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PSYC-1160-30 Introduction to Psychology as a Social Science Fall 2020 Synchronous Instruction: Virtual Classroom:

Tuesdays 19:00 – 21:50 Blackboard ‘Virtual Classroom’

Professor & Graduate Assistants Professor Information Dr. E.M. (Ted) Vokes

Email Office Hours Office Location

[email protected]

Name Noah Philipp-Muller, M.A.

Tuesdays 18:00 - 19:00 & 22:00 - 23:00 or by appointment Virtual via Blackboard ‘Virtual Classroom’

Email

Office Hours

[email protected]

Rachel Katzman, B.A. (Hons) [email protected] Joseph Hoyda, B.A. (Hons)

[email protected]

GA/TA Office Location: Virtual

Course Description Introduction to selected areas in psychology including developmental, social, personality, and clinical. Classes will occur as scheduled, and recordings will be made available on Blackboard. Classes will typically consist of lectures, class discussions of topics in Social Psychology, and periodic guest speakers. Students are expected to come to class having completed the assigned readings and prepared to participate in discussions. * PSYC-1150 and PSYC-1160 are prerequisites for all other courses in Psychology. Some courses may require additional prerequisites.

PSYC-1160-30 Fall 2020

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By Appointment

Name

Graduate Assistants Information

Course Learning Outcomes Students taking this course are expected to: • Become familiar with the major subject areas of psychology as a social science. • Demonstrate an understanding of the dominant schools of thought which seek to account for the various forms of intrapsychic and social phenomena. • Attempt to apply and critically reflect on various aspects of the course content to their own lived experience.

Course Materials Required Readings: 1. This Course Syllabus 2. Text: Psychology: From Inquiry to Understanding, 4th Canadian Edition (2020) Authors: Scott O. Lilienfeld, Steven Jay Lynn, Laura L. Namy, Ken M. Cramer, Rodney Schmaltz ISBN: 978013482243-3 (Softcover) or Electronic Version Publisher: Pearson http://catalogue.pearsoned.ca/educator/product/Revel-for-Psychology-From-Inquiry-toUnderstanding-Fourth-Canadian-Edition-Access-Card-4E/9780135167304.page https://bookstore.uwindsor.ca/CourseSearch/?course[]=UOFW,FALL20,PSYC,PSYC-1160,030R& 3. PowerPoint Presentations and Lecture Briefs as uploaded to BLACKBOARD

Synchronous Teaching I will be delivering interactive lectures weekly at the prescribed time (Tuesdays 19:00 – 21:50). I teach for the entire period with either two 10-minute breaks or one 20-minute break. While I will be recording lectures and posting them to BLACKBOARD afterwards, I cannot guarantee that the recording technology will not fail. If this should happen, I will NOT re-record a lecture. I strongly recommend that you do your utmost to attend each lecture. I do not teach the textbook in my lectures. You are in University now and should be able to read and comprehend the textbook material. I will always be more than happy to help you with any questions that you might have about the material in the text. The best time to raise any such questions about material covered in the chapters is during my office hours. Please feel free to attend my office hours or book an appointment with me if the listed times are inconsistent with your availabilities.

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Curriculum & Weekly Schedule Lecture Topics (Subject to Change) Week 1 15 Sept Week 2 22 Sept Week 3 29 Sept Week 4 06 Oct Week 5 13 Oct Week 6 20 Oct Week 7 27 Oct Week 8 03 Nov Week 9 10 Nov Week 10 17 Nov Week 11 24 Nov Week 12 01 Dec Week 13 08 Dec TBA

Weekly Readings (NOT Subject to Change)

Adapting During a Pandemic

Ch.12 – Stress, Coping, and Health

Uncertainty in Social Reality

Ch.8 – Thinking, Reasoning, and Language

Where does Culture Come From?

Ch.8 – Thinking, Reasoning, and Language

Exploring Your Personality Profile

Ch.14 – Personality

Reading Week - Oct 12 – 16: No Class & Office Hours by Appointment Only Skills for Life: Emotional Intelligence

Ch.9 – Intelligence and IQ Testing

Midterm Exam (Ch. 8, 9, 12, 14 + Lectures) Sexual Development: The Body Ideal

Ch.10 – Human Development

Sexual Development: Adjustment

Ch.10 – Human Development

Special Interest Paper Due via BLACKBOARD by 23:59

Conflict Resolution: How to?

Ch.13 – Social Psychology

The Dark Tetrad of Personality

Ch.15 – Psychological Disorders

Dealing with High Conflict Persons

Ch.15 – Psychological Disorders

Alternate Assignments Due via BLACKBOARD by 23:59

PTSD & Suicide

Ch.16 – Psychological and Biological Treatments

Final Exam (Ch. 10, 13, 15, 16 + Lectures)

Student Evaluations of Teaching (SET) forms will be administered in the last two weeks of classes, in accordance with Senate policy. Last day for Voluntary Withdrawal is 18 Nov 2020

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Evaluation & Assessments Assessment Midterm Exam: Short Answer from lectures, Multiple Choice from textbook Chapters 8, 9, 12, 14 Special Interest Paper (via Blackboard) Psychology Participant Pool/ Alternate Assignments (via Blackboard) Final Exam: Short Answer from lectures, Multiple Choice from textbook Chapters 10, 13, 15, 16

Due Date

Value

27 Oct

40%

10 Nov

20%

01 Dec

3% (Max) Bonus

TBA (11-22 Dec)

40%

High Impact Practices This course involves the following High Impact Practices (HIPS). ☐ Service Learning ☐ Student Learning Communities ☐ Research with Faculty ☐ Internship or Field Experience ☐ Study Abroad ☐ Culminating Senior Experience (i.e. thesis or capstone)

Assigned Readings, Class Notes, & Attendance In addition to the textbook, various briefs and PowerPoints relating to the lectures will be assigned throughout the course. Virtual lectures, briefs and the associated PowerPoint slides will be posted on BLACKBOARD. As I do not teach the text, and focus lectures instead on presenting critical perspectives on the various chapter topics, attending (or as available, viewing) the lectures is necessary if you wish to do well on assignments and examinations. Approximately 45% of the material included in examinations will be drawn directly from our class lectures and discussions. The remaining 55% will come from the textbook chapters. I will use PowerPoint each week and, as copyright restrictions permit, I will post these presentations on BLACKBOARD approximately one week prior to each exam. However, as much of our classroom time will be spent on critical analysis, reflection and discussion, a great deal of the content will not appear in PowerPoint slides. In short, please be aware that downloading a PowerPoint from BLACKBOARD will not serve as an adequate substitute for viewing lectures when preparing for examinations. As it turns out, life does not provide PowerPoint summaries of the main points it wants you to get. In short, “Ya gotta show up and live it to get it.” J

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Effective & Efficient Professor-Student Communications I very much want to be available to each of my students to address administrative and course content questions, respond to concerns or emergencies, and to explore ideas and concepts that emerge from readings and lectures. At the same time, in any given semester, I typically have between 200 and 300 students, which makes it challenging to ensure everyone has their particular questions addressed in a timely fashion. We have five avenues for communication available to us: 1. 2. 3. 4. 5.

This detailed Course Outline BLACKBOARD Announcements My regular office hours on Blackboard ‘Virtual Classroom’ Setting a specific appointment time to meet virtually Email

Different questions and issues are best addressed through each of these avenues. 1. & 2. If it is a question regarding exams or assignments, please ensure that you read the Course Outline and review any available BLACKBOARD Announcements. Most questions I receive about these issues are already answered through these sources. It is your responsibility to familiarize yourself with the course you are taking, and if the information is already in writing, I will refer you back to the Outline or relevant BLACKBOARD announcement. 3. & 4. If you don’t find your questions answered in the Outline or through an announcement, please come to office hours, or book an appointment and I will be pleased to help. 5. Please only use email if you wish to book an appointment to discuss a matter of any nature, or if you have a medical or family emergency which will or has prevented you from meeting a deadline or writing an exam. Emailing questions about paper length, breakdown of multiple choice vs. short answer questions on an exam, referencing requirements, etc. (which are all addressed in this Outline) will be very unproductive for both of us. Like you, I receive huge volumes of email every day and these sorts of questions will take a back seat to matters of illness, extenuating circumstances, special needs, etc. I really do want to meet you, talk to you, answer your questions, and explore psychology with you. Come to my office hours or book an appointment. I'm standing by…

