Spring 2024
Class Information Instructor Information
UNIV 2196 Helen
C. Harton, Ph.D.
Bartlett 34 Bartlett 2080
W 6:30-9:20pm harton@uni.edu;
www.uni.edu/harton
Office Hours: W 2-3; Th 11-12; F 1-2; whenever I’m around
Course Information
Course Learning Outcomes: By the
end of this course, you should be able to:
1) Explain how social psychology applies
to a variety of types of societal problems
2) Critically discuss theories and
research in social psychology
3) Evaluate and apply research to social
issues
4) Apply your knowledge of research to
design a research-based plan to improve society
Instructor Course Description:
In this class, we will explore
topics related to influence, broadly defined.
1. We’ll read and discuss
several popular press books and chapters in books by social psychologists and
those in related fields as well as several journal articles, and discuss their
ideas, the science behind them, and their implications. You will write short
reaction papers to the readings each week and participate actively in class
discussions.
2. You will explore a problem of
interest to you in more depth in an individual project in which you will
critically examine and apply research to suggest a solution for the problem.
3. You will apply your knowledge
in your final, take home exam.
4. You will ask and respond to
questions from one of the book authors as part of a small group.
This class is not one of those
that you can come to once in a while and get the notes from
someone else; it requires work and responsibility on your part. It is important
that you do all the readings on time, reading them not just cursorily, but critically.
Course Catalog Description: Seminar:
Influence: Harnessing Psychology to Create a Better World. Honors Course Section. Reserved
for University Honors students only.
Credit Hour
Statement: This
course meets the Course Credit Hour Expectation outlined in the Course Catalog.
Students should expect to work a minimum of 2 hours per week outside of class
for every course credit hour. Since this is an honors course, you should expect
to work at least 3 hours per week for every course credit hour (so 9-10 hours
per week outside of class).
Syllabus/Class Information Locations: The course syllabus can be found linked from my
website, www.uni.edu/harton, or
directly at www.uni.edu/harton/honors24s.htm.
It is also linked from the BlackBoard elearning site. Hyperlinks in the syllabus link to
PowerPoint slides for the class and readings. For documents (e.g., slides), you
may need to right click on the link, choose “open in a new window,” and hit
return at the end of the url. Then the document
should open or download.
Required Readings
We will read and discuss four popular press science
books this semester as well as several scientific articles.
**Bring the readings to class with you when we discuss
that topic (hard copy or electronic).
Grant, A. (2021). Think again: The power of knowing what you don’t know. Viking.
Van Bavel, J. J., &
Packer, D. J. (2021). The power of us:
Harnessing our shared identities to improve performance, increase cooperation,
and promote cooperation. Little Brown Spark.
Sanderson, C. (2020). Why we act: Turning bystanders into moral
rebels. Belkmap Press.
Cohen, G. (2022). Belonging: The science of creating
connection and bridging divides. WW
Norton.
Other readings are available through the links below
(make sure you’re logged in to your UNI account), the library, or BlackBoard.
Understanding and finding research:
Morling, B. (2020). Research methods in psychology: Evaluating a
world of information (4th ed.). W. W. Norton & Company.
Chapters 1-3.
Trust in science:
American Psychological Association (Host). (2021,
June). How open science is changing psychological science, with Brian Nosek, PhD (No. 146). [Audio podcast episode]. In Speaking of Psychology. APA. https://www.apa.org/news/podcasts/speaking-of-psychology/open-science
Nisbet, E. C., Cooper, K. E., & Garrett, R. K. (2015).
The partisan brain: How dissonant science messages lead conservatives and
liberals to (dis)trust science. Annals of
the American Academy of Political and Social Science, 658(1), 36-66. http://doi.org/10.1177/0002716214555474
Association for Psychological Science. (2022, May).
Countering misinformation with psychological science. APS white paper. https://www.psychologicalscience.org/redesign/wp-content/uploads/2022/05/APS-WhitePaper-Countering-Misinformation.pdf
Misinformation and misperceptions: Are we really that
different?
Mastroianni, A. M., & Dana, J. (2022). Widespread
misperceptions of long-term attitude change. Psychological and Cognitive Sciences, 119(11), e2107260119. https://doi.org/10.1073/pnas.2107260119
Ahler, D. J., & Sood, G.
(2018). The parties in our heads: Misperceptions about party composition and
their consequences. The Journal of
Politics, 80(3), 964-981. http://dx.doi.org`/10.1086/697253
Lees, J., & Cikara, M.
