Philander Smith CollegeCourse Syllabus Fall 2010

PSYC-223-01 Social Psychology 8:00– to 9:20 a.m. T/TH

I. INSTRUCTOR INFORMATION

Name: Pamela J. Randolph, MS LADAC GCDF Email: pjrandolph@philander.edu Phone 501-370-5308 Office & 501-859-2802 Cell

II. COURSE DESCRIPTIONA study if interactions between individuals and society in relation to symbolic interaction, social interaction, group behavior, social norm, and cultural impact.

III. COURSE RESOURCES

Textbook: Meyers, David (2008). Social Psychology, 9th Edition, McGraw, Hill ISBN 978-0-07353189-2

Access to: APA Manual, American Psychological Association 5th Edition

IV. BEHAVIORAL OBJECTIVES

A. Course Objectives: Upon completion of this course, the student shall be able to:

1. Possess an awareness of the aspects of the student’s own behavior which affects his/her success in achieving goals relating to this class, higher education, and in both interpersonal and intrapersonal relationship in his/her life.

2. Have an increased awareness and appreciation of cultural issues which

differ from the student’s own culture relative to environment, values, beliefs and preferences relative to behavior and the application of the principles of social psychology. 3. Demonstrate a basic knowledge of academic and apply that knowledge

from various perspectives including attitudes, prejudice, aggressive behavior and relationships.

4. Understand the work of social psychologists and the delivery of various services.

5. Increase his/her capabilities to communicate through writing, speaking, and reading.

6. Perform computations, reason logically, and think independently and critical as well as analytical. . 7. Develop a basic understanding of people, cultures, and society and be able to model those skills through scholarly products.

V. COURSE REQUIREMENTS

A. Grading

Your grade will be based on a total of 500 points available for you to earn during the semester.

Weekly quizzes will be given, and these are worth 10 points per test. Individual Project 100 points Group Project 100 points Group participation 50 points Chat Room Discussions (2) 25 points each Class participation/attendance (verbal) 25 points Oral Presentations (podium) 25 points

The grading scale is as follows:A 90-100%B 80-89%C 70-79%D 60-69%F 59% and below

Requirements for Writing Assignments

Individual Presentations: Must be made oral with visual presentation. Group Presentations: Must be made oral with visual presentation. Weekly quiz’s are individual scholarly works and should be completed as

such. APA is the wiring format.

Attendance Policy: The University requires regular class attendance of all students. While attendance and tardiness are primarily a student-teacher relationship, the University has a concern in the proper fulfillment of such obligations by the students:

1. The beginning of each class period, the instructor will take roll and note attendance or Non-attendance in the roll book. Each course syllabus will carry a stipulation

Regarding tardiness and absences.

2. When a student accumulates as many unexcused absences as the number of credit hours represented by the course, the teacher will notify the student and document the notification. An absence is excused when a student is absent from class due to participation in programs, activities, etc. that are sponsored by the University and verified by the sponsor, or when a student is confronted with an extenuating circumstance, such as death in the immediate family, a judicial case, or serious illness, etc. These absences will be excused only when the student presents official documentation of the situation to teacher. All other absences are unexcused.

3. When a student has missed classes in excess of the number outlined in item 2 above, whether due to negligence or some other reason, the instructor will warn the student that additional absence may result in failure to pass the course or drop to a lower grade.

All students are expected to attend class. Class attendance will be taken daily. The following behavior will effect your grade: Coming to class late, leaving early, using the cell phone, and excess absence. Turn cell phones off when class begins. There should be not FBing, Twittering or texting during class.

VI. ACADEMIC INTEGRITY POLICY

It is expected that all students who attend Philander Smith College (PSC) will conduct themselves in a manner appropriate for college, and academic integrity which is a vital component of collegiate behavior. The PSC Student Handbook defines cheating and plagiarism and outlines penalties for violation of this policy. Cheating is “dishonesty of any kind on examinations and written Assignments, illegal possession of examinations or crib notes during an Examination, weather use or not, illegally obtaining information during an Examination from the examination paper or from another student, Assisting others to cheat or alteration of grade records and illegal entry or presence in any office. Complete honesty is required of the student in the presentation of any phases of course work as his/her own. This applies to examinations, daily written report, and term paper. Plagiarism is “offering the work of another as one’s own without proper acknowledgment. Therefore, any student who fails to give appropriate credit for ideas or material he/she takes from another, whether fellow student or a resource or resource writer is guilty of plagiarism.”

