PSYCHOL 4304 - Advanced Psychology in Society
North Terrace Campus - Semester 2 - 2021
General Course Information
Course Code PSYCHOL 4304 Course Advanced Psychology in Society Coordinating Unit Psychology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange N Restrictions Available to B.Psychological Science (Honours) and B. Psychology (Advanced) (Honours) students only Course Description The aim of this course of seminars is to encourage students to develop a critical perspective on the ways in which social identities are constructed and put to use in society. Discussions will concern the impact of psychological theory, research, and practice on the representation of social identities, including gender, in a number of areas, including human development, clinical, education and legal settings. The course will also provide students with insights into modern methodological approaches used to study social identities such as gender.
Course Coordinator: Associate Professor Amanda LecouteurAssoc. Prof. Amanda Lecouteur
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Critically evaluate psychological approaches used to study topics such as gender and other identities
2. Compare and contrast traditional biological/evolutionary approaches to the human subject with recent social psychological approaches
3. Critically evaluate the implications of social psychological theory for understanding the development of social identities throughout the lifespan
4. Critically examine how identity discourses surrounding topics such as gender are put to use in applied settings (e.g., clinical, educational, health, legal)
5. Critically review methodological approaches to the study of social identities
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4,5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2,3,4,5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1,2,3,4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4,5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,2,3,4,5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
References and recommended readings will be provided at relevant times in the course.
Recommended ResourcesBarr Smith Library - Psychology on the Web
The Library is a major resource centre for students. The website contains a list of databases, links to tutorials and help with seraching methods.
Learning & Teaching Activities
Learning & Teaching ModesIt is recommended that students attend the interactive seminars for this course. Independent student learning is also involved.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Lectures: 6 x 2 hours = 12 hours
Mid-semester exercise: 25 hours
Exam preparation: 35 hours
Independent reading ans study: 80 hours
Total: 152 hours
Learning Activities SummaryWeek 1 Topic 1 TBA
Week 2 Topic 2 TBA
Week 3 Topic 3 TBA
Week 4 Topic 4 TBA
Week 5 Topic 5 TBA
Week 6 Topic 6 TBA
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcomes being assessed Mid-semester exercise Summative 30% 1 - 5 Final assignment Summative 70% 1 - 5
Assessment DetailDetails will be made available on MyUni.
SubmissionDetails will be made available on MyUni.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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