Introduction to Personality-Social Psychology Proposed Model of a Syllabus for Psychology 1
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1 Introduction to Personality-Social Psychology Proposed Model of a Syllabus for Psychology 1 Professor Mary True Office: Science Annex #4. Telephone: OFFICE HOURS: Mon, Tues, Wed.: 11:30-12:30; By appointment at other times. Overview Psychology 1 is an introductory course in the scientific study of human thoughts, feelings, and behaviors. This course emphasizes the following four topics: (a) human development, (b) personality, (c) psychological disorders and their treatment, and (d) social cognition and interpersonal interaction. The course will also examine methods used in the scientific study of human behavior. Students will do a pilot project involving the collection and presentation of date related to a specific hypothesis. They will also understand how psychological research is presented in scientific format and how it must conform to specific ethical guidelines. Learning Outcome #1 Students will demonstrate an understanding of theories of human behavior, cognition, and emotion-- especially as they influence and are influenced by social and cultural factors. Individual sections of the course will vary in the presentation and discussion of specific theories. However, every section of the course will focus primarily on theories of human behavior and will emphasize the role of social and cultural factors in human behavior and cognition. Examples of specific topics and theories which will be discussed in individual sections include a subsection of the following: a. The social learning theory b. Theories of conformity and obedience c. Theories of the power of the situation and roles d. Theories of stereotyping, prejudice, and ingroup/outgroup bias e. Theories of attitude formation and change f. Attribution Theory and the role of culture g. The interaction of biology and culture in human development h. Individualistic and collective cultures as a framework for examining cultural differences in childrearing practices, education, family patterns, adult roles, and death and dying i. Gender, ethnicity, and SES as frameworks for examining differences in developmental processes and outcomes?) j. Culture as a framework for understanding how mental illness is conceived and treated in different communities Learning Outcome # 2 Students will examine human activity from the perspective of social and cultural psychology. The activity may take place in institutions (such as schools or the workplace), in specific times (during war), or in a specific cultural context. Psychological research has been applied to understanding our thoughts, feelings and behaviors in the classroom, the playground, the workplace, and the family. For example research in teacher expectations has explain how teachers influence higher performance by students they perceive (wrongly) to be high academic achievers. In addition, many of the theories listed above are highly effective in explaining past and present events. For example, Abu Grahib can be explained using the theories of ingroup/outgroup bias, the power of roles, social learning theory, and stereotyping.
2 Learning Outcome # 3 Student will employ social science or historical methodology Students, working in small groups, will conduct a research study using observational and/or questionnaire methods common in social and personality psychology. As an introductory course, the instructor will guide and approve the topic and design to be used in the study. Data collection may involve in class or out of classroom observations. Presentation of the results will follow standard methods in the field. The presentation will be in poster or paper format. Examples of projects include: How group majorities influence individual responses to different stimuli, or how bystanders impact responses to a social problem. Learning Outcome # 4 Students will discuss how the scientific method is used in psychological research and they will evaluate research reports in the academic and popular press. Using excerpts from The American Psychological Association Manual, students will read and critique two articles, one from a peer reviewed journal and one from an online or popular press source. Learning Outcome # 5 Students will know and discuss ethical standards in the field and understand the rationale for them. Students will examine the history of ethical issues in the field. They will become familiar with the APA Ethical guidelines and the Institutional Review Board process on Saint Mary s campus. Student Assessment To accomplish these outcomes, students will attend class for and participate discussions and student projects. In addition there will assigned readings and weekly Moodle reflections. To assess students progress in the learning outcomes there will be three midterm exams, three quizzes and 2 papers/projects. (Each professor will amend information below for their own syllabus) A. For the first