(2021). Understanding and combating misperceived polarization. Philosophical Transactions of the Royal
Society B, 376(1822) 20200143. https://doi.org/10.1098/rstb.2020.0143
The power of norms
Tankard, M. E., & Paluck,
E. L. (2017). The effect of a Supreme Court decision regarding gay marriage on
social norms and personal attitudes. Psychological
Science, 28(9), 1334-1344. https://doi.org/10.1177%2F0956797617709594
Bursztyn, L., Gonzalez, A. L., & Yanagizawa-Drott,
D. (2020). Misperceived social norms: Women working outside the home in Saudi
Arabia. American Economic Review, 110(10),
2997-3029. https://doi.org/10.1257/aer.20180975
Bilali, R. (2022). Fighting violent extremism with narrative
intervention: Evidence from a field experiment in West Africa Psychological Science,33(2), 184-195. https://doi.org/10.1177/09567976211031895
Increasing belonging
Schmader, T., Dennehy, T. C., & Baron, A. S. (2022). Why
antibias interventions (need not) fail. Perspectives
on Psychological Science, 17(5), 1381-1403. https://doi.org/10.1177/17456916211057565
Walton, G. M., Murphy, M. C., Logel,
C., Yeager, D. S., Goyer, J. P., Brady, S. T.,
Emerson, K. T. U., Paunesku, D., Fotuhi,
O., Blodorn, A., Boucher, K. L., Carter, E. R.,
Gopalan, M., Henderson, A., Kroeper, K. M., Murdock-Perriera, L. A., Reeves, S. L., Ablorh,
T. T., Ansari, S.,…Krol, N. (2023). Where and with
whom does a brief social-belonging intervention promote progress in college? Science, 380(6644), 499-505. https://doi.org/10.1126/science.ade4420
Report on a third article of your choosing (more
details to come in class)
Grading
Final Grades: Your final grade will be determined by participation and completion of various
assignments (detailed below).
|
93-100 |
A |
|
90-92 |
A- |
|
87-89 |
B+ |
|
83-86 |
B |
|
80-82 |
B- |
And so on.
Assignment Weights (percentages):
|
Class discussion |
20% |
|
Reaction papers |
20% |
|
Final exam |
10% |
|
Project sections 1-3 |
10% |
|
Final project |
20% |
|
Individual presentation |
10% |
|
Group questions/presentation |
10% |
Course Requirements:
Class discussion. Active class discussion is essential to the functioning of the class.
You are expected to contribute meaningfully to class discussion.
Discussion will be graded on
the following scale:
0 = not there
2 = attended but
didn’t participate, or participation not very relevant (below average)
3 = comments relevant,
but didn’t involve much insight (average)
4 = comments relevant
and insightful (good)
5 = more than one
comment showed a significant and original contribution (excellent)
These will be translated at the end of the semester to a grade on a 100 point scale, where 5 = 100; 4=90; 3=80, etc.
I’ll send you feedback on your participation and drop your lowest
discussion grade.
Reaction papers. Each week by Tuesday at noon, you’ll turn in an informal paper in
Blackboard with your reactions to the week’s readings. These do not have to be
written formally or in APA style, but they should be clear, grammatically
correct, and appropriately cited. These 1-2 page
papers (around 500 words) should not just be a summary of what you read, though
they should address each of the readings in some way. Include in your papers
your thoughts on what you read—how does it relate to other issues? To other
things you’ve read in this or other classes? To other situations? To other
classes? What questions did you have about what you read? Do the authors make
unsubstantiated claims or misrepresent anything? Are there other ways these
results could be applied, or times that you think they would be more or less
likely? The “papers” don’t have to be a single coherent paper—they could
include bullet points and don’t have to have transitions between paragraphs.
What they do need to show is that you read and critically thought about the
assigned readings.
Reaction papers will be graded on the following scale:
0 = didn’t turn it in
2 = turned in, but not
very relevant (below average) or didn’t address all the readings
3
= comments relevant, but didn’t involve much insight, or only one to two real
thoughts expressed (average)
4
= comments relevant and insightful—at least three good points that go beyond the
readings (good)
5
= met qualification for 4, plus more than one comment showed a significant,
original contribution (excellent)
These grades will be translated at the end of
the semester to the same 100-point scale as in class discussion.
I’ll send you feedback on your reaction papers each week. I will drop
your two lowest reaction paper grades.
Project. In your project, you’ll explore how to use psychology
(and especially social psychology) to help solve a societal problem.
Section 1:
Define the problem and explain why it’s a problem. You will need to include
some general sources here (e.g., how common is this problem) as well as
research that shows that this is a problem (e.g., linking it to negative
outcomes). This section should contain several references, possibly including
some internet or general sources, and be about a page and ½ to 2 pages.
Section 2:
Describe at least two theories that relate to how to solve the problem you
defined. You’ll need at least a paragraph describing each theory, 1-2
paragraphs each that show general support for the theory, and a paragraph each
that applies the theory specifically to your problem. This section should
contain several references and be around 3 pages.
