Psychology 481 Seminar
Controversial Issues in Psychology
Fall 2008 / Section 001221

Required Text:

Slife, B. (2008). Taking sides: Clashing views on Controversial Psychological Issues (15th Ed).

(Please note: Students are required to bring the textbook and any currently assigned materials to class) 

Course Description: We are often confronted with opposing viewpoints on a particular issue. In the face of uncertainty, we must evaluate the available information and formulate our own position. Students will use critical thinking skills to analyze controversies in contemporary psychology. Students will practice evaluating evidence and drawing conclusions about opposing viewpoints through classroom discussions, written assignments, and oral presentations.

Course Objectives:

·         To introduce you to a number of controversial issues, theories and issues in contemporary psychology.

·         To help you become more aware of alternative views on controversial psychological issues.

·         To improve your communication skills within the discipline, both written and oral.

·         To improve your ability to discuss controversial issues with other students.

·         To develop and/or improve your critical thinking analysis of research, evidence and theories.

·         To improve your skills in organizing a persuasive argument.

·         To improve your ability to use library and internet resources.

 Student Learning Outcomes:

• can demonstrate knowledge and appreciation of basic concepts and theories in psychology;
• know the principles and theories of psychology;
• can critically analyze evidence and theories in psychology;
• can demonstrate appreciation of the cultural and historical context of psychology;
• demonstrate an appreciation of the social, cultural and scientific roles played by psychology;
• can demonstrate communication skills within the discipline of psychology;
• can demonstrate technical writing skills, APA format;
• are capable of organizing a persuasive argument;
• can write engagingly and interestingly;
• can make meaningful oral presentations;
• are capable of using library and other resources;
• can evaluate the empirical research designs reported by others;
• know ethical guidelines in psychology.

Course Requirements:
Quizzes (90 pts.) There will be three scheduled quizzes, each worth 30 points. The dates for each quiz and the topics to be covered on each are listed on the course schedule. Quizzes will consist of essay (e.g., identify and describe; compare and contrast; explain) and multiple-choice questions to test your understanding of the reading material and class discussions. To do well on the quizzes you must know and understand the concepts, theories, controversies, findings, relationships, and facts, and must be able to articulate your knowledge. Attending classes and taking good notes will help you do this.

Issue Reports (135 pts.)  For nine out or the ten issues covered, students must submit an issue report (worth 15 points each) on the first day the issue is covered in class. Issue reports are designed to encourage students to think about both the “Yes” and “No” readings pertaining to a particular issue. Also, careful preparation of the issue report will prepare students to be active in the class discussion. No late issue reports will be accepted. Remember that all students can skip one issue report.  If you anticipate an absence and need to submit the issue report, please leave the assignment in Dr. Malone’s mailbox before the due date.

Issue reports must be typed, stapled, and include the following boldface headings with supporting paragraphs:

·         The Issue (Explain the general issue, summarizing the two main positions. Use your own words.)

·         My Initial Position (State your position before any reading or reflection and briefly explain why you feel this way.)

·         Areas of Disagreement (Discuss two main points of disagreement between the two authors.)

·         Most Empirical Approach (Identify the author taking the most empirical approach in presenting their thesis. Justify)

·         Cause/Effect Relationships (Were any stated or implied by the authors? Were any of these faulty? Explain.)

·         Propaganda and/or Fallacies (Briefly identify examples of propaganda, distortion of information, bias, oversimplifications, stereotyping, faulty generalizations, or fallacies on both sides.)

·         My Current Position (State your position and provide justification.)

·         Discussion Question (Compose a discussion question for class.)

Outside Source Presentation (40 pts.) For eight of the ten topics, the class meeting after the issue report will be devoted to further exploring the issue by selecting, summarizing, and evaluating outside sources that pertain to the issue. Each student will sign up for one issue and present for 20 minutes of the appropriate class period. Students will research, locate, and print two scientific/scholarly articles relevant to the issue. After you have copied and read the articles, create a PowerPoint presentation which summarizes and evaluates the two articles in relation to the issue. A list of suggested sections for each article is provided below.

·         Reference (Include the complete article reference in APA format.)

·         Main ideas of the article

·         Relationship to the issue (Describe which side of the issue this article most clearly supports. How is the support provided?)

·         Weaknesses (Identify holes or weaknesses in the article’s argument.)

·         Propaganda/Fallacies (Identify examples of propaganda, distortion of information, bias, oversimplifications, stereotyping, faulty generalizations, or fallacies you found in the article).