learning outcome related to psychological theories, student assessment will take the form of addressing questions in either an exam or a paper format. If an exam format is used, student responses will involve short or long essay format. An example of a question is: How does Bandura s study of the Bobo doll demonstrate, or fail to demonstrate, the role of social learning and gender in a child s behavior following exposure to a model? B. For the second learning outcome related to the application of theories in the world or as related to past events, student assessment will take the form of addressing questions in either an exam or a paper format. An example of a question is: How can the events in Jonestown be explained using three theories of social psychology C. For the third learning outcome related to collection of data, student assessment will take the form of a written or oral presentation. A common rubric will be developed by the psychology department for this project
3 GRADING (Also amended by Professor) Grades will be based on a total of 440 points of student work. A course grade of "A" represents 92% (or above) of the total points; an "A-" represents 90-91% of the total points; a "B+" represents 87-89% of the total points, a "B" represents 82-86% of the total points, a "B-"represents 80-81% of the total points. The same proportions hold for "C" and "D" grades. A student who receives 60% or less of the total points will earn an "F' for the course. As an upper division course; student work is expected to demonstrate the following abilities: integration of material from various sources, critical analysis of ideas, application of course material to new situations, and clear, concise writing. Moodle Reflection 40pts Three Quizes (30 pts each) 90 pts Three Midterms (80 pts each) 240 pts APA style manual Assignment 30 pts Research Project and Presentation 100pts 500pts LATE WORK/MISSED CLASSES Written assignments are penalized 10% for each day late; an assignment is considered late if not handed in at the start of class time. Students who miss more than 3 classes during the semester will have a deduction of 2% of total course points per additional class missed. STUDENT HONOR CODE The Student Honor Code will be followed in this class. At a minimum, students will receive zero points for any assignment showing evidence or plagiarism or cheating, a further penalty will be decided by Honor Code Board. Students are responsible for reviewing SMCnet page for specifics of the Honor Code. OFFICE HOURS Students are strongly encouraged to meet with the professor with any concerns they have about the course or about their evaluations. It is important that all conversations be followed up with a written memo if there is information relevant to the student s evaluation or class attendance.
4 Assignment and Reading Schedule (To be amended by Professor) 1. Psychology, Feist and Rosenberg, Selected Readings (marked by * they are on electronic reserve in the library or are handed out in class) Note: Any changes in the schedule or assignments will be announced one week in advance. It is the student s responsibility to remain current. Week 1 The Scope of Psychology, The Science of Psychology; Ethics Feb. 10 Readings: Feist and Rosenber: Chapter 1. *APA style manual and example of a peer-reviewed article Week 2 Social Behavior: Cognitive Perspective Feb. 17 Readings: Feist and Rosenberg Chapter 10 *Bandura and the Bobo Doll Study First Quiz: Feb 19 Week 3 Social Behavior: The Power of the Situation Feb. 24 Readings: Feist and Rosenberg, Chapter 11 *Zimbardo on The Stanford Prison Study and Abu Grahib Research APA Assignment due Feb. 26 Week 4 Cultural Psychology Readings: Fesit and Rosenberg, Chapter, Cultural Perspective, Chapter 10, 11, 5 (excerpts) *Gonzales-Mena: Socialization *Even the Rats Were White (excerpts) FIRST MIDTERM: MARCH 5 Week 5 Physical and Cognitive Development March 10 Readings: Feist and Rosenberg: Chapter 12 *A Piaget Primer Week 6 Social Development March 17 Readings: Feist and Rosenberg: Chapter 13 *Film Excerpt: Babies Second Quiz: March 19 Week 7 Intelligence and Testing March 24 Reading: Feist and Rosenberg: Chapter 14 *Rosenthal: Teacher Expectations Week 8 Emotions March 31 Reading: Feist and Rosenberg: Chapter *To be assigned SECOND MIDTERM: APRIL 2 Week 9 Personality April 14 Reading: Feist and Rosenberg: Chapter 15 *To be Assigned relating to Culture and Personality
5 Week 10 Personality/Psychological Disorders April 21 Reading: Feist and Rosenberg: Chapter 16 Third Quiz: April 23 Week 11 Psychological Disorders April 28 Readings: Feist and Rosenber: Chapter 16 *To be assigned, related to cultural and historical forces in diagnosis and treatment Week 12 Treatment of Psychological Disorders May 5 Reading: Feist and Rosenber: Chapter 17 Research projects and posters due May 7 Week 13 May 12 Presentation and Discussion of Research Projects Review of Course Themes FINAL: MAY 19
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