Psych 317—Applied Social Psychology
Instructor: Dr. Jeni L. Burnette
Email: jburnet2@richmond.edu
M, W, F 8:15 AM- 9:05 AM
Office: Richmond Hall G13
Phone: (804) 289 8113
Course webpage: http://blackboard.richmond.edu
Classroom #: Richmond Hall 108
Office hours: Wednesday 9:30-11:30 and by appointment
Text: Schneider, F. W., Gruman, J. A., & Coutts, L. M. (Eds.). (2005). Applied Social
Psychology: Understanding and Addressing Social and Practical Problems. Thousand
Oaks, CA: Sage.
Articles: A variety of applied social psychological articles will be posted on blackboard.
Overview of the course
Applied Social Psychology is defined as theory, research, and practice directed toward
understanding social problems and improving social conditions. Psychology is a helping
profession. The American Psychological Association (APA) declares, “The purpose of APA is to
advance psychology as a science, as a profession, and as a means of promoting human welfare.”
Applied social psychologists believe in the value of using social psychological theory to
understand and alleviate social problems.
Applied social psychology covers a diverse set of research areas. The methodologies employed,
common theoretical underpinnings, and the interest in social issues tie these areas together. In the
present course we will explore the basic underlying social psychological before applying these
theories to social functioning (e.g., relationships, health, business, judicial practices; stereotyping).
Social psychologists study cognitive, motivational, and behavioral processes. We will examine the
negative side of human existence: prejudice, sexism, and selfishness. We will also investigate the
positive side of human behavior: forgiveness, achievement, and helping. We will explore both
routine, everyday situations, as well as events with far-reaching ramifications for our society and
the world-at-large: political decisions and environmental preservation. However, linking each one
of these topics—the negative, the positive, the mundane, and the earth-shaking—is the underlying
theme of social psychology, which is the fundamental interest in people interacting with other
people and their environment.
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Goals of the course
1. Learning the content: Acquiring a working knowledge of social psychology's theories, methods,
and findings and applying them to issues related to health, law, the environment, and other
pertinent areas is one of the key goals of this class.
2. Understanding social psychology's methods: Knowing the content of the field is important, but
memorizing facts and theories for an exam is only part of what I hope you take away from this
class. I also hope that while studying the content of social psychology, you learn to look at
behavior through a social psychologist's eyes: to search for the social determinants of human
action; to puzzle over the cause of some anomalous social phenomenon; to cast off common sense
explanations when they fail to stand up to empirical test.
3. Personal development: By gaining an understanding of social interactions and relationships, you
may discover answers to problems you now face, or will face in the future. At a personal level,
insights gained by studying human interaction can be applied to your daily life, for social
psychologists tend to study processes that we have all experienced.
4. Practical application: Social psychology is a very useful course. No matter what your
professional goals, a fundamental knowledge of social interaction should be helpful. Because
researchers study such phenomena as communication between people, how we perceive and
understand each other, leadership and decision-making processes in groups, competition and
cooperation, and persuasion, social psychology yields many practical suggestions for improving
relations in professional and business settings.
5. Enjoyment: Social psychology is a delightful pursuit. Sometimes the material may seem
difficult, because social psychologists insist that their explanations be rigorous and empirically
testable. The field, however, examines important aspects of human behavior, sheds light on
intriguing social processes we have all personally experienced, and yields conclusions that have
tremendous practical value. I find that learning about social behavior is a very enjoyable
experience (but I am, of course, very biased).
Methods & Assessment of Learning
We will use a variety of structured learning experiences to achieve these goals.
1. The classroom. We will spend our classroom time in lecture, discussions, demonstrations,
activities, and audiovisual events. Our in-class sessions serve several purposes: they clarify
difficult topics discussed in the text, extend the text's content, and offer alternative ways of looking
at the topics. I want the class to be as interactive as possible and feel that questions and discussion
facilitate not only interest but also learning.
2. The readings. You will acquire much of your information about applied social psychology by
reading and studying the text and reading journal articles. I expect that you will have read the
assigned sections of the text or article prior to class in order to maximize discussion and learning.
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SEMINAR DAYS
Discussion Leader
Each week on seminar days after the first one (which I will lead) will consist of discussions led by
team leaders. The Discussion Leaders facilitate discussion of the articles for that week’s class
meetings. Although I will not be primarily in charge of leading the discussion, I will assist the
Discussion Leaders in this task. The Discussion Leaders are to provide the class with a minimum
of five discussion questions for the class to consider at least one week in advance (emailed to the
class via blackboard). In addition, I encourage the discussion leaders to incorporate media, movie
clips, newspaper articles and other related current events as examples.
Reviewer
The “Reviewer” provides a brief overview of the readings and themes from the previous week.