VII. STUDENTS WITH DISABILITIES POLICY

Philander Smith College is committed to fulfilling all federal requirements as stated in the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Accommodations are available for students who have documented disabilities. Students needing accommodation must document their needs by providing medical, educational, and/or psychological records. Students should provide sufficient notification of needs and register with the Counseling Services Office as soon as possible prior to the semester of planned enrollment. Failure to provide sufficient notification may result in a delay of service.

Course Schedule/Course Content

Week 1 Chapter 1 Introduction to class, Syllabi discussion and quiz, Introduction to Social Psychology, and UCompass enrollment.

Week 2 Chapter 2 The Self in a Social World (Group project) Group 4

Week 3 Chapter 3 Social Beliefs and Judgments’ (Group project) Group 3

Week 4 Chapter 4 Behavior and Attitudes (Group project) Group 2

Week 5 Chapter 5 Genes, Culture, and Gender (Group project) Group 1 DISCUSSION IN THE UCOMPASS CHAT ROOM

Week 6 Chapter 6 Conformity and Obedience

Week 7 Chapter 7 Persuasion

Week 8 Chapter 8 Group Influence

Week 9 Chapter 9 Prejudice: Disliking Others MID-TERM Chapter 10 Aggression: Hurting Others

Week 10 Chapter 11 Attraction and Intimacy: Liking and Loving Others

Week 11 Chapter 12 Helping

DISCUSSION IN THE UCOMPASS CHAT ROOM

Week 12 Chapter 13 Conflict and Peacemaking

Week 13 Individual Presentations (Introducing to Social Psychology).

Week 14 Chapter 14 Social Psychology in the Clinic

Week 15 Class preparation for Final Projects

Week 16 Chapter 16 Social Psychology and the Sustainable Future

(Final Exam) All groups.

Disclaimer: This schedule is a guide for the semester. The instructor reserves the right to amend the schedule as necessary.

Reference

Berk, Laura, (1998). Development Through The Lifespan (Annotated Instructor's Edition). Boston, Allyn and Bacon.

Corey, Gerald, (2001). Theory and Practice of Counseling and Psychotherapy. 6th E. Brooks/Cole Thompson Learning Center.

Comer, James P., and Poussaint, Alvin F., (1992). Raising Black Children. New York, Penguin Group.

Duran, Bonnie and Duran, Eduardo, (1995). Native American Postcolonial Psychology.

Day, Susan X, (2008). Theory and Design in Counseling and Psychotherapy. 2nd E. Boston & New York, Houghton Mifflin Company.

Feldman, Robert, (1997). Development Across the Life Span (2nd Edition). New Jersey, Prentice-Hall.

Hale, Janice E., (1982). Black Children: Their Roots, Cultural, and Learning Styles. (Revised Edition). Baltimore, John Hopkins University Press.

Hopson, Darlene Powell, and Hopson, Derek S., (1992). Raising The Rainbow Generation: Teaching Your Children To Be Successful In A Multicultural Society. New York, Simon and Schuster.

Jenkins, Adelbert H., ( ). Psychology and African-Americans. ( 2nd edition).

Matsumoto, David, (2000). Cultural and Psychology, people around the world. 2nd E. Wadsworth Thompson learning center.

Pargman, David, (1998). Understanding Sport Behavior. New Jersey, Prentice-Hall.

Wilson, Amos N., (1987). The Developmental Psychology Of The Black Child. New York, Africana Research Publication

Books On Reserved at M.L. Harris Library

Badey, Thomas J., (2008) Homeland Security. McGraw-Hill

Finsterbush, Kurk, (2008). Taking Sides. Clashing Views on Social Issues. McGraw-Hill

Pettijohn, Terry, (2008) Human Development. Classic Edition Sources. 3rd E. McGraw-Hill

Pettijohn, Terry, (2008). Psychology. Classic Edition Sources. 4th E. McGraw-Hill

Weapons of Mass Destruction and Terrorism, (2008). McGraw-Hill

Human Development (2006/2007). Annual Edition. McGraw-Hill

Human Development. (2007/2008). Annual Edition. McGraw-Hill

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