PSYCHOL 6506OL - Social Psychology

Online - Online Teaching 3 - 2020

Do you ever wonder why we behave differently in groups than when we?re on our own? This course will explore topics central to contemporary research in social psychology examining the principles and processes that enable us to understand human social behaviour.

  • General Course Information
    Course Details
    Course Code PSYCHOL 6506OL
    Course Social Psychology
    Coordinating Unit Psychology
    Term Online Teaching 3
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact 1 to 2 hour online tutorial
    Available for Study Abroad and Exchange N
    Prerequisites PSYCHOL 6500OL and PSYCHOL 6501OL
    Restrictions Graduate Diploma in Psychology or Graduate Certificate in Psychology
    Course Description Do you ever wonder why we behave differently in groups than when we?re on our own? This course will explore topics central to contemporary research in social psychology examining the principles and processes that enable us to understand human social behaviour.
    Course Staff

    Course Coordinator: Dr Peta Callaghan

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:

    1. Explain a variety of theories and methods used in social psychology research.
    2. Contrast between social psychological theories operating at different levels of analysis.
    3. Critically evaluate knowledge claims in contemporary social psychology topics.
    4. Apply social psychology theory and methods to address real world problems.
    5. Communicate applications of social psychology to varied audiences.
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    This is a fully online offering. Students will require access to the internet to access course content and curated readings and resources. They will use a telecommunications application (Zoom) to engage in online tutorials.
    Recommended Resources

    Augoustinos, M., Walker, I. & Donaghue, N. (2014). Social Cognition: An Integrated Introduction (3rd edition) The relevant chapter will be available in the course via course readings.

    Passer, M. W. & Smith. R. E. (2019). Psychology: the science of mind and behaviour. McGraw-Hill Education: Australia. (Available as e-text via Barr Smith Library)
    Online Learning
    This is a fully online offering. Myuni will be used for all course materials, communication, links to curated resources, online tutorial support and assignments including submissions, feedback and grades.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Engagement with course content is facilitated by online lectures, interactive online activities, curated readings and resources, and self directed study supported by weekly online tutorial sessions. There are 6 Weekly Modules with learning scaffolded across the modules to ensure that students develop deep discipline knowledge as well as the academic literacy, research skills and capacity to apply and communicate their understanding as specified for an AQF8 level offering.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This course is a 6-week intensive, accelerated learning offering. Students should expect to spend around 24 per week engaging with the online content, in private study and completing the assignments for this course.
    Learning Activities Summary
    Weekly Modules are:
    1. Introduction to Social Psychology
    2. Social Cognition
    3. Social Influence
    4. Behaviour in Groups
    5. Social Representations Theory
    6. Discursive Psychology
    Specific Course Requirements
    Assignments are submitted via Turnitin
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Assessment Weighting Hurdle Requirement Learning Outcomes 

    Reflective Journal (Mod 1-2) Formative and Summative 20% No 1,2,3,4,5
    Policy Recommendations Summative 40% No 1,3,4,5
    Reflective Journal (Mod 3-6) Summative 40% No 1,2,3,4, 5
    Assessment Related Requirements
    Assignments are submitted via Turnitin
    Assessment Detail
    Assessment # 1 Reflective Journal (20% 350 words X 2 entries = 700 words) on the prescribed topics for module 1 and 2. You are to include a description of relevant theory, critical reflection on the theory as it pertains to real life examples, and personal reflections on the topic. 

    Assessment #2: (40% 1200 words). You will write a paper providing a literature review and a series of policy recommendations for a specified topic related to racism and discrimination (details provided  in the course). This will include an introduction and outline of the issue, an overview of relevant theory and research, and four policy recommendations based on the research presented.

    Assessment #3: Reflective Journal (40% 350 words X 4 entries = 1400 words) on the prescribed topics for modules 3-6. The purpose of this assessment is to demonstrate content knowledge; to develop critical engagement with social psychological theories; to apply theory to real-world examples; and to  reflect upon your own beliefs, assumptions and prior knowledge when evaluating social psychological theories.
    Assignment submission, feedback and grades are done via Myuni
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
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