course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
PSYC 210
Social Psychology
home
Cover
about
expectations
resources
course
overview
learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
schedule &
sessions
next
course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
PSYC 210
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Sociology Psychology
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Social Psychology | PSYC 210
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Social Psychology | PSYC 210
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
home
about
expectations
resources
Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Social Psychology | PSYC 210
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Social Psychology | PSYC 210
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Social Psychology | PSYC 210
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Social Psychology | PSYC 210
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Social Psychology | PSYC 210
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Social Psychology | PSYC 210
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Social Psychology | PSYC 210
Faculty Evening Course Overview
Course Description
How social influences affect the individual and group. Attitudes, attribution and
prejudice.
Course Materials
Required Textbook and Materials
Text: Social Psychology Author: David G. Myers Publisher: McGraw Hill Ed/Year: 10th edition
2010 ISBN: 9780073370668
Suggested Course Materials
The St. Martin's Handbook
Andrea Lunsford Bedford St. Martin's Year/Ed:
2009 Edition ISBN 13:
978-0-312-59454-1
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
about
expectations
resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Social Psychology | Psych 210
Learning Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Explain why behaviors can affect attitudes.
Individual Essay
Points
35 pts.
Identify the scientific research methods social psychologists use to form Team Activity Exercise
and test hypothesis.
5 pts.
Analyze how we perceive, judge and interpret our social worlds.
Discussion Post and Response
10 pts.
Explain how biology and culture shape our gender and social roles
Individual Essay
35 pts.
Discover reasons why conformity exists
Team Activity Exercise
Discuss self presentation and managing impressions of others
Discussion Post and Response
10 pts.
Identify Psychological terms.
Quiz
80 pts.
Identify factors that influence the accuracy of clinical accuracy
Individual Essay
35 pts.
Relate the four strategies of peacemaking to conflict resolution
Team Activity Exercise
Describe the cognitive processes that accompany behavioral problem
Discussion Post and Response
10 pts.
Identify the psychological terms
Quiz
80 pts.
Evaluate affect of juries and Identify social psychology of the global
crisis.
Individual Assignment
35 pts.
Describe factors that impair eyewitness testimony.
Discussion Post and Response
10 pts
Identify psychological terms
Quiz
80 pts
Demonstrate factors that influence self-concept, perception and
behavior
Final Oral Presentation & Paper
5 pts.
5 pts.
230 pts
1000 pts
Total Points for course
about Bloom’s Taxonomy
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
weekend
Learning Outcomes
college
12
Social Psychology | PSYC 210
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Introduction to Social
Psychology
•
•
•
•
Review Chapters 1-2, pages 2-77.
In-Class Activity: Chapter 1, discussion #9.
Individual Assignments: Essay 3-5 pages on personal change.
Group Assignments: Chapter 1, discussion 13
01 B
online
Cultural Beliefs, Attitudes
& Behavior
•
•
•
•
Reading: Chapters 3-4, pages 78-153.
Individual Assignments: Essay: 2-3 pages – Critical thinking.
Group Assignments: Chapter 2 discussion #7.
Discussion posting
02 A
F2F
Social Influences and
Social Conformity
•
•
•
•
•
Review Chapters 5-6, pages 156-226.
In-Class Activity: Continue to work on final project.
Group Assignment: Chapter 5 discussion #13.
Individual Assignment: Essay 2-3 pages cultural vs.
evolution.
Quiz covering Chapters 1-4
02 B
online
Principles of Persuasion &
Pitfalls of Group
Participation
•
•
•
Reading: Chapters 7-8, pages 228-304.
Individual Assignments: Essay: 2-3 pages – Anecdotes.
Discussion Posting.
03 A
F2F
Prejudice & Aggression
•
•
•
•
Review Chapters 9-10 pages,308-390
Individual Assignments: Essay 3-5 pages on prejudice in
America.
Group Assignments: discussion #18
Quiz covering chapters 5-8
03 B
online
Attraction & Helpful
Decision-making
•
•
•
Reading: Chapters 11-12 pages 392-480.
Individual Assignment: Essay: 2-3 pages persuasive paper.
Discussion Posting
04 A
F2F
Conflict & Peacemaking
•
•
•
•
•
Review: Chapter 13, pages 483-521.
Individual Assignments:
essay, 1-2 pages on justice.
Discussion Posting
Quiz covering chapters 9-12
04 B
online
Social Psychology & Clinic
Research
•
•
•
Reading: Chapter 14, pages 525-556.
