Purpose

The purpose of this course is to provide you with a broader understanding of how behavior is influenced by our social environment.  You will be given the opportunity to study human behavior through a scientific approach, which can provide insights into the causes of social phenomenon.  This course will introduce you to the main theories and topics associated with modern social psychology including; Conformity, Obedience, Mass Media and Persuasion, Social Cognition, Attribution, Attachment, Self-Justification, Cognitive Dissonance, Aggression and Violence, Prejudice, Altruism, Relationships, Conflict and Peacemaking, and Research Methods related to the field of Social Psychology.

Contact Information

Instructor: Rev. Lenny Favara
Office Location: BSC – Lower Level (Tiger Den)
Office Hours: As Posted
E-mail: Lfavara@centralchristian.edu
Campus Phone: 305
Class Web page: socpsy.html

Course Administration

Assignments

• All assignments are to be type written and follow standard APA formatting.  Un-typed assignments will be returned to their authors with no grade attached.
• All assignments are due by the end of the class period of the day the assignment is assigned.  Late assignments will be accepted, but will not count for points.  This course defines a late assignment as: an assignment which is submitted after the assigned due date or time.  Absence from class does not extend due dates, it is your responsibility to get assignments in on time.  
• This course includes three total class assignments (Living Labs).  The due dates of these assignments can be found on the course schedule.  Specific information concerning the assignments can be found on the course web page.
• Any assignments indicated on the Class Schedule represent the due date of that assignment (i.e. “Aronson: 1”, means the reading from the text designated “Aronson” is due on the day it is shown on the schedule).

Technology

• Students are required to have Internet access and maintain an active e-mail account.  If an off campus account is used, the student is responsible to see that all on-campus e-mail is being forwarded to their secondary account.
•  Updates for this course are available online at http://www.centralchristian.edu/fac/lenny.favara/index.html.  This web page will include a copy of this syllabus, updated changes to the class schedule, chapter assignments, related links, and announcements.  Students are encouraged to utilize the web page as a way to enhance the learning experience and keep updated on course related issues.
•  Students are required to take online quizzes related to the course text.  The link can be located on the course web page socpsy.html.
  

Exams

• There will be a minimum of 10 formal exams, and a final exam.  Quizzes will be administered at the discretion of the instructor.  Most will be unannounced.  Missed quizzes cannot be made up, regardless of the reason for the absence.
• There are no make-up exams!  Once exams have been submitted, graded and returned; that exam is no longer available for make-up.  In extreme cases where a student is required to be gone (Excused Absence), special arrangements can be made if the student comes to me prior to the scheduled absence.  Any make-up exam following the actually date the original exam is scheduled for, will be an all-essay exam.
• An Excused Absence is defined as follows:
• Prior arrangements have been made with the instructor concerning the absence, which should be verified be e-mail.  Telling me in passing is not an example of a “prior arrangement”.
• A letter or e-mail from the Dean of Academics or Student Services outlining he reasons for your absence.
• A signed note from a physician stating that you were unable to attend class due to his/her recommendation.
• A letter from a pastor (on official letterhead) indicating your participation in a ministry associated event, memorial service, or other religious activity.

Attendance

• The attendance policy for this course is based on the instructor’s respect for the student as an intelligent adult.  A commitment to making each class meeting worthwhile underlies all planning; therefore students are assured that there is value in attending each class.  Your absence not only decreases your own educational experience; it diminishes the value of the group learning experience.  Your presence and input are valuable.
• Borderline final grades may be improved through conscientious attendance. 
• You will be held responsible for all announcements and assignments given in class, therefore tardiness as well as attendance should be carefully monitored.  If you are absent when a quiz is given, there will be no make-up quiz.  Furthermore, since I reserve the right to make adjustments to the syllabus, course schedule, and assignments, students absent from class must realize that it is their responsibility to be aware of such changes.
• I reserve the right to discriminate against any student who misses an excessive, but arbitrary, amount of classes.  Such discrimination can include anything from a private conference to deduction of grade points to simple thumbs up or thumbs down on a borderline final grade. 

Grading

Grades will be determined based on points earned through assignments, online/in class quizzing, tests, living laboratories, and assessments.  The following grading rubric’s will be utilized in determine grades.  Please keep in mind that these scales are not open for negotiation and the instructor places the responsibility of maintaining awareness of your grade upon your shoulders.  The instructor will not entertain end of semester pleas.  In my opinion a grade is earned not bartered.  If you have a concern about your grade come see me early enough that we can do something about it.  While I do not assign extra credit work, I am open to helping student maintain a grade through the demonstration of hard work and persistence.

Assignments are graded based on the following grading scale.

• (10) Assignment completed at a high level of competency and creativity.  Understanding and comprehension obviously demonstrated and supported.  No errors in presentation or logic.  Presentation strictly adheres to APA style.   
• (9.9-9.0) Assignment completed at a fairly high level of competency.  Understanding and comprehension apparent. Very few errors in presentation or logic.  Presentation partially adheres to APA style.   
• (8.9-7.8) Assignment completed with a fair amount of obvious planning and organization.  A good understanding of concepts is demonstrated.  Some errors in presentation. Little support for logic used.  Presentation marginally adheres to APA style.   
• (7.7 - 6.1) Assignment demonstrates little planning and organization. A basic understanding of concepts is evident.  Substantial errors in format and/or logic.  Little to no adherence to APA writing format.     
• (6) Assignment demonstrates little to no planning or effort.  Little to no understanding of basic concepts is evident.  Formatting errors or logic errors are numerous.  APA writing format not used.

The course is graded on the following criteria :

Superior:94-100: A   
Above Average:83-93: B   
Average:70-83: C   
Below Average:60-70: D   
Failing: Below59: F


• Plagiarism will not be tolerated.  If plagiarism is identified in a presentation, that presentation will receive the grade of F. (See Central Christian College’s Plagiarism Policy for more detailed information).  In fact, any for of academic dishonesty (lying, cheating, etc.) will be penalized to the fullest extent.
• It is expected and encouraged that students will share their insights and viewpoints, even if they disagree with my own.  Furthermore, promote the free expression of idea, even if they are fervently expressed.  All that I ask is that any expression of agreement or disagreement would be communicated in a civil manner.
• Students choosing to attend class, but who are obviously engaged in activities not associated with the class (reading other material, sleeping, talking) will be asked to leave.  Students are also requested to turn off pages, cell-phones, PDA’s and any other technological contraptions that might serve as a distribution to those around them.

Text

1.    Readings About the Social Animal – 9th Edition, Elliot Aronson. Worth Publishing, 2004
2.    The Social Animal – 9th Edition, Elliot Aronson. Worth Publishing, 1998

Final Project - Psychosocial Presentations

Objectives: To apply psychosocial knowledge in an actual experiment.  Like actual social psychologists, you and your group will create a hypothesis, test that hypothesis in an actual experimental procedure, and present your results to fellow classmates.  

Type/Length: Research, presentation and paper.

Due Date: Groups will be assigned presentation dates that will coincide with the end of the semester.

Directions:

• The instructor will randomly assign cohort groups.  Don’t even think about trying to renegotiate your group assignment.  This is a Social Psychology course, analyze yourself, but leave me out of it!  If you don’t like your group, get over it.
• Groups will choose a Project from the provided list, or submit a proposal for their own project.
• Develop a hypothesis.
• Research literature.
• Create and execute an experiment. (Be sure to get permission from the instructor first)
• Discover results
• Present results

What do I Turn in? 

1.    Each group will receive one class period in which they will be able to present their study.  Presentations should outline the complete process associated with the results being presented. Groups should utilize multiple presentational tools and provide handouts.

2.    Group Paper:  As a group, you will be required to write up your results (much like the studies read in Readings About the Social Animal).  The paper should be about 3-5 pages in length.  The outline below illustrates not only the form the paper should take, but also the weight given to each aspect of the paper.


• Introduction
i.    Hypothesis is clearly stated. [10%]
ii.    Hypothesis is appropriately linked to some existing research & the research is correctly cited. [10%]
iii.    Conceptual definitions of independent and dependent variables are articulated clearly. [10%]

• Method
i.    Operational definitions of independent and dependent variables are articulated clearly. [10%]
ii.    Soundness of experimental design (explanation of internal validity). [10%]
iii.    Participant population is properly described (i.e., who they were, how many there were, how they were chosen). [5%]
iv.    Procedure of experiment is clearly and thoroughly described (i.e., describe what you did – location, materials used, conditions, etc). [10%]

• Results
i.    Describe and graph your results clearly. [10%]
ii.    Link results to original hypotheses.  (Did the results support the hypothesis?  Could there be an alternative reason for your results?  If they did not, what might the explanation be?  What are the implications of your results?  What new hypothesis could be formed based on your results?  [15%]
iii.    Creativity and depth of interpretation. [5%]

• Overall
i.    Style, grammar, spelling, punctuation, clarity, economy of expression, readability and orderly presentation. [10%]

3.    Individual Papers.  Although you will be working as a group, each member will need to write up an individual paper.  This paper is not a rehashing of the group paper, but should reflect your own insights in the project as a whole.  A large portion of the grade you will receive rests on this paper. 

Specifics of the paper:

• No length is assigned, though this is a comprehensive paper and should reflect scholarly research and reflection.
• APA formatting
• Reference all your sources using APA format






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