Media Psychology Syllabