Illinois State University
Department of Psychology
Dr. Michael Stevens
DEG 461; 438-5700; mjsteven@ilstu.edu
Office Hours: M 11-12, R 2-3, F 8-9, or by appointment
Senior Seminar (PSY 392); www.psychology.ilstu.edu/mjsteven/PSY392.html

SYLLABUS FOR SENIOR SEMINAR

COURSE GOALS

In this course, we will read, discuss, and write about a variety of contemporary topics that bear on the discipline of psychology.  We will explore mainstream as well as alternative theoretical, methodological, and applied approaches to these topics in order to develop the informed views needed to become fully engaged and effective citizens.  I hope you will come away from this class with a fuller appreciation of psychology’s relevance to the understanding and solution of today’s issues and problems, as well as how psychology itself is affected by these issues and problems.

COURSE DESCRIPTION AND POLICIES

This course is a seminar.  A seminar consists of a small group of advanced students who study under a professor with each student conducting research and exchanging ideas through reports and discussion.  In this seminar, research refers to journal articles and book chapters that disseminate the ideas and findings of experts in their field.  In a seminar, the professor serves as an organizer and evaluator rather than as a contributor.  As senior psychology majors, you should be prepared to study and understand human functioning in context.  Therefore, you are expected to participate in classroom discussions meaningfully and often.  Naturally, you are expected to attend every class; unexcused absences and tardiness will lower your final grade.

This syllabus is your contract for the course.  Consult it frequently.  If you anticipate problems, see me as soon as possible.  Assume that in the absence of other information we will adhere to the schedule below.  I value punctuality.  If you come to class late, please enter quickly and quietly.  If you must leave early, please follow the same instructions in reverse.  If you miss a class, it is your responsibility to obtain notes from a classmate.  Emergencies and unavoidable conflicts must be documented (e.g., a physician's note) or resolved (e.g., travel by student-athletes).

Plagiarism will result in failure for the course.  Plagiarism is taking someone else's thoughts and passing them off as your own.  It entails "the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs."  Paraphrasing, on the other hand, is when you summarize someone else's work in your own words.  For further information on plagiarism versus paraphrasing, consult the Publication Manual (APA, 2009), which is available in the reference section of Milner Library.  I will evaluate all written materials that you submit with the Essay Verification Engine, a software program designed to detect plagiarism.  Plagiarism is a violation of the Student Code of Conduct (see The Student Handbook); it will result in an F for the course and referral to the Student Judicial Office for further adjudication.

READINGS

The readings for this course are required and can be purchased in the form of a spiral-bound text at PIP Printing in the Bone Student Center with presentation of a ticket.  The readings consist of 15 articles from the American Psychologist which address a variety of controversial topics in contemporary psychology.

ASSIGNMENTS AND GRADING

You may see your grades by clicking on the link "Grading" above and then logging on to a secure webpage.  Grades will be derived from five activities and/or assignments: class participation, weekly summaries, oral presentations, written presentation summaries, and a term paper.  Grades will be based on an absolute scale.  You will receive detailed feedback on oral and written assignments designed to clarify my expectations and to assist you in improving your performance.

Attendance - As responsible students, I expect you to attend each and every class.  I will take attendance at the beginning of class.  Those not present will be docked three points for each missed class.  Accumulated attendance points will be deducted from the total number of earned points in determining your final course grade.

Class participation - As senior psychology majors, you should be prepared to participate meaningfully and often; active participation will facilitate your learning.  The quality and frequency of your verbal contributions will be evaluated.  Your questions and remarks should reflect on the oral presentation(s) scheduled for that day and should integrate theoretical, empirical, and practical material contained in the article for the week, knowledge acquired in other psychology courses, and knowledge acquired in extra-disciplinary courses.  The frequency and thoughtfulness of your participation will be evaluated.

100 points: The student spoke thoughtfully more than once in every class period.

90 points: The student spoke thoughtfully once every class period.

80 points: The student spoke thoughtfully in over 50% of the class periods.

70 points: The student spoke thoughtfully in less than 50% the class periods.

60 points: The student seldom spoke thoughtfully.