·         Counterargument (Describe at least one good counterargument to the thesis of the article.)

After covering both articles, be sure to summarize each article’s relation to the issue.  What is your take-home message? The presentation portion should last about 10-12 minutes. Then use your presentation as a springboard for class discussion. Prepare a few discussion questions and lead the class in discussion for about 10 minutes (until your 20 minutes is finished).

Please hand in a printout of your PowerPoint slides and copies of both articles.

Research Paper (95 pts.) Each student will write a research paper on a contemporary issue in psychology. The issue must have two or more sides and you must include at least 10 scientific sources. The paper should include an introduction to the issue; an explanation of both sides of the issue; and conclusions (including your position on the issue based on the reviewed evidence). The final written paper must conform to APA style (5th ed.) and contain a title page, abstract, introduction (literature review), and reference section. The topic for the paper must be approved by the instructor. Late papers will incur an automatic letter-grade deduction for each calendar day they are late.

Research Paper  Presentation (40 pts.) Each student will make a 15-20 minute oral presentation with PowerPoint slides on his or her paper issue. Do not read your paper. Instead, present both sides of the issue, including evidence for each position. Also point out any weaknesses in the arguments and end with your position on the issue. Leave the last few minutes for questions and discussion.

Class Participation: (50 pts) Class participation in the form of attendance, discussion, and presentation is an absolutely essential component of this class. Psychologists must learn and practice communication skills necessary to present, persuade, and discuss with colleagues, both in casual and professional interactions. This is not a lecture course; students will carry the responsibility for making each class session lively and informative. Be prepared to discuss your reports of the issue or outside sources. Further, be prepared to articulate and justify your stance on each issue, as well as evaluate the arguments of others. Also be prepared to ask and lead discussion about your composed discussion question from the current week’s issue report.

Class participation points will be assigned as follows:

·         10 points--Student rarely speaks out in class; if prompted, comments are brief.

·         20 points--Student occasionally speaks out in class; responds to questions or comments from the instructor when prompted.

·         30 points--Student occasionally speaks out in class; engages other students without prompting.

·         40 points--Student usually speaks out in class and responds to others with knowledge of the material and thoughtful comments that go beyond basics. 

·         50 points--Always offers discussion without prompting; ideas and comments are insightful and thoughtful; demonstrates a clear understanding of the material; recognizes implications.

Student Responsibilities: It is the responsibility of each student to be aware of all information in the syllabus, including dates and procedures for assignments and grading; to frequently check the course web page for class announcements or changes; to complete the reading and writing assignments before each class; to take an active role in learning the material; to seek out help from the professor in a timely fashion; to monitor your performance in this class, including keeping track of your grades; and to inform the professor ahead of time in the case of special needs.  Be aware that it is common courtesy to arrive and leave class on time so as not to disturb the professor or other students. Also, please turn off phones and other electronic devices before entering class.

Course Grading Policy: Final grades will be determined from a total of 450 points. Letter grades will be assigned as follows:

A = 403 - 450 points (90-100%)
B = 358 - 402 points (80-89%)
C = 313 - 357 points (70-79%)
D = 268 - 312 points (60-69%)
F = 267 points or less (59% or less)

Please note: These grading categories are fixed. The boundaries have already been relaxed; so there will be no exceptions. Please monitor your grade throughout the semester.

Incompletes: No incompletes will be given unless prior arrangements have been made with the instructor. University policy requires that the student sign a “Removal of Incomplete” contract with the instructor for completion of the work. Under this policy, an incomplete will automatically be converted to an F if the work is not completed in one semester.

Academic Honesty: The MSUM Student Handbook (http://www.mnstate.edu/sthandbook) discusses student conduct code issues including academic integrity such as cheating or plagiarism. If you have any questions regarding this conduct code or your rights, please review the handbook.

Copying test answers or papers from classmates or other sources (including the web) is considered plagiarism and is the equivalent of scholarly or “literary” stealing. Such activities reflect shabby standards of personal integrity and such conduct is professionally unethical. In the event that you are caught plagiarizing or copying, you will be failed in the course, regardless of the level of work on other class activities. The University may take other disciplinary actions for students who cheat on tests or papers, up to and including suspension from the University (consult the Student Policy Handbook). Consult the APA Publication Manual (5th edition) regarding proper ways of citing other people’s work.  

Special Accommodations: Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services, at 477-5859 (voice) or 1-800-627-3529 (MRS/TTY) in CMU 114 as soon as possible to ensure that accommodations are implemented in a timely fashion.