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, 2001), 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 two 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 fifth 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 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, 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 day of 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. 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
1/14, 1/16, 1/18: MULTICULTURALISM: POLITICALLY CORRECT OR BENEFICIAL?
Fowers, B. J., & Richardson, F. C. (1996). Why is multiculturalism good?
American Psychologist, 51, 609-621.
1/23, 1/25: SEXISM: OVERSTATED OR INJURIOUS?
Murphy, E. M. (2003). Being born female is dangerous for your health. American
Psychologist, 58, 205-210.
1/28, 1/30, 2/1: 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.
2/4, 2/6, 2/8: POVERTY: CHARACTER FLAW OR CONSEQUENCE OF OPPRESSION?
Evans, G. W. (2004). The environment of childhood poverty. American Psychologist,
59, 77-92.
2/11, 2/13, 2/15: GLOBALIZATION: HELPFUL OR HARMFUL?
Arnett, J. J. (2002). The psychology of globalization. American Psychologist,
57, 774-783.
2/18, 2/20, 2/22: ENVIRONMENTAL DEGRADATION: TECHNOLOGICAL OR BEHAVIORAL
PROBLEM?
Winter, D. D. (2000). Some big ideas for some big problems. American Psychologist,
55, 516-522.
2/25, 2/27, 2/29: CRIME: REHABILITATION OR RETRIBUTION?
Rice, M. E. (1997). Violent offender research and implications for the criminal
justice system. American Psychologist, 52, 414-423.
3/3, 3/5, 3/7: TERRORISM: EVIL DOERS OR FREEDOM FIGHTERS?
Mogghadam, F. M. (2005). The staircase to terrorism: A psychological exploration.
American Psychologist, 60, 161-169.
3/17, 3/19, 3/21: 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.
3/24, 3/26, 3/28: 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.
3/31, 4/2, 4/3: SUICIDE: PERSONAL CHOICE OR GOVERNMENT CONTROL?
Szasz, T. (19986). The case against suicide prevention. American Psychologist,
41, 806-812.
4/7, 4/9, 4/11: HAPPINESS: WORDLY GOODS OR INNER WORLD?
Csikszentmihalyi, M. (1999). If we are so rich, why aren't we happy? American
Psychologist, 54, 821-827.
4/14, 4/16, 4/18: 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.
4/22, 4/23, 4/25: ALTERNATIVE THERAPIES: EFFECTIVE OR FRAUDULENT?
Krippner, S. C. (2002). Conflicting perspectives on shamans and shamanism:
Points and counterpoints. American Psychologist, 57, 962-977.
4/28, 4/30, 5/2: 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 2nd
5/6 at 7:50 AM: 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 (May 6th from 7:50-9:50
AM) 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.