S-320 G, LEC 1
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
Instructor: Rev. Lenny Favara
Office Location: BSC – Lower Level (Tiger Den)
Office Hours: As Posted
Campus Phone: 305
Class Web page: socpsy.html
- 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
- 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).
- 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.
- 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
- 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.
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
- (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 :
Above Average:83-93: B
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.
1. Readings About the Social Animal – 9th Edition, Elliot
Aronson. Worth Publishing, 2004
2. The Social Animal – 9th Edition, Elliot Aronson. Worth
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.
- 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.
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%]
i. Operational definitions of independent and dependent
variables are articulated clearly. [10%]
ii. Soundness of experimental design (explanation of internal
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).
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%]
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
- Schedule Page
- Assignments Page
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