course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
PSYC 210
Social Psychology
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Cover
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course
overview
learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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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:
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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
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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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
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course
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learning
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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
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learning
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IDEA
schedule &
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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:
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course
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IDEA
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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.
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course
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IDEA
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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
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course
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IDEA
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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: 11th edition 2013
ISBN: 9780078035296
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 | PSYC 210
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
1A
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts.
5-Evaluating
Explain and Illustrate PBL
IDEA 3 Objective: Learning to Apply
Course Material ( to improve thinking,
problem solving, and decisions)
PBL Orientation (Steps 1-6)
Introduce PBL Step 1
PBL will
total 100
pts..
Hallmark: Stewardship
1B
2A
2B
3A
3B
5-Evaluating
Explain why behaviors can
affect attitudes.
IDEA 3 Objective: Learning to Apply
Course Material ( to improve thinking,
problem solving, and decisions)
Individual Assignment
40pts
4-Analyze
Illustrate the scientific research
methods social psychologists use
to form and test hypothesis.
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Group Activity
10pts
6-Creating
Analyze how we perceive, judge
and interpret our social worlds
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Discussion Post and two Response
Posts on D2L
10 pts
6-Creating
Summarize the attribution
theory
IDEA 11 Objective: Learning to Analyze
Individual Assignment
40pts
5-Evaluating
Relate cultural and evolutionary
perspectives to gender
similarities and differences
IDEA 10 Objective: Developing a clearer
understanding of, and commitment to,
personal values
Individual Assignment
40pts
4-Analyze
Explore reasons why
conformity exists
IDEA 3 Objective: Learning to apply
course material
Group Activity
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to analyze
Quiz 1 – covering chapters 1-4
80pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to analyze
PBL step 2
6-Creating
Discuss self presentation and
managing impressions of others
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Discussion Post and two Response
Posts on D2L
10 pts..
5 - Evaluating
Explain how biology and
culture shape our gender and
social roles
IDEA 3 Objective: Learning to Apply
Course Material ( to improve thinking,
problem solving, and decisions)
Individual Assignment
40pts
4-Anaylze
Identify factors that influence
the accuracy of clinical
accuracy
IDEA 2 Objective: Learning fundamental
principles
Individual Assignment
40pt
5 - Evaluating
Relate the four strategies of
peacemaking to conflict
resolution
IDEA 10 Objective: Developing a clearer
understanding of, and commitment to,
personal values
Group Activity
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to analyze
Quiz 1 – covering chapters 5-8
80pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to Analyze
PBL step 3
6-Creating
Describe the cognitive
processes that accompany
behavioral problem
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Discussion Post and two Response
Posts on D2L
10 pts..
about Bloom’s Taxonomy
5 - Evaluating
home
Relate situational and internal
IDEA 10 Objective: Developing a clearer
Individual Assignment
influences to helpful response
understanding of, and
commitment to, learning
course
aboutdecisions expectations
resources
IDEA
personal values overview
outcomes
40pt
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Social Psychology | PSYC 210
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
4A
4B
5A
5B
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts.
6-Creating
Analyze factors that influence
the renewal, detachment and
dissolution of relationships
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Individual Assignment
40pt
5 - Evaluating
Identify characteristics common
to all levels of social conflict
IDEA 12 Objective: Acquiring an interest
in learning more by asking questions and
seeking answers.
Group Activity
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to analyze
Quiz 1 – covering chapters 9-12
80pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to Analyze
PBL step 4
6-Creating
Justify compliance and
acceptance as subsets of
conformity
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Discussion Post and two Response
Posts on D2L
10 pts..
5 - Evaluating
Identify factors that influence
the accuracy of clinical
accuracy
IDEA 12 Objective: Acquiring an interest
in learning more by asking questions and
seeking answers.
Individual Assignment
40pt
6-Creating
Justify the affect of juries and
Identify social psychology of
the global crisis.
DEA 12 Objective: Acquiring an interest
in learning more by asking questions and
seeking answers.
Individual Assignment
40pt
4-Anaylze
Describe factors that impair
eyewitness testimony.
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Group Activity
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to analyze
Quiz 1 – covering chapter 13-15
80pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to Analyze
PBL step 5
6-Creating
Describe the affects of group
behavior
IDEA 4 Objective: Developing specific
skills, competencies and points of view
Discussion Post and two Response
Posts on D2L
10 pts..
4-Anaylze
Characterize modern human
behavior contributing to a
global crisis
DEA 12 Objective: Acquiring an interest
in learning more by asking questions and
seeking answers.
Individual Assignment
40pt
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to Analyze
PBL Project
100pts
Total Points for the Course
Discussion Questions
10 pts. ea. x 5
= 50 pts.
10% of the total points
Written Assignments
40 pts. ea. x 10
= 400 pts.
25% of the total points
Team Assignments
10 pts. ea. x 5
= 50 pts.
10% of the total points
Quiz Assessments
100 pts. ea. x 4
= 400 pts.
25% of the total points
PBL project/presentation
home
about
200 pts. x 1
expectations
resources
Total Points for the Course
course
overview
= 200 pts.
learning
= 1100 pts.
outcomes
30% of the total points
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
Social Psychology | PSYC 210
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Introduction to Social
Psychology
•
•
•
•
•
•
No pre-class reading assignment for session 1A
Introduce PBL & Topic PBL Step 1
Review Chapters 1-2, pages 2-74.
In-Class Activity: Chapter 1
Individual Assignments: Essay 3-5 pages on personal change.
Group Discussion: Locus of Control
01 B
online
Cultural Beliefs, Attitudes &
Behavior
•
•
•
Reading: Chapters 3-4, pages 78-153.
Individual Assignments: Critical thinking.
Discussion posting
02 A
F2F
Social Influences and Social
Conformity
•
•
•
•
•
Review Chapters 5-6, pages 150-223.
Group Assignment: Norms
Individual Assignment: cultural vs. evolution.
Quiz covering Chapters 1-4
PBL Step 2
02 B
online
Principles of Persuasion &
Pitfalls of Group Participation
•
•
•
Reading: Chapters 7-8, pages 224-303.
Individual Assignments: Anecdotes.
Discussion Posting.
03 A
F2F
Prejudice & Aggression
•
•
•
•
•
Review Chapters 9-10 pages,303-391
Individual Assignments: Prejudice in America.
Group Assignments: Confronting The Aggressor
Quiz covering chapters 5-8
PBL Step 3
03 B
online
Attraction & Helpful Decisionmaking
•
•
•
Reading: Chapters 11-12 pages 392-478.
Individual Assignment: Persuasive paper.
Discussion Posting
04 A
F2F
Conflict & Peacemaking
•
•
•
•
•
Review: Chapter 13, pages 480-518.
Individual Assignments: Justice.
Discussion Posting
Quiz covering chapters 9-12
PBL Step 4
04 B
online
Social Psychology & Clinic
Research
•
•
•
Reading: Chapter 14, pages 520-553.
Individual Assignment: psychological research
Discussion Posting
05 A
F2F
Social Psychological Approach
to Law
•
•
•
•
•
•
Review Chapter 15, pages 554-584
Individual Assignment: Juror Perspectives
Group Assignment: Open discussion Eyewitness Testimony.
Quiz covering chap 13-15
PBL Step 5
Final Oral & PowerPoint Presentations.
05 B
online
Global Crisis
•
•
•
•
Reading: Chapter 16, pages 586-610
Individual Assignment: Global Crisis.
Group Assignments: Submit final PBL Paper in D2L drop box.
Discussion Posting
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14
Course Schedule
Social Psychology | PSYC 210
Faculty Evening Session 1A
Learning Objectives
By the end of the week the learner should be able to:
1. Examine traditional and contemporary theories of stereotyping, prejudice, and discrimination, punctuated by
empirical findings.
2. Explain key concepts of social psychology
3. Justify the role of human values in psychology
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia
Visit the Social Psychology Network at
http://www.socialpsychology.org to answer the following questions:
Identify one important research group studying social psychology in
the United States and one outside the United States. Briefly
describe the primary interests of each .Prepare to discuss in class.
Class Assignment
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 35 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.
Use APA formatting (cover page, in-text citations, and a Reference
page)Submit via D2L
Group Discussion
To stimulate classroom discussion, pose some of the following
questions: What relationship would you anticipate between locus of
control orientation and gender, age, race, religious affiliation,
conformity to peer pressure, academic achievement, and
participation in lotteries? How would this dimension influence the
extent to which people are superstitious and the extent to which they
believe in horoscopes, quack remedies, and magical rituals? Who is
most likely to demonstrate ego strength by choosing a delayed but
valuable reward over an immediate momentary pleasure? Do you
feel more or less external in some areas of life (e.g., politics) than
others (e.g., academic)? What childhood experiences or
characteristics of your family may have contributed to your own
locus of control expectancies?
about
expectations
This week you will start working on your final project which is due at
the end session 5 B No submission is necessary for this week.
**During week 1 you will need to walk the students through the
process. Each week you will have less of a role and shift the
responsibility to them until the last week where students are
responsible for completing the entire process themselves. Ensure
each week that you coach through the methodology so they will
have minimal difficulties during week 5 when they’re on their own.
Have them use the following steps to help their thought process.
This methodology will help bring consistency to their decision
making process. They will use this the last week when they write
their PBL project.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4. Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and start again.
PBL Project Step 1
In Class Assignment
Reading: Instructor will Review Chapters 1 & 2 pp.2-74
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PROBLEM or PROJECT BASED LEARNING
Step 1: Introduce the Problem
Introduce the concept of PBL and illustrate its strengths.
For additional help on this topic please see the hyperlink in D2L that
goes into great detail on the PBL concept.
resources
Instructs students to use an internet search engine to
locate influential advertisements, commercials or
articles. Encourage students to select 2 different
mediums of persuasion. Additional visual aids are
optional. Identify the elements of persuasion (the
communicator, message content, communication
channel, and audience). Consider the following when
applicable to demonstrate factors that influence selfconcept, 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? Submit your 2-3 page essay in the drop
box in APA format and include at least three sources.
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15
Session 1A
Social Psychology | PSYC 210
Faculty Evening Session 1B
Learning Objectives
By the end of the week the learner should be able to:
1.Summarize the attribution theory
2.Contrast the theories that help to explain the attitudes-follow-behavior phenomenon
3.Evaluate how social beliefs and judgments generate their own reality
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
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.
The initial post must be made mid week, and the response
posts must be made prior to the start of the “A” week
Reading Assignment (due before “A” week)
Social Psychology, Chapters 3-4, pp. 76-148
Written Assignment (due before “A” week)
Write a 1-2 paragraph short essay response and
submit in D2L drop box .
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.
Use APA formatting (cover page, in-text citations, and a
Reference page)
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz
#1 on Chapters 1-4 facilitated in class 2A by
encouraging students to complete the chapter
quizzes found on the student companion website .
(Instructors may use question from the textbook, or from the
companion test-bank. Typically 10 questions are appropriate
for the quiz.)
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1B
Social Psychology | PSYC 210
Faculty Evening Session 2A
Learning Objectives
By the end of the week the learner should be able to:
1. Describe the two perspectives that dominate current thinking about human similarities and differences
2. Relate cultural and evolutionary perspectives to gender similarities and differences
3. Explain how personality, culture and social roles predict the conformer
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia
1.Review the publishers website
highered.mcgraw-hill.com to illustrate additional videos/material that
will help students with each chapter reading
Social Sense Video : Hazel Markus on Self and Culture
In this segment, Hazel Markus explains how she became interested
in her field of research, the self and culture
2.From the Discovering Psychology series, this video describes
male-female similarities and differences, and shows how gender
roles reflect social values. This episode is also available online at
(http://www.learner.org/resources/series138.html?pop=yes&vodid=1
87610&pid=1512#).
In Class Assignment
Reading: Instructor will Review Social Psychology, Chapters 5-6 ,
pp. 156-226
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. . Use APA formatting (cover
page, in-text citations, and a Reference page)
In Class Assessment
The instructor will facilitate the a quiz for chapters 1-4. (Instructors
may use question from the textbook, or from the companion testbank. Typically 10 questions are appropriate for the quiz.)
Individual Activity:
Have students violate some implicit norm and report their
experience to the class. Perhaps they could sing in the cafeteria, or
sit directly next to a stranger, or face the rear in an elevator, enter
their own homes as if they were boarders. Not only will the exercise
help students to appreciate the significance of norms but also the
discomfort most people experience in violating them. Conformity
literature is introduced in Chapter 6. .