Individual Assignment: Essay: 2-3 pages on psychological
research
Discussion Posting
05 A
F2F
Social Psychological
Approach to Law
•
•
•
•
•
Review Chapter 15, pages 559-589
Individual Assignment: Essay:1-2 pages on Juror Perspectives
Group Assignment: Open discussion Eyewitness Testimony.
Quiz covering chap 14
Final Oral & Powerpoint Presentations.
05 B
online
Global Crisis
•
•
•
•
Reading: Chapter 16, pages 591-609
Individual Assignment: Essay:Essay:1-2 pages on Global Crisis.
Group Assignments: Submit final Paper in D2L drop box.
Discussion Posting
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Social Psychology | PSYC 210
Faculty Evening Session 1A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Explain key concepts of social psychology
Justify the role of human values in psychology
Differentiate between correlational and experimental research
Identify the controlling and manipulating variables of an experiment
Support the five ethical principles social psychologist are mandated to follow when performing experiments
Evaluate how the spotlight effect and the illusion of transparency form our self-focused perspective
Identify factors that influence the development of self concept.
Describe the advantages of self efficacy and feelings of control
Explain the adaptive and maladaptive effects of the self serving bias
Contrast how self-presentation is adjusted to accommodate internal and external audience
Activities, Assignments and Agenda
Reading: Social Psychology, Chapters 1-2, pp. 2-77
Individual Assignments
1. To demonstrate concepts learned form the chapter reading, Have students choose a behavioral
characteristic they would like to change for the better, such as, weight control, smoking cessation, shyness
reduction, overcoming procrastination, modifying their biased time perspective, or any other behavior that
they believe they can change by the end of the term. Students are required to write 3-5 page essay that
describes: the area of personal change sought; How determinants of self-concept influenced the behavior
and desire for change; what strategies can be used to achieve the change that prevented change in the past;
how their perception of success influences change and evaluate the risks of reversion.
Study Group Assignments
1. The following suggested activity can be found in the Myers 2010 instructors manual, chapter 1 Lecture and
Discussion #13 : Use handout http://jonathan.mueller.faculty.noctrl.edu/100/paper2.htm (available
online) to assess students ability to evaluate the quality and adequacy of evidence addressing a research
question. Use this same assignment as an in-class review activity for students to compare and contrast a
variety of types of evidence relevant to the scientific research method. Determine what theories can be
drawn from the evidence presented.
2. The suggested web link can be found in the Myers 2010 instructors manual, chapter 2 Lecture and
Discussion #7 : The instructor will discuss Don Forsyth analysis of our response to Hurricane Katrina
https://facultystaff.richmond.edu/~dforsyth/katrina/kn1.htm (available online). Although hindsight
usually obstructs learning, it can be advantageous when preparing for the future. It seemed so obvious,
after the fact government officials should have responded sooner and more effectively to the disaster.
Organize students into groups of 3-4 students. Allow 15-20 minutes for brainstorming and analysis. Have
students recall a personal or publicized incident when hindsight was beneficial to future planning or
strategizing. Have students determine a minimum of two valid reasons for why hindsight was
advantageous or disadvantageous. Each group will discuss there analysis with the class.
3. In Class Assignment
N/A
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Session 1A
Social Psychology | PSYC 210
Faculty Evening Session 1B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Identify preconceptions that strongly influence how we interpret and remember events
Explain how mood and the overconfidence phenomenon influences our judgments
Relate the availability heuristic principle to our social thinking
Describe how counterfactual and illusory thinking influence cognitive processes and behavior
Summarize the attribution theory
Evaluate how social beliefs and judgments generate their own reality
Classify the conditions under which our inner attitudes and external behavior are interdependent
Contrast the theories that help to explain the attitudes-follow-behavior phenomenon
Activities, Assignments and Agenda
Reading: Social Psychology, Chapters 3-4, pp. 78-153
Individual Assignments
1. Write a 1-2 paragraph short essay response and submit in D2L drop box . The following critical
thinking questions are found in the Myers 2010 instructor’s manual, test bank chapters 3-4.
• How can misattribution play a role in sexual harassment?
• What are the strengths and the weaknesses of both controlled and automatic processing?
• Compare and contrast self-perception and dissonance explanations in regards to the
relationship between attitudes and behaviors.
Discussion
1.. After reading chapter 1 in the Myers book, how would you define social psychology and the "big ideas"
of social psychology" in your own words? Review the definitions provided by your classmates and critique.