50 points: The student never spoke thoughtfully.

Weekly abstracts - You are expected to read all assigned articles.  Each Monday, beginning with the second week, turn in a two-page abstract of the article assigned for that week.  Abstracts must be typed, double-spaced, and follow APA stylistic guidelines (the 5th or 6th edition of the APA Publication Manual).  One-half to two-thirds of the abstract should capture the central points of the article in an impartial fashion; the remainder should include probing reactions, based on psychological science and practice, which support or criticize positions staked out by the article’s author(s).  You should be prepared to share your reactions in class.  The grade for abstracts will be determined by the number you turn in on time.

100 = submission of all abstracts on their due dates
75   = failure to submit 1-2 abstracts on their due dates
50   = failure to submit 3-4 abstracts on their due dates
25   = failure to submit 5 or more abstracts on their due dates
0     = failure to submit any abstracts on their due dates

Oral presentations and written presentation summaries - Each Monday, beginning with the second week, a group of students will lead the discussion of that week's topic.  Topics will be distributed via a lottery at the beginning of the semester.  Each student is to find a scholarly article or book chapter, approved by me, that expands upon the topic for the week; I suggest that you use an approved electronic database, such as PsycINFO or ERIC.  I can direct you to important subtopics, as well as journals and Internet resources in which influential literature is published.

Each group's search should be coordinated so that students select different literature.  Each student will give a 20-30 minute, stand-up oral presentation (not to be read) of his/her article or book chapter and write a summary that is 3-5 pages long.  Each student will make an oral presentation and turn in a written summary of that presentation three times during the semester.  Like the weekly abstracts, both the oral presentation and written presentation summary should include an objective description of the material along with questions and comments that evaluate key theoretical, methodological, and practical elements.  The summary should be typed, double-spaced, follow APA style (5th or 6th edition), and submitted with a copy of the literature you selected on the day you present.  After the oral presentation, the class will discuss the material and explore its relevance for the week's topic.  Your task will be to identify or generate issues from your material, link it to the week's topic and current events, and moderate the discussion that follows; I will gladly coach you on how to moderate class discussion effectively.  An alternative to the discussion format might be to divide the class and moderate a debate of opposing viewpoints.  Any media or role-play demonstrations used to supplement your oral presentation must be arranged with me in advance.  I encourage you to use powerpoint slides or transparencies and handouts to organize and supplement your oral presentation.

Numerical grades, from 0-100, will be assigned to your individual oral presentations and written presentation summaries based on their accuracy, organization, style, thoroughness, and thoughtfulness.  Numerical grades assigned to your individual oral presentations will be averaged to determine an overall grade for the oral presentations; numerical grades assigned to your individual written presentation summaries will be averaged to determine an overall grade for the presentation summaries.  Failure to present on the scheduled day will result in a 0 for this part of the course; written summaries that are submitted late will also be given a 0.

Term paper - Each student will write a 10-15 page term paper, which is due on the last day of class.  Papers must be typed, double-spaced, contain appropriate citations (e.g., at least 10 journal articles, book chapters, and/or books) and a reference list, and follow APA style (5th or 6th edition).  If papers do not meet these criteria, they will not be evaluated.  The paper should be a more extensive examination of one of the topics on which you presented in class.  Papers should take the form of a review, which implies that your topic can be approached, at least in part, from the vantage point of psychological science and evidence-based practice.  A review entails the organization and critique of theoretical, empirical, and/or applied literature.  Each paper will receive a numerical grade from 0 to 100 that reflects its accuracy, clarity, organization, style, thoughtfulness, and thoroughness.  Failure to submit the term paper by the date and time of the last class will result in a grade of 0 for this part of the course.
FINAL GRADE

The five assignments will be weighted equally to determine a grade for the course.  Thus, the FINAL GRADE = (CLASS PARTICIPATION + WEEKLY ABSTRACTS + AVERAGE OF ORAL PRESENTATIONS + AVERAGE OF WRITTEN PRESENTATION SUMMARIES + TERM PAPER) - UNEXCUSED ABSENCES.  Grades will be determined on a strict percentage system:

451-500    = A
401-450    = B
351-400    = C
301-350    = D
<301         = F

If you need to arrange a reasonable accommodation for a documented disability, contact Disability Concerns at FEL 350, 438-5833 (voice), 438-8620 (TDD).  If you suffer from public speaking anxiety, the Student Counseling Services can assist you.  The Student Counseling Services is located in the SSB 320 (438-3655).
TOPIC AND READINGS

1/11, 1/13, 1/15: MULTICULTURALISM: POLITICALLY CORRECT OR BENEFICIAL?
Fowers, B. J., & Richardson, F. C. (1996). Why is multiculturalism good? American Psychologist, 51, 609-621.

1/20, 1/22: SEXISM: OVERSTATED OR INJURIOUS?
Murphy, E. M. (2003). Being born female is dangerous for your health. American Psychologist, 58, 205-210.

1/25, 1/27, 1/29: SAME-SEX RELATIONSHIPS: PERVERSION OR NORMATIVE ALTERNATIVE?
Herek, G. M. (2006). Legal recognition of same-sex relationships in the United States: A social science perspective. American Psychologist, 61, 607-621.

2/1, 2/3, 2/5: POVERTY: CHARACTER FLAW OR CONSEQUENCE OF OPPRESSION?
Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59, 77-92.

2/8, 2/10, 2/12: GLOBALIZATION: HELPFUL OR HARMFUL?
Arnett, J. J. (2002). The psychology of globalization. American Psychologist, 57, 774-783.

2/15, 2/17, 2/19: ENVIRONMENTAL DEGRADATION: TECHNOLOGICAL OR BEHAVIORAL PROBLEM?
Winter, D. D. (2000). Some big ideas for some big problems. American Psychologist, 55, 516-522.

2/22, 2/24, 2/26: CRIME: REHABILITATION OR RETRIBUTION?
Rice, M. E. (1997). Violent offender research and implications for the criminal justice system. American Psychologist, 52, 414-423.

3/1, 3/3: TERRORISM: EVIL DOERS OR FREEDOM FIGHTERS?
Mogghadam, F. M. (2005). The staircase to terrorism: A psychological exploration. American Psychologist, 60, 161-169.

3/5: NO CLASS

3/15, 3/17, 3/19: TRAUMA: VICTIMHOOD OR RESILIENCE?
Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20-28.

3/22, 3/24, 3/26: ADDICTION: DISEASE OR SKILL DEFICITS?
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47, 1102-1114.

3/29, 3/31, 4/2: SUICIDE: PERSONAL CHOICE OR GOVERNMENT CONTROL?
Szasz, T. (19986). The case against suicide prevention. American Psychologist, 41, 806-812.

4/5, 4/7, 4/9: HAPPINESS: WORDLY GOODS OR INNER WORLD?
Csikszentmihalyi, M. (1999). If we are so rich, why aren't we happy? American Psychologist, 54, 821-827.

4/12, 4/14, 4/16: SPIRITUALITY: COMPATIBLE OR INCOMPATIBLE WITH SCIENCE?
Jones, S. L. (1994). A constructive relationship for religion with the science and profession of psychology. American Psychologist, 49, 184-199.

4/19, 4/21, 4/23: ALTERNATIVE THERAPIES: EFFECTIVE OR FRAUDULENT?
Krippner, S. C. (2002). Conflicting perspectives on shamans and shamanism: Points and counterpoints. American Psychologist, 57, 962-977.

4/26, 4/28, 4/30: LICENSURE: PROTECTING THE PUBLIC OR THE PROFESSION?
Gross, S. J. (1978). The myth of professional licensing. American Psychologist, 33, 1009-1016.
TERM PAPERS DUE ON MAY ???

5/??? at ???: CONSULTATION
In lieu of a final exam, you will have an opportunity to consult with me about your grade for the course.  If you choose to do so, please drop by my office during the time of the scheduled final to review and discuss any aspect of your performance in the class.  It will be helpful if you prepare for the meeting and bring relevant materials to discuss.  Of course, you are free to consult with my graduate assistant or me at any time about your status and progress in the course.