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Group Activity
The following suggested activity can be found in the Myers
2013 online 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.
PROBLEM or PROJECT BASED LEARNING
Step 2: Prior Knowledge
In a 2-3 page essay explain how does media explain how
personality, culture and social roles predict the conformer?
Explain how persuasion and principles of group influence
account for the successes of religious cults.
• How does advertising and marketing influence our
social beliefs and judgments?
• Are characters portrayed in gender or ethnic
stereotypical ways?
• Submit your paper in the drop box in APA format
and include at least three sources. Submit via D2L
drop box.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 2A
Social Psychology | PSYC 210
Faculty Evening Session 2B
Learning Objectives
By the end of the week the learner should be able to:
1. Describe how groups are affected by social facilitation
2. Explain how biology and culture shape our gender and social roles
Activities, Assignments and Assessments
Written Assignment (due before “A” week)
INDIVIDUAL ACTIVITIES
Discussion Question
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.
Reading Assignment (due before “A” week)
Chapters 7-8, pp. 224-303
Multimedia
Create a face book for your team and continue
developing a computer-based presentation of your PBL
project experience via phone conference, Skype, chat
room, face book etc.
Consider how stereotypes can determine the amount or
frequency of social welfare that a victim of poverty might
receive (Meyer 2013). 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. . Use APA formatting
(cover page, in-text citations, and a Reference page). Submit
your paper in the D2L drop box
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #2 on
Chapters 5-8 facilitated in class 3A by encouraging
students to complete the chapter quizzes found on the
student companion website.
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18
Session 2B
Social Psychology | PSYC 210
Faculty Evening Session 3A
Learning Objectives
By the end of the week the learner should be able to:
Differentiate the various motivational and cognitive sources of prejudice
Analyze the conditions that influence the exertion of aggression by individuals and groups
Contrast the terms prejudice, stereotyping, discrimination, racism and sexism
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
Multimedia
Create a business blog for your Project. Develop at
least 6 blog topics and post at least 3 engaging
and relevant blog entries. Students can use free
sites such as Bloggers or Word press to create and
host the company blogs
The following suggested group exercise can be found in
Myers 2013 online 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.
Reading: Instructor will Review Social Psychology,
Chapters 9-10, pp. 306-391
In Class Assignment
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?
In Class Discussion
Try to recall an instance in which you reacted to someone
you didn’t know (in real life, TV or wherever) on the basis
on their appearance, accent or behavior. What did you
assume about this person, what feelings were aroused,
and what kind of evaluation did you make?
In Class Assessment
The instructor will facilitate the a quiz for chapters 5-8.
(Instructors may use question from the textbook, or from
the companion test-bank. Typically 10 questions are
appropriate for the quiz.)
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•
•
•
•
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? .
PROBLEM or PROJECT BASED LEARNING
Step 3: Develop the Problem Statement
Continue PBL Project to include concepts from this weeks
reading . In a 2-3 page essay, explain:
•
•
•
•
•
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 resource/group/reporter/etc.. adequately
represent their view as satisfying that need.
Submit your paper in the drop box in APA format and
include at least three sources. Submit via D2L drop box.
course
overview
learning
outcomes
IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 3A
Social Psychology | PSYC 210
Faculty Evening Session 3B
Learning Objectives
By the end of the week the learner should be able to:
Relate situational and internal influences to helpful response decisions
Differentiate the three theories of helping behavior
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
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
Reading Assignment (due before “A” week)
Reading: Social Psychology, Chapters 11-12, pp. 392-478
Written Assignment (due before “A” week)
Complete a 2-3 page persuasive essay on the topic: Is there
a such thing as completely unselfish behavior (Myers 2013)0?
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. Use APA
formatting (cover page, in-text citations, and a Reference
page). Submit your paper in the D2L drop box
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #3 on
Chapters 9-12 facilitated in class 4A by encouraging students
to complete the chapter quizzes found on the student
companion website.
(Instructors may use question from the textbook, or from the
companion test-bank. Typically 10 questions are appropriate
for the quiz.)
