PSYC315 Full Course 2018

Week 1 discussion

DQ1 Research Theory

Deception is used in research in order prevent participants
from behaving in an expected way. For example, if participants know they are
being observed about how angry something makes them, they may behave with more anger
since that is what the study is about. Or they may want to seem as though they
do not easily anger and try to show no anger at all.

Deception can be a helpful tool in conducting experiments.
Discuss when and how much deception is acceptable and when a researcher has
taken deception too far.

DQ2 Research Design

Social Psychology is applicable to a number of everyday
occurrences.

For this question describe a theory in social psychology
that you would like to know the answer to. Then describe how you would go about
setting up an experiment to study your idea.

What is your hypothesis? What are the independent and
dependent variables? How would you determine causality or correlation in this
study?

Week 2 discussion

DQ1 The Influence of Culture

This discussion references the part of CO 3 that covers self
in a social world. Culture is one of the two major independent variables that
influences our self-concepts. Think of culture as a master script for our
shared values, beliefs, ideas, and behaviors that is handed down from one
generation to the next.

Individualism is an important cultural dimension in America.
What is individualism, and how does it impact the way that we think of
ourselves? Contrast your answer with the concept of collectivism and how it
makes a person think of himself or herself.

DQ2 Attributing Cause and Effect

This discussion references CO4 with respect to impressions
we form of ourselves and others.

Suppose your friend Lucy gets a hot last-minute deal on a
7-day trip to Cancun and misses the first 5 days of Week 3 in her online course
at Chamberlain. As a result, she loses 15 of 30 discussion points, incurs a
30-point penalty for the late submission of an assignment that is worth 50
points, and also has so little time to study for the quiz that she earns only
55 of 100 possible points. You believe she was irresponsible, but you also are
her friend. When she asks your opinion concerning the fact that the professor
would not cut her a break, your response seems to be plagued by illusion of transparency
discussed in Chapter 2. How has this social psychological concept impacted your
response to her?

Week 3 discussion

The Influences of Gender

This discussion references CO 6 as it applies to social
influences of which we may not be aware. Gender is the socially defined set of
characteristics that are assigned to a category based on one’s biological sex.
There are three biological-sex categories: male, female, and intersex (having
both male and female sex organs). The terms man and woman are the gender
categories with which you may be most familiar.

What does it mean to be a man and woman in our society? What
kinds of social roles are perceived to be appropriate for men and women?

Week 4 discussion

DQ1 Conformity in Group Life

The study of conformity involves why people are likely to
change their behaviors or beliefs as a result of real or imagined group
pressure. Your textbook describes three types of conformity. If your employer
has a policy that employees must wear business attire when making a presentation
to clients, which type of conformity is implied: compliance, obedience, or
acceptance? What about the situation led you to your conclusion?

DQ2 Doomsday Cults

This discussion references CO 7 which is specifically about
cults and the social processes within them. The CO references new religious
organizations called doomsday cults, though we may also touch on other new
religious organizations that are not apocalyptic.

Consider Jim Jones, Marshall Applewhite, and David Koresh.
What characteristics do or did these doomsday cult leaders have in common?

Week 5 discussion

Discrimination Experiences

This discussion references CO 5 as it applies to
stereotypes, prejudice, and discrimination. Some relevance to CO 3 is also
implied with respect to the sense of social self, self-concept, and
self-esteem.

We will approach the subject by observing that being the
target of discrimination can be a life-altering experience for someone in a
target group. Access to housing accommodations is an area of American social
life in which discrimination on the basis of race and ethnicity continues, even
if not legally.

What must it feel like to sense that you are being excluded
from renting an apartment because you are a member of a visible minority?

Week 6 discussion

DQ1 Get Mad or Get Even?

This graded discussion references CO 12 as it applies to
aggression. One form of aggression that practically everybody can relate to is
road rage. Road rage is aggressive behavior by a car or truck driver in
response to the actions of another road user.

Most of us have either been targets of road rage, been the
road ragers, or perhaps both. To begin our discussion, please share a story
about road rage in your life, or the life or a friend or relative.

DQ2 Circle of Friends

This discussion references COs 9 and 10 as they apply to
interpersonal attraction.

People inherently tend to categorize the people in their
lives in terms of levels of interpersonal attraction. We perceive people who
are lovers, friends, and acquaintances differently.

Do you make a distinction in your life between acquaintances
and friends? What are the differences?

Week 7 discussion

The Games We Play

This discussion references CO 13 which is about violent
aggression – an extreme form of conflict.

In Chapter 13 (Conflict and Peacemaking), Myers starts his
coverage of what causes conflict by examining social dilemmas. What are the
characteristics of a social dilemma?

Week 8 discussion

Clinical Judgement

This discussion references CO 11 as it applies to clinical
judgements, cognitive processes, psychological approaches to treatment, and
social relationships. Describe some ways new or seasoned health professionals
can develop or improve clinical judgement skills? What are the risk factors
associated with the lack of sound judgement?

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item	Points	Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Shared Governance Model Paper (Week 3)	200	20%
Management of Power Paper (Week 5)	200	20%
Executive Summary (Week 7)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.