turns in one proposal with all group members names on it) – you may include primary source material from meetings with your agency.
October 10 th – turn in any required revisions of proposed project
October 17 th – meet with/email/fax agency supervisor to discuss final proposed project and get them to sign off on it
October 31 st – complete SL reflection activity #2 individually (we will hand this assignment out on October 10 th ); complete project
November 7 th complete SL reflection activity #3 individually (we will hand this assignment out on October 31 st
); symposium papers due for all groups
November 14 th - submit a structured final report evaluating the effectiveness of your project and suggestions for future use (see example on Blackboard)
November 21 st submit revisions of final report to us and your agency supervisor – note this deadline does not correspond to a class day because of Thanksgiving Break
December 5 th – submit poster text draft to us – poster should present your project and your findings to the class and community at large
December 9 th – final poster is due, submit your final log sheet to us, submit your student evaluation to site supervisor with SASE addressed to us – note this deadline does not correspond to a class day
POSTER SESSION during Finals Week (TBA)