Instructor: Jennifer Guinn Sellers, Ph.D.
PSY 3023 01 – Spring 2008 M & Th, 2:30 – 3:45 a.m., Ackley 334
email: sellersj@greenmtn.edu (the best way to reach me) Office Telephone: 287-8072 Office Location: Ackley 304
THE BASICS:
Required Texts: Kassin, Fein & Markus. Social Psychology (7th edition). Cialdini. Influence: Science and Practice (4th edition)
Course Description and Objectives: The field of social psychology has amazing things to say about why we do the things we do, both as societies and in our individual lives. This course will provide you with an introduction to the basic principles, theories, and research results of social psychology. Social psychology covers many important topics – prejudice, aggression, the effects of media, liking and loving- just to name a few! As we delve into each of these topics, I always want you to keep in mind how the material relates to your own experiences and the world around you. Although I have lots to tell you about this exciting field, there are many unanswered questions. This is what I LOVE about psychology and I hope to pass along this sentiment to you.
My goals for this class are threefold. Over the course of the semester, you will: 1) gain an understanding of major theories and findings in social psychology and start to apply these to your life and the world around you; 2) learn how social psychologists do research and how to evaluate this research critically; and 3) become enamored with the social influences of behavior and dedicate your future careers to conducting research on this most fascinating topic. Social psychology is the study of people and behavior. So even if I fail in my third goal, I expect that you will still get a lot out of this course because it has relevance to every aspect of your life.
While some of our class time will be devoted to lecture, I expect you to keep up with the assigned readings and come prepared to contribute to class discussions. In the lectures, I will supplement and elaborate on the material in the textbook (rather than merely repeat the assigned reading). We will regularly talk about the material, and I will be noting your participation in these discussions.
I want you to be active participants in this class! I STRONGLY encourage class discussions. By speaking up in class, you not only add to your own understanding of the material, but I’ll bet my bottom dollar that your question, example or comment will aid in another’s understanding of the material as well. I truly believe you can learn just as much from each other as you can from me. Besides, who wants to listen to me spout on and on for over an hour at a time? Not me! COURSE REQUIREMENTS AND GRADING DETAILS: 1. Tests: There will be 1 in-class exam and one final exam during the semester. Both will be cumulative, and will cover lectures, readings, and class discussions. The tests will require that you be able to understand, integrate, and apply what you have learned in the course, not just regurgitate definitions. (See course outline for dates.) The tests will require college-level thinking--you will need to prepare carefully and thoroughly. You are learning a lot of material; so don’t let it pile up to the last day! Everyone is expected to take tests at the regularly scheduled time. The exam is worth 18% of your grade and the final is worth 30%.
2. Service Learning Project: We are putting our knowledge to good use. The Feinstein Foundation has announced that it will donate $1million in matching donations among hunger-fighting initiatives during March and April, 2008. The foundation will give between $250 and $50,000. To take advantage of this opportunity, we are teaming up with the Poultney Food Shelf. Specifically, we will be dividing up into groups and conducting a mailing campaign. As a group, you will be designing donation solicitations and stuffing envelopes. At the end of the campaign, we’ll get to evaluate the performance of each group based on the number of contributions and the amount of money per contribution.
At the end of the project, your group will turn in 2 copies of a 15-20 page report in which you will 1) describe in detail the influence technique you were assigned, including relevant studies and the underlying mechanisms of how it works, 2) list and evaluate other mail outs and solicitations requesting money that use your influence technique, 3) describe the solicitation designed by your group detailing how it incorporates your influence technique, and 4) assess your groups performance. The last page of your report should include a comprehensive breakdown of the amount of work contributed by all members of the group. This will include the names of people who authored specific sections in addition to the amount of time spent stuffing envelopes, doing background research, etc. Keep track of this information throughout the process. One copy of the report will be for me, and the other will be shared between the Office of Service Learning and Sustainability and the Poultney Food Shelf. The project and report constitute 22% of your final grade.