Post your question by mid week so other students may have a chance to respond. Reply to two other
students posted discussion questions.
In Class Assignments
N/A
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1B
Social Psychology | PSYC 210
Faculty Evening Session 2A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Describe the two perspectives that dominate current thinking about human similarities and differences
Relate cultural and evolutionary perspectives to gender similarities and differences
Justify compliance and acceptance as subsets of conformity
Identify the classic conformity and obedience studies and exposed phenomena
Organize the group attributes that predict higher and lower levels of conformity
Distinguish between normative influence and informational influence
Explain how personality, culture and social roles predict the conformer
Discuss the theory of psychological reactance
Activities, Assignments and Agenda
Reading: Social Psychology, Chapters 5-6 , pp. 156-226
Individual Assignments
1. In a 2-3 page essay discuss cultural versus evolutionary explanations for gender differences in
aggressiveness. Explain the hindsight criticism of evolutionary psychology. Provide an examples of this
type of evolutionary thinking in psychology. Given the implications and pitfalls of this theory, what do you
suggest for reducing aggression in our society?
Study Group Assignments
1.
The following suggested activity can be found in the Myers 2010 instructors manual (Chapter 5
demonstrations #13) “Do Students Really Favor Equalitarian Marriages?” The norms associated with
gender roles are indeed changing, and today most students support marriages that involve “equally shared
responsibilities.” Alternate the two forms of Demonstration 5–3 and distribute. Those who receive the
description written from the husband’s point of view will often perceive the marriage as equalitarian. This
exercise can provide the stimulus for a lively discussion of what equalitarian marriage really is. Is it equality
of vocations and incomes, or is it materialistic to link one’s self-worth to one’s income? Is personal
androgyny the ideal, or is it better to be “different but equal”? Should the ideal be “mutual submission in
love?” Discussion results should reveal and help clarify diverse values.
2. For the following suggested group activity, the instructor will display the following quote from Myers Social
Psychology (p. 225) :
• According to Myer, “Conformity is neither all bad nor all good.”
• Instruct students to form groups of 3-4 and develop specific examples to support rather they agree
or disagree? What fundamental principles of self-concept and perception have influenced their
opinion and group selection?
In Class Assignments
1. The instructor will facilitate the a quiz for chapters 1-4. (Instructors may use question from the textbook, or
from the companion test-bank. Typically 10 questions are appropriate for the quiz.)
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
Social Psychology | PSYC 210
Faculty Evening Session 2B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Compare the level of cognitive processing involved in the two routes to persuasion
Summarize the ingredients of persuasion
Report persuasion and principles of group influence that account for the successes of religious cults
Discuss resistance to persuasion
Describe how groups are affected by social facilitation
Distinguish when individuals exert more or less effort in a group
Relate social arousal and diffused responsibility to deindividuation in groups
Explain how groupthink can hinder and promote good decision making
Evaluate how minority opinions influence group decision making
Activities, Assignments and Agenda
Reading: Social Psychology, Chapters 7-8, pp. 228-304
Individual Assignments
1. Consider how stereotypes can determine the amount or frequency of social welfare that a victim of poverty
might receive (Meyer 2010). How deserving are those who receive welfare? How rampant is welfare fraud?
Careful studies have provided answers to such questions. But observers of former President Ronald Reagan
have noted that when discussing such policy-related issues, he seemed more impressed by vivid anecdotes
than by general statistics. Likewise, when the president told audiences about a young man who used food
stamps to buy an orange, and then used the change to buy a bottle of vodka, he was exploiting the
persuasive power of a vivid and memorable anecdote. In a 2-3 essay explain why this anecdotes may or may
not be representative of what is generally true. Are authoritative figures social influences that can exert
powerful persuasion over large audiences? Give specific examples of other anecdotes or persuasive
arguments to support your argument. (Myers 2010 instructor manual, discussion ideas #9)
Discussion
1. How do our social surroundings shape our self identities? (Myers 2010) Please list at list 3 personal
examples. Post your question by mid week so other students may have a chance to respond. Reply
to two other students posted discussion questions.