Section 3:
Evaluate previous research that has attempted to solve your problem. Provide a
critical review of what we currently know about what does and does not work.
This section should contain several references and be around 3 pages.
Section 4:
Provide a rationale for your approach to solve the problem. Here, you’ll
summarize what we know from the previous sections of the paper in a paragraph
or two, then describe any problems or limitations with previous approaches and
how your approach (briefly summarized) may be better. The research rationale
for your approach needs to be clear. This section probably won’t have any new
references (or maybe a couple), but may cite previous studies/theories you’ve
covered. It should be around 2 pages.
Section 5: Describe
your approach in detail (enough detail that I could follow your instructions
and do it). Explain what the approach is, how you would implement it, with
whom, etc. This section needs to be detailed and specific. You might reference
to Appendices (e.g., for flyers or informational packets you might use). There
probably won’t be many new references here, and this section will probably be
around 3 pages.
Section 6:
Describe how you would know if your plan was effective—this could include
descriptions of studies, or references to statistics that would be examined,
etc. Discuss strengths and limitations of your plan. This section will be
around 3 pages and may or may not contain new references.
Section 7:
Briefly summarize your plan and what it would accomplish. This is your
conclusion section and should only be a paragraph or two and mostly likely with
no references.
The paper will conclude with
an APA style reference section and possibly, appendices. All papers should be
in APA style (7th ed.), including an APA style reference section (note
that I’m picky about APA style and that I will also check your references
against your text and look them up to make sure they are accurately cited). You
can find help for APA style here: https://apastyle.apa.org/
and/or in the APA Manual, which is available at the bookstore and the library.
Page estimates are just that—estimates to give you an idea of how long each
section might be. They are not absolutes, and a good paper may have more or
fewer pages per section.
You’ll also need a short
abstract/summary of the project at the beginning and an APA style cover
page.
You’ll turn in the project
twice. First, you’ll turn in sections 1-3 for a grade. Then, toward the end of the
semester, you’ll turn in the entire project (including revised sections 1-3
based on feedback) for a second grade.
Individual presentation. In one of the later class sessions, you’ll do an oral
presentation on your project. The presentation should last 10-12 minutes and
address all the elements of your project. The class will then have about 5-10
minutes to ask questions. Grades will be based on presentation style and
quality as well as content and ability to answer questions. Sign up for a time
to present at https://docs.google.com/spreadsheets/d/14fktBOFGD68yNXBZW7WDBPuowwkZjesx3kQW_gvBbFA/edit?usp=sharing
Group questions/presentation: In a small group, you’ll come up with 5-6 questions to
ask the authors of one of the books. I’ll review the questions and relay them
to the authors. After you get their response, you’ll create a video including
the questions you asked, their responses, and your responses to their
responses. Your grade will be based on your question quality, responses, and
presentation. Sign up for a book at: https://docs.google.com/spreadsheets/d/16MEZKzD9P9_jV6RZjrCkZPYPwAYCjlAO70UOxLe8LUQ/edit?usp=sharing
Final exam. The final is a take home exam. For each question, you
should write 2-4 typed, double spaced pages. The only direct sources you should
cite should be readings from the class, but you may be using those as secondary
sources, so make sure you cite the primary source as well. You should also
include the page number(s) for each in-text citation.
You’ll upload each essay
separately and anonymously.
Everyone does:
1. If you could summarize
this entire semester’s class into three themes or ideas that you think are most
important for people to learn, what would they be and why? Each theme should
show up in at least 3 of the readings (readings=book or article) in some way.
How did each reading address this theme? What were the similarities or
differences in how they approached the theme? What are the implications of what
you learned about this theme? How is the theme reflected in your own life/experience?
Make sure you answer each question for each theme.
And then choose one of these
two:
2a. Describe three
misperceptions you learned about this semester. For each, cite research
demonstrating the misperception, explain why the misperception occurs, and
address how research suggests that the misperception can be corrected. Provide
at least 2 examples of each misperception from recent (in the last 6 months)
media or your own personal experience.
2b. Groups can have both
positive and negative effects. Describe and cite research supporting three ways
that groups or social identities can have positive effects on people or society
and three ways they can have negative effects. Overall, do groups and
identities have more positive or negative effects in your opinion (support your
opinion with research)? How can we amplify the positive and reduce the negative
effects? Provide at least 2 examples from recent (in the last 6 months) media
or your own personal experience of both the positive and negative effects of
groups.
Exam questions will be graded
based on whether you address each part of the question accurately and
thoughtfully. Up to a letter grade per essay may also be deducted for APA and
citation style errors.