3. Researcher of the Day: At the start of each class, one (or two) of us will be giving a 10-minute presentation on our Researcher/s of the Day (ROD). In your presentation, I would like you to briefly describe what this person’s research interests are. Be very careful to put this information in YOUR OWN WORDS. I am well aware of what these people have to say about themselves on their websites. Although you are encouraged to use their websites as a source of information, make sure to translate their words into your own. The second portion of the assignment is to highlight one key article related to what we’ll be covering in class that day. Key information to include in this section would be hypotheses, IV’s, DV’s, methods and results. Finally, what did you see as the strengths and weaknesses of the study? Presentations should be done in power point. Although we will be hearing presentations throughout the semester, the .ppt slides themselves are due on February 4th. Place them in the course drop folder. The title of your talk should be the name of your researcher. Additionally, I would like for you to hand in to me a 1-2 page typed paper covering the same information as well as a full copy of the article you have chosen to highlight. This is due in class on February 4th as well. Your researcher of the day write-up and presentation are worth 8% of your final grade.
4. Poster Presentation: The best thing about social psychology is that it has the potential to inform every aspect of our lives. To aid you and your fellow GMC community members in the realization of this, you will be working in groups to develop teaching posters with handouts for the “Fem Fair” relating course material to the study of women’s issues. All students must attend the “Fem Fair” as well as the in-class pre-party to answer questions attendees may have about their poster presentations. The Fair is scheduled for March 19th. More information will be provided in class. This requirement is worth 12% of your grade.
5. Class Participation: Come to class, do the assignments, and learn a bunch of useful and important stuff. We will be doing many hands on activities in this class. Because these occur in class, you will not be able to make them up for any reason whatsoever. These reasons include athletics events, personal emergencies, illnesses, valid excuses and not so valid excuses. Because we will be doing many activities, missing one class shouldn’t be a problem. If you’re planning on missing many classes, this really isn’t the course for you. Showing up alive, engaged and willing to learn will get you the full 10% of your final grade.
6. Grading Details: Exam 1 (March 13th): 18% Final Exam (May 12th) 30% Researcher of the Day 8% Service Learning Project & Paper 22% Poster Presentation 12% Class Participation 10% This class will not be graded on a curve. A grade of 90-100 is an “A”, an 80-89.4 is a “B”, a 70-79.4 is a “C”, a 60-69.4 is a “D”, and below 60 is an F. It is therefore possible for everyone in this class to earn an A, which would make me very happy.
CONTACTING ME: Office Hours: I encourage you to come visit me during office hours to ask questions, talk about how the course is going, ask about graduate school and research opportunities, or whatever else comes to mind (you can even just come say hi). I’m very friendly, and will greet you with enthusiasm! My experience is that surprisingly few students take advantage of office hours. Office hours are a great time to talk with me one-on-one and to clear up anything in the course that seems confusing. Please note, however, that office hours are not a time for me to repeat lectures you have missed. If you miss a class, it is your responsibility to get the notes from a classmate. (Hint: set up study groups now. Don’t wait until the day before an exam!)). I will, however, be glad to help clarify anything you don’t understand as well as point out the key ideas of any missed lectures. ADDITIONAL INFORMATION: Notice About Disabilities: For students with specific learning, physical, or psychiatric disabilities, I am available to discuss any appropriate academic accommodations that might be necessary for this course. It is your responsibility to arrange for these accommodations in the Calhoun Learning center. Students may only take exams in the Calhoun Learning center with proper documentation. I have absolutely no control over this. You will need to provide documentation of your disability to the Calhoun Learning Center. The Calhoun Learning Center is the office responsible for coordinating accommodations for students with disabilities. The Calhoun Learning Center is located on the 3rd floor of Griswold Library. If you have questions, please contact Christina Fabrey, Coordinator of Accommodations, at x8234.
Scholastic Dishonesty: I will not tolerate cheating. You are expected to work independently on all tests and papers. Scholastic dishonesty of any kind is dealt with harshly by the College, and can lead to a student’s expulsion. I assume all of you are bright students so do not jeopardize your academic careers. When it comes to cheating, second chances are not granted! Cheating includes, but is not limited to, copying other students' exams, including others' words in papers you write without paraphrasing and attributing the source, and obtaining copies of exams before they are given. Please familiarize yourself with the policies of Green Mountain College beginning on page 177 (or 200 depending on the edition) of your College Course Catalog.
I consider plagiarism of others’ work (whether another student, a family member, or a published article) to be the same as cheating on a test, and I am very good at catching it. If you have any questions about the extent to which you can work on an assignment together, or whether something constitutes plagiarism, talk to me before you begin. I expect the highest of ethical behavior from you and from myself.