Class Assignments
N/A
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1B
Social Psychology | PSYC 210
Faculty Evening Session 3A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Contrast the terms prejudice, stereotyping, discrimination, racism and sexism
Differentiate the various motivational and cognitive sources of prejudice
Identify negative consequences that result from prejudice
Distinguish between hostile and instrumental aggression
Explain three major theories of aggression
Describe specific influences of aggression
Analyze the conditions that influence the exertion of aggression by individuals and groups
Evaluate methods of reducing and controlling aggression
Activities, Assignments and Agenda
Reading: Social Psychology, Chapters 9-10, pp. 2-77
Individual Assignments
In a 3-5 page essay identify examples prejudice and discrimination in America and answer the following
questions:
•What are three ways to reduce these negative attitudes and behavior?
•What influences, breeds and maintains prejudice and discrimination?
• How are the concepts of discrimination and the self-fulfilling prophecy related?
Study Group Assignments
1. The following suggested group exercise can be found in Myers 2010 instructors manual, Lecture and
discussion. #18- ‘Confronting the Aggressor’. A good discussion topic related to Myers’ discussion of
catharsis is the “victims’ bill of rights,” which gives crime victims the right to speak in court during
sentencing. Some 40 states have now adopted the policy. Is it a good one? What effect will confrontation of
the criminal have on the victim? Does it provide an example of how counterattack can have a calming
effect? For some victims does it provide a nonaggressive way to express feeling and inform aggressors of
the effects their behaviors have had?
In Class Assignments
1. The instructor will facilitate a quiz on chapters 5-8. (Instructors may use question from the textbook, or from
the companion test-bank. Typically 10 questions are appropriate for the quiz.)
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1A
Social Psychology | PSYC 210
Faculty Evening Session 3B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Describe factors that influence friendship and attraction
Discuss the components of love
Explain the two factor theory of love
Evaluate three factors that influence close relationships
Analyze factors that influence the renewal, detachment and dissolution of relationships
Differentiate the three theories of helping behavior
Relate situational and internal influences to helpful response decisions
Identify three ways to increase helpful behavior
Activities, Assignments and Agenda
Reading: Social Psychology, Chapters 11-12, pp. 392-480
Individual Assignments
1. Complete a 2-3 page persuasive essay on the topic: Is there a such thing as completely unselfish behavior
(Myers 2010)? Demonstrate your understanding of situational and internal influences to create helpful
decision-making. Use the theories of helping behavior and material covered from chapters 1-12 to support your
argument. Students are not required to use additional sources outside of the text book.
Discussion
1. Do our attitudes determine our behaviors, or vice versa? Or does it work both ways? Please provide at least
2 examples. Post your question by mid week so other students may have a chance to respond. Reply to two
other students posted discussion questions
In Class Assignments
N/A
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1B
Social Psychology | PSYC 210
Faculty Evening Session 4A
Learning Objectives
1.
2.
3.
4.
5.
Identify characteristics common to all levels of social conflict
Describe four strategies in which peace and harmony can be achieved
Explain how common external threats build cohesiveness
Discuss how couples can fight constructively
Analyze how GRIT aims to alleviate tense international relationships
Activities, Assignments and Agenda
Reading: Social Psychology, Chapter 13, pp. 482-522
Individual Assignments
1. The following topics can be found in Myers 2010, instructors manual Chapter 13 test bank ‘Critical
Thinking’. Complete a 1-2 page essay answering the following questions: What is your ideal definition of
justice in an intimate relationship? Is it the same as your ideal definition of justice in the realm of
economics? Why or why not?
Study Group Assignments
1. The following suggested group activity can be found in the Myers 2010 instructors manual, demonstrations
#9:Wehr (1979) offered Demonstration 13–3 as a way to stimulate discussion of different responses to
conflict. After students have ranked the conflict behaviors, discuss each one in terms of its underlying
motivation and its conflict resolving potential. Wehr classified the behaviors as follows: 1) negotiation, 2)
issue proliferation, 3) placating, 4)avoidance 5) confrontation, expression of feelings 6)ventilation &
withdrawal 7) submission 8) displacement
In Class Assignments
The instructor will facilitate the chapter 9-12 quiz (Instructors may use question from the textbook, or
from the companion test-bank. Typically 10 questions are appropriate for the quiz.)
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1A
Social Psychology | PSYC 210
Faculty Evening Session 4B
Learning Objectives
1.
2.
3.
4.
5.
Discuss factors that influence the accuracy of clinical judgments
Relate cognitive processes to behavior problems
Identify social-psychological approaches to treating maladaptive attitudes
Explain how social relations influence health and happiness
Describe how close relationships promote happiness
Activities, Assignments and Agenda
Reading: Social Psychology, Chapter 14, pp. 524-556
Individual Assignments
Write a 2-3 page essay that argues the value of psychological research in the clinic. Account for why
improved clinical states are best maintained when people attribute their state of wellness to controlled
internal factors , rather than the clinical treatment program itself.