The goal is not to lecture on the readings but rather to provide a brief refresher for the class and
apply it. The Reviewer will relate the past readings to a current events article. I suggest that the
Reviewer prepare a very brief summary (e.g., outline) of each of the previous week’s main points
and then move into the article. The current events article (no more than 5-6 pages) should be
emailed three full days prior to the review day. I will post it to blackboard for students to read. The
Reviewer will have 20-30 minutes for review, discussion, and wrap-up.
Exams
Your progress toward the goals of the class will be checked through testing. We will have 3
multiple choice/short answer examinations covering, class lecture, guest speakers, and
assignments. The final exam will include some questions that are cumulative. These questions will
focus on broad theories and themes and will be short answer. The exams are designed to assess
your factual, applied, and conceptual understanding of the material. Naturally, items on the tests
will cover all course material, no matter what its source (e.g., lecture, text, blackboard, guest
speakers, group presentations, or film).
Exam Questions
Each person will submit 5 exam questions (3 multiple choice, two short answers) for each test.
Each question is worth one point. The exam questions are due one week prior to the exam.
Writing assignments
Book Review: The main writing assignment will be a book review. You will write a 3-4 page
review of a book that you choose from the list posted on blackboard. You will also convey your
critique of the book to the class in a 10 minute presentation with other class members who have
chosen the same book. The books apply social psychology theories. Information with descriptions
of the books and information on how to write a book review are posted on blackboard.
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Class policies
1. Arrive on time and plan to remain until the final minute of class. I am careful to make certain
that class does not run over, but I expect your attention for the entire class period.
2. If you are ill on the day of an examination, you must email me prior to the class. You will have
four days to make up the test.
3. Sensitivity: This course examines many aspects of human behavior, so students should realize
that they may acquire insight into their own personalities, actions, and tendencies as a result of
participation. All of us should strive to remain sensitive to the feelings and perspectives of others
during these discussions.
4. Late Policies: Late homework assignments will lose one point for every day past their due
dates. Writing assignments (book review) will lose three points for every day past their due dates.
Honor Code
All work submitted for this class will be your own original work and will require a pledge of
adherence to the Honor Systems of University of Richmond. In addition, unless otherwise
instructed, all of your efforts in this course should represent completely independent work. No part
of your examinations or papers may be shared with other students in this class or future classes.
Course Grades
Final course grades will be assigned based on a mathematical average. Letter grades will be
broken down as follows: 93.0-100% = A; 90-92.9999% = A- ; 87.0-89.9999% = B+; 83.086.9999% = B; 80.0-82.9999% = B-; 77.0-79.9999% = C+; 73.0-76.9999% = C; 70.072.9999% = C- ; 67.0-69.9999% = D+; 63.0-66.9999% = D; 70.0-72.9999% = D- ; 59.9% and
below = F. In selected circumstances, grades may be adjusted for students with borderline
averages who show tremendous improvement or participate actively in class. Class participation is
part of the calculated grade percentage, and participation can help if you are very close to getting a
higher grade.
The point value placed on the exams and papers is as follows:
Exam #1 =
Exam #2 =
Final Exam =
Book Review & Presentation =
Exam Questions =
75 points
75 points
100 points
50 points
15 points
Seminar Day Grading
1. Reviewer Presentation………………………………….... 10 points
2. Discussion Leader Presentation…………………………. 25 points
3. General Discussion Involvement………………………… 50 points
Total Points = 400 Points
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Date/Week
Topic and/or Activity
WEEK 1
August 25
August 27
August 29
Everyday Lives
Welcome and Overview
Readings & Assignments
Leader/Reviewer
Chapter 1
Seminar (Happiness)
# 1 Seminar Reading
Leader: Dr. Burnette
WEEK 2
Interpersonal Relationships
September 1
Applying Theories to
Relationships
Short Newspaper Article
Chapter 5 (75-88)
Reviewer:
Dr. Burnette
Seminar (Attraction)
Group Relationships
Applying Theories to the
Classroom & Groups
# 2 Seminar Reading
Leaders:
Bodary & Byrne
Short Newspaper Article
Chapter 5 (88-99)
Reviewers:
VanEpps & Hilpl
# 3 Seminar Reading
Leaders:
Casey & Chatterjee
Short Newspaper Article
Chapter 9 (179-189)
Reviewers:
Myerberg & Pycroft
September 3
September 5
WEEK 3
September 8
September 10
September 12
WEEK 4
September 15
September 17
September 19
Seminar
(Group Bias & Forgiveness)
Health
Health
Health:
Supersize Me
Guest Lecture: Health
Psychology
WEEK 5
September 22
September 24
Health
Health
Review Day
September 26
EXAM I
WEEK 6
September 29
October 1
October 3
Education
WEEK 7
October 6
October 8
October 10
Chapter 9 (190-203)
Short Newspaper Article
Reviewers:
Sprick & McMahon
CHPTS 1, 5, & 9,
Seminars 1-3
Chapter 10 (205-216)
Seminar
(Implicit Theories)
Education
Seminar
(Education Intervention)
# 4 Seminar Reading
Leaders:
Edwards & DeBonis
Short Newspaper Article
Chapter 10 (217-228)
Reviewers:
Lustig & Liu
# 5 Seminar Reading
Leaders:
Clark & Fitzgerald
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Date/Week
WEEK 8
October 13
October 15
Topic and/or Activity
Organizations
Fall Break 
October 17
WEEK 10
October 27
Seminar
Well-Being & Work
Politics, Forgiveness, &
Morality
Politics
Guest Lecture
Forgiveness
Seminar
Morality
Organizations
Groupthink
October 29
October 31
EXAM II
WEEK 9
October 20
October 22
October 24
WEEK 11
November 3
November 5
November 7
WEEK 12
November 10
Readings & Assignments
Short Newspaper Article
Chapter 11 (229-244)
# 6 Seminar Reading
# 7 Seminar Reading
Exam Questions Due!
Leaders:
Liu & Myerberg
Short Newspaper Article
Chapter 11 (245-256)
Reviewers:
DeBonis & Fitzgerald
CHPTS 8, 10, & 11
Seminars 4-7
Environment
Guest Speaker
Seminar
Resource Dilemma
Environment
Recycling
Chapter 14 (309-318)
# 8 Seminar Reading
Seminar
Diversity
WEEK 15
December 1
December 3
December 5
Seminar
Changing the World
Reviewers:
Bodary & Casey
# 9 Seminar Reading
Leaders:
Knight & Pycroft
Short Newspaper Article
Chapter 15
Reviewers:
Byrne & Clark
# 10 Seminar Reading
Leaders:
VanEpps & Sprick
Chapter 16
Book Review Presentations
Book Review Presentations
Review and Wrap-up
Leaders:
Kelly & McMahon
Short Newspaper Article
Chapter 14 (319-330)
November 19
November 21
WEEK 14
November 24
Reviewers:
Knight & Kelly
Leaders:
Hilpl & Lustig
CHPT 8 (171-177)
November 12
November 14
WEEK 13
November 17
Leader/Reviewer
Reviewers:
Edwards & Chatterjee
Exam Questions Due!
Final Exam: TBA
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TEST I Seminar Readings
Seminar Reading 1: Happiness
Van Boven, L., & Gilovich, T. (2003). To do or to have? That is the question. Journal of Personality and Social
Psychology, 85, 1193-1202.
Seminar Reading 2: Attraction
Eastwick, P. W., & Finkel, E. J. (2008). Sex differences in mate preferences revisited: Do people know what they
initially desire in a romantic partner? Journal of Personality and Social Psychology, 94, 245-264.
Seminar Reading 3: Inter-Group Biases & Societal Forgiveness
Cehajic, S., Brown, R., & Castano, E. (2008). Forgive and forget? Antecedents and consequences of intergroup
forgiveness in Bosnia and Herzegovina. Political Psychology, 29, 351-367.
TEST II Seminar Readings
Seminar Reading 4: Implicit Theories & Education
Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement
across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.
Seminar Reading 5: Education
Forsyth, D. R., Kerr, N. A., Burnette, J. L., & Baumeister, R. F. (2007). Attempting to improve the academic
performance of struggling college students by bolstering their self-esteem: An intervention that backfired.
Journal of Social and Clinical Psychology, 26, 447-459.
Seminar Reading 6: Well-Being & Work
Boehm, J. K., & Lyubomirsky, S. (2008). Does happiness promote career success?. Journal of Career
Assessment, 16, 101-116.
Seminar Reading 7: Politics & Morality
Haidt, J., & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals
may not recognize. Social Justice Research, 20, 98-116.
FINAL EXAM Seminar Readings
Seminar Readings 8: Resource Dilemmas
Hardin, G. (1968). The tragedy of the commons. Science, 13, 1243 – 1248.
Koole, S. L., Jager, W., van den Berg, A. E., Vlek, C. A. J., & Hofstee W. K. B. (2001). On the social nature of
personality: Effects of extraversion, agreeableness, and feedback about collective resource use on cooperation in a
resource dilemma. Personality and Social Psychology Bulletin, 27, 289–301.
Seminar Reading 9: Recycling
Schultz, P. W. (1999). Changing behavior with normative feedback interventions: A field experiment on curbside
recycling. Basic and Applied Social Psychology, 21, 25-36.
Seminar Reading 10: Diversity
Davies, P., Spencer, S., & Steele, C. (2005). Clearing the Air: Identity Safety Moderates the Effects of Stereotype
Threat on Women's Leadership Aspirations. Journal of Personality and Social Psychology, 88, 276-287.
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