Tentative Class Schedule
All assignments should be uploaded in Bb.
|
Date |
Readings |
Assignments (reaction papers due each date that there
are assigned readings) |
|
Understanding
and finding research |
“This is me”
slide due 1/19 by noon. Reaction paper
for this week is your answer to questions on the readings (due before class).
|
|
|
Trust in science |
Submit up to 3
ideas for your project issue. |
|
|
Think again: Prologue, Chapters 1-6 |
Choose and turn
in the issue you wish to address in your project. |
|
|
Think again: Chapters 7-11, epilogue, actions for
impact |
|
|
|
Misinformation
and misperceptions |
|
|
|
Power of us: Introduction, Chapters 1-5 |
|
|
|
Power of us: Chapters 6-10 |
|
|
|
Why we act (whole book) |
Sections 1
through 3 (plus references for this portion) of project due. |
|
|
Belonging: Introduction and Chapters 1-8 |
|
|
|
Belonging: Chapters 9-13 and key takeaways |
|
|
|
Apr 3 |
Individual
presentations |
Upload slides for
presentation before you present |
|
Apr 10 |
Individual presentations |
|
|
Apr 17 |
No in person
class b/c instructor is at a conference. Peer review and discussion of
questions for authors. |
Complete draft of paper due
for peer review by noon. Group video presentation of
questions to authors and your response needs to be uploaded by 6:30pm. Peer feedback due Apr 19 at
5pm. Watch videos and respond to
at least two by Sunday night (midnight).
Completion of peer review
assignments counts as your reaction paper grade for this week. Responses to
videos counts as your discussion grade.
|
|
Power of norms |
Full project including
revised Sections 1 through 3 due |
|
|
Increasing
belonging |
|
|
|
May 8 |
Final exam |
Due by 5:00 pm |
Course Policies--FAQs
What happens if I miss deadlines?
Reaction papers are due at
noon every Tuesday. You can turn in up to two of them late (by the start of
class) without penalty. Oral presentations, the project, and the final exam
need to be completed at the date and time assigned except in extreme
circumstances (e.g., illness, familial death). In those cases, you need to
contact me before the deadline. If
you’re having issues with getting things in on time, instead of ignoring it,
talk to me so we can figure things out. You can drop your two lowest reaction
paper grades and one discussion grade.
Do I really need to come to class?
Short answer, yes. It’s
expected that if you’re able to, you’ll attend class. If you’re sick, we can
zoom you in if you let me know by 9am that day. You have one automatic drop for
class discussion grades. If you need to miss more than one class because of
illness, etc., talk to me. I’m reasonable and we’ll figure something out. Don’t
come to class sick.
What about cheating and
plagiarism?
Students are bound by the UNI Academics Ethics Policy (http://www.uni.edu/policies/301). Cheating and plagiarism of any kind or amount will not
be tolerated and will result in lowered grades, including a possible 0 on the
assignment in question, regardless of intentions. Ignorance of the rules is no
excuse. If you have any questions about
what is acceptable, ask. Note that it is not acceptable to use secondary
sources in scientific writing—you should cite and read the primary source (i.e., the article where they report
the findings—not a book that summarizes them). We’ll also discuss the proper
use of AI in class—it may be used to help you brainstorm ideas or proofread
your writing, but should not be used to generate written responses or papers.
What if the weather is bad
or the university cancels in person classes?
If we can’t meet in person at any time during the semester for any
reason, including university directive, cancellation due to weather, and/or
instructor illness, the default response will be to meet synchronously via Zoom
during regular class time. Check your email before class for more information
and a link.
How do discussions
work?
I will give information and help guide discussions in
class, but I also encourage you to bring up your own points and questions. You
are also expected to build on and critique other’s points, but remember to
always address your critiques to ideas, not people. We should discuss topics
calmly and respectfully. We want to have an open setting where everyone feels
free to contribute, where no one tries to dominate the conversations, and where
we all remain open to other’s ideas. Ad hominem comments are not appropriate.
How will you get
in contact with me or share class information?
There is a class listserv that will be used to contact
you with additional information about assignments, notices if class goes
online, etc. Make sure to check your UNI email so you get this information. I
may also post them in Blackboard, but the default and first place they will
show up is in email, so check there first.
What is the best
way to reach you?
The best way to meet with me is to talk to me before or
after class or email me to set up a time to meet. We can meet over zoom or
face-to-face, depending on your preference. You can also stop by my office
hours, but you may have to wait if there is another student ahead of you.
What if I’m having
other issues I need help with?
I’m happy to help you with class or psychology (as a
field, e.g., graduate school, research) questions. I can also help direct you
to other places to get help, such as the UNI Counseling Center, The Learning
Center @ Rod Library, or the Panther Pantry (food bank on campus).
Are there other things you or the
university want me to know?
You
can find more information on university policies related to free speech,
nondiscrimination, and accessibility, along with opportunities for tutoring here.