Discussion
1. Why does conformity occur? Under which circumstances are you most likely to conform? What
are the characteristics of a person who can resist the pressure to conform? When can conformity
have a positive connotation? Post your question by mid week so other students may have a chance
to respond. Reply to two other students posted discussion questions
In Class Assignments
N/A
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1B
Social Psychology | PSYC 210
Faculty Evening Session 5A
Learning Objectives
1.
2.
3.
4.
5.
Describe factors that impair eyewitness testimony
Discuss the misinformation effect
Explain how verdicts are influenced by individual jurors’ dispositions
Evaluate how verdicts are influenced by group deliberation
Analyze how group influences affect juries
Activities, Assignments and Agenda
Reading: Social Psychology, Chapter 15, pp. 558-589
Individual Assignments
1. Do you believe prospective jurors disqualified due their opposition to the death penalty create a
biased jury? Do camera’s in the courtroom influence the jurors perspective? Is the disqualification
due to belief in the death penalty, a violation of the jurors right to freedoms of speech. Submit an
1-2 page argument supporting your beliefs.
Study Group Assignments
1. The instructor will facilitate a voluntary discussion on eyewitness testimony. Encourage discussion
by asking students: How trustworthy is child’s eyewitness testimony? What guidelines are used to
establish the creditability of an eyewitness?
2. Final Oral Presentation
In Class Assignments
1. The instructor will facilitate chapter 14 Quiz. (Instructors may use question from the textbook, or
from the companion test-bank. Typically 10 questions are appropriate for the quiz.)
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 1A
Social Psychology | PSYC 210
Faculty Evening Session 5B
Learning Objectives
1. Discuss modern human behavior contributing to a global crisis
2. Describe how change in increasing technological efficacy, human behavior and attitudes can
enable sustainable living
3. Explain why economic growth does not increase happiness
4. Relate adaptation-level phenomenon and social comparison to materialism
5. Evaluate how social psychology contributes to a sustainable and survivable future
Activities, Assignments and Agenda
Reading: Social Psychology, Chapter 16, pp. 590-609
Individual Assignments
1. After reading the chapter material, students should be able to identify attitudes and behaviors that
contribute to the global crisis. Ask students ‘Are you part of the answer or part of the problem?’
Attending to the concepts of social psychology , write a 1-2 page analysis of your behavior that
explains how you can change your individual attitudes and behavior to promote greater respect
for nature, exhibit your obligation to other individuals and future generations and reverse the
global crisis. Submit your paper in the D2L drop box.
Discussion
1. Reflect on experiences that you have had with working groups. Describe both a positive and
negative group experience that you had. What do you believe made the experience either positive or
negative? Post your question by mid week so other students may have a chance to respond. Reply
to two other students posted discussion questions
Class Assignments
Submit final paper in D2L drop box
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 1B
Social Psychology | PSYC 210
Faculty Evening Session 5 B
Activities, Assignments and Agenda (continued )
Final Project:
Instructs students to use an internet search engine to locate influential advertisements, commercials or articles.
Encourage students to select 2 different mediums of persuasion. Referencing the material in chapter 7,
demonstrate your understanding in an 8-10 page essay that uses specific examples of the article or
advertisement. Remember to cite your sources and create a 20 minute oral presentation and PowerPoint
slide show. Additional visual aids our optional. Identify the elements of persuasion (the communicator,
message content, communication channel, and audience)
Consider the following when applicable to demonstrate factors that influence self-concept, perception and
behavior:
• What characteristics makes it effective or ineffective—the issue itself, the manner in which it is
conveyed, or some other characteristic? What route of persuasion is used and in your opinion is
this the best choice of medium? Why or why not?
• How does advertising and marketing influence our social beliefs and judgments?
• Are characters portrayed in gender or ethnic stereotypical ways?
• Critique the use of the use of font, buzz words and images. How does this enhance the impact of
the message and sometimes suspend judgment
•
What needs are evoked ? Does the advertiser adequately represent their product as satisfying that
need.
• Conceptualize the range of human motivation according to Maslow’s hierarchy of needs
• Does your essay adequately represent your understanding of concepts presented in Myers 2010
Social Psychology
• Is your PowerPoint presentation appealing to the audience and a visual representation of your oral
presentation
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 1B