Course Requirements Examinations (80% of final grade) The Midterm and Final Exam (each worth 40%) will have a combination of Short Answer Questions and Multiple-Choice Questions. Multiple choice questions will be drawn from the text material (approx. 55% of each exam) while short answer questions will come from the lecture material and inclass discussions (approx. 45% of each exam). There will be three Short Answer questions from the lectures from which you will select two to answer. Each exam tests only on the material covered in the text and lectures leading up to it. This means that the final exam is non-cumulative.

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Special Interest Paper (20% of final grade) Each student will write and submit a 3.5-page paper (double spaced using APA Format) on a topic from the course that I hope you will select because it is of intense personal interest to you. The topic you choose must come from the course content (review the text for ideas) or be approved by your Professor. Select and read three (3) articles from peer reviewed academic journals (contact a librarian if you do not know where to find appropriate academic journals) on the topic and provide a very brief synopsis of each article. Finally, describe how they relate to your topic, and discuss the implications for real life. You will be graded on the basis of structure, intelligibility, quality of your arguments and insights, and the implications that you draw from your analysis. Your paper should conform to the following structure: • Define your topic and why it is of ‘burning interest’ to you (Half a page) • Describe the main points of each article that make it of relevance to your topic – one paragraph per article. (Not to exceed one page in total). Be thoughtful yet brief. • Provide a two-page discussion of how the findings of these articles change how you think, feel and behave with respect to your chosen topic. GET Excited! • Write in first person. It is your critical assessment of the scientific literature on your topic. • Back up your personal conclusions with reference to the findings of the articles you have selected. • Use APA format. The following websites are reliable resources that will provide you with a wealth of information on formatting your paper in APA style. http://www.apastyle.org https://owl.english.purdue.edu/owl/resource/560/01/ Your Leddy Librarians and the amazing people at the Academic Writing Centre can provide you with more supports should you need assistance. They are here to help! Papers should be submitted electronically through BLACKBOARD. Hard copies or emails directly to the Professor or GA/TA will not be accepted. Papers should be submitted in MS Word format. When submitting Papers, use the following file name protocol to identify your file: 1160_paper_yourlastname.docx Late assignments will be penalized 2 marks per day (out of 20) for the first 3 days. Assignments submitted later than 3 days following the official due date and time will receive a grade of zero. Cheating and Plagiarism I take cheating and plagiarism VERY seriously. I keep all past papers in a database, and all submitted papers are scanned against this database for plagiarism after being uploaded to Blackboard. If your paper is found to be in part or wholly plagiarised, the Senate Regulations for consequences of plagiarism will be applied. The same policy applies to your short answers on both the Midterm and Final Examinations.