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course
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 3B
Social Psychology | PSYC 210
Faculty Evening Session 4A
Learning Objectives
By the end of the week the learner should be able to:
1. Identify characteristics common to all levels of social conflict
2. Describe four strategies in which peace and harmony can be achieved
3. Explain how common external threats build cohesiveness
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia
Review the publishers website highered.mcgrawhill.com to illustrate additional videos/material that will
help students with each chapter reading
Social Sense Video :The Influence of Cliques.
In this segment, three high school girls describe the
cliques in their school and what makes someone
popular.
Reading: : Instructor will Review Social Psychology,
Chapter 13, pp. 480-518
GROUP ACTIVITIES
Team Assignment or Activity
The following suggested group activity can be found in
the Myers 2013 online 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 Assignment
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? Use APA formatting
(cover page, in-text citations, and a Reference page)
Submit your paper in the D2L drop box
PROBLEM or PROJECT BASED LEARNING
Step 4: Brainstorm Solutions
Continue PBL Project to include concepts from this
weeks reading . In a 2-3 page essay,
In Class Assessment
The instructor will facilitate the a quiz for chapters 9-12.
(Instructors may use question from the textbook, or
from the companion test-bank. Typically 10 questions
are appropriate for the quiz.)
Identify strategies in which peace and harmony can be
achieved. All elements of persuasion should include the
communicator, message content, communication
channel, and audience).
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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 2013
Social Psychology?
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21
Session 4A
Social Psychology | PSYC 210
Faculty Evening Session 4B
Learning Objectives
By the end of the week the learner should be able to:
1. Discuss factors that influence the accuracy of clinical judgments
2. Relate cognitive processes to behavior problems
3. Justify compliance and acceptance as subsets of conformity
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
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
Written Assignment (due before “A” week)
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. Use APA formatting (cover page, intext citations, and a Reference page) Submit your paper in
the D2L drop box
Problem or Project Based Learning
Reading Assignment (due before “A” week)
Social Psychology, Chapter 14, pp. 520-553
PBL Step 5: Review Steps 1-5
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #4 on
Chapter 14 facilitated in class 4A by encouraging
students to complete the chapter quizzes found on the
student companion website.
(Instructors may use question from the textbook, or
from the companion test-bank. Typically 10 questions
are appropriate for the quiz.)
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course
overview
learning
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sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 4B
Social Psychology | PSYC 210
Faculty Evening Session 5A
Learning Objectives
By the end of the week the learner should be able to:
1.
2.
3.
4.
Describe factors that impair eyewitness testimony
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 Assessments
INDIVIDUAL ACTIVITIES
Review the publishers website
highered.mcgraw-hill.com to illustrate additional
videos/material that will help students with each chapter
reading
Social Sense Video: Children's Eyewitness Testimony
In this segment, Stephen Ceci describes his research
on children's eyewitness testimony. Stephen Ceci is
affiliated with the Department of Psychology at Cornell
University
In Class Assignment
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. Why or why not? Use APA formatting
(cover page, in-text citations, and a Reference page)
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
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?
PROBLEM or PROJECT BASED LEARNING
Step 6
Conclusion & Final Recommendations
Remember to cite your sources and create a 20 minute
oral presentation and PowerPoint slide show. Your final
PBL analysis should be a minimum of 10 pages in
length and reference at least five sources. Additionally,
it should include a cover page, table of contents and
separate reference page.
Submit your final project in the drop box in APA format
and include at least three sources. Due Session 5B
Submit your paper in the D2L drop box
Reading
Social Psychology, Chapter 15, pp. 554-584
In Class Assessment
The instructor will facilitate the a quiz for chapter 14.
(Instructors may use question from the textbook, or
from the companion test-bank. Typically 10 questions
are appropriate for the quiz.)
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course
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learning
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schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 5A
Social Psychology | PSYC 210
Faculty Evening Session 5B
Learning Objectives
By the end of the week the learner should be able to:
1.
2.
3.
4.
Discuss modern human behavior contributing to a global crisis
Relate adaptation-level phenomenon and social comparison to materialism
Evaluate how social psychology contributes to a sustainable and survivable future
Describe the affects of group behavior
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
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
Reading Assignment (due before “A” week)
Reading: Social Psychology, Chapter 16, pp. 586-610
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Written Assignment (due before “A” week)
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. Use APA formatting (cover page, in-text
citations, and a Reference page)
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 5B