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Student Evaluation of Teaching (SET) Forms Student Evaluation of Teaching forms will be administered in the last two weeks of classes. Examination and Grading Policies Examination Answers It is your responsibility to write clearly, organize your answers, and communicate your responses and ideas in a coherent fashion. While point form is acceptable, if I or the GAs cannot easily follow your reasoning or understand something you have written on an exam it will be marked as incorrect. We will not return to you for clarification on something that is poorly communicated. No Options for Additional Work to Improve a Grade If you have not done as well as you would have liked in the course or on a portion thereof, there are no options for supplementary exams or additional assignments to improve your original mark. Re-Grading of Exams and Assignments My interest is in grading your work fairly against the standards set for exams or assignments. I will not be offended if you feel you have a reason for a higher mark, nor am I motivated to keep grades artificially low. If a TA/GA or I have made an error, it is a simple process to adjust your mark accordingly. If after viewing an exam or paper you see grounds for a higher mark, I will always review the grading (mine or the GA’s) and make adjustments if they are warranted. If, after a re-grade, you were to disagree, you are always entitled to request a formal re-grade through the Psychology Department, and I would cooperate with you in doing so in every way. Academic Probation and Scholarships Grades are determined on the basis the quality of your work. They are not determined by how hard you feel you worked or as a reflection of what you need to stay in your program or maintain a scholarship. It is unethical for me to change a grade for any reason other than you have earned a higher grade and it can be reasonably demonstrated through a review of your work. Please remember that your mark, your academic standing (probation), or your scholarship are your responsibility. I am not permitted to increase marks because your academic standing or scholarship is in jeopardy as a result of the mark you earned. If you want to stay in your program or keep your scholarship, you must perform on exams and assignments to earn the grade you require. Optional participation in the Research Participant Pool You have the opportunity to earn up to three bonus points by volunteering for the Psychology Department Research Participant Pool. Psychology Department Research Participant Pool The Psychology Department Research Participant Pool provides an opportunity for students to learn about research in psychology by participating in studies conducted by faculty, graduate students, and honours students. The pool works as follows: at the start of each term, instructors offer points in their courses. Students register in the participant pool system and indicate the courses that they are taking. Researchers post studies to the system or sometimes contact participants directly to recruit student participants. Once completing the study, the researcher posts points to the system. At the

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end of the term, instructors are sent a list of students who earned points in their course. Courses vary in the number of bonus marks they offer (from 1 to 3). Instructors also offer an alternate assignment which you can complete, in case you do not wish to take part in studies or if you are unable to earn a sufficient number of credits from studies. Each point earned is worth 1% towards your final course grade. For a course which allows you to earn 3 bonus points, you can have up to 3% added to your final grade; this is potentially enough for an entire grade change (e.g., from 67%, C+ to 70%, B-). You are encouraged to register in the system during the registration period at the beginning of the term. Registration does not mean you must take part in studies but leaves you the option of doing so later. You must SELF-REGISTER for the Participant Pool by accessing the pool web site and following the instructions there: http://uwindsor.sona-systems.com. You MUST self-register before the date specific on this website (usually by the end of the FIRST two weeks of the semester). If you have registered in the system in a prior term, you MUST log in to your account during this time period and complete the demographic screening and course selection to re-activate your account. The sooner you register, the sooner you may be invited to earn bonus points. Experiments that you can participate in will be posted on the pool website and you can sign up for studies directly on the website. Check the system often as new experiments get added throughout the term. You must finalize assignment of points earned to courses in the system by the deadline. This deadline—and other important dates—are listed on the website. Students taking part in studies are expected to be familiar with the participant pool policy manual, available on the Psychology website (www.uwindsor.ca/psychology). If you have any questions or concerns about your involvement in the participant pool during the term, please email [email protected].

Alternate Assignment (3 points maximum) Last day to submit is Tuesday, 01 Dec – all submissions through BLACKBOARD Identify one of the 16 Types that you think most accurately reflects your Personality Type. Then identify one of the 16 Types you think best reflects the personality of a family member, close friend, significant other, or workmate. Analyze the relationship you have with that person in terms of the interaction of your Personality Types. In your exploration consider the following questions: • in what ways do we complement one another in terms of our Types? • in what ways do we frustrate one another in terms of our Types? • in what ways might we both learn from one another on the basis of our Type similarities and differences? • what I appreciate most about this person’s Type-based strengths include… There is no need to provide the person’s actual name, however you should indicate the nature of the relationship that you have with that person (e.g., friend, sibling, parent, boss, employee, etc.). Each Type analysis is worth one (1) bonus point and should be one double-spaced page in length. Each additional analysis should focus on a different person in your life. All papers will be kept confidential. Papers will be assessed on the basis of “Pass-Fail” with one percent awarded for a paper receiving a “Pass”. You can earn a maximum of three (3) bonus points with the submission of three papers. Whether you earn bonus points through participation in the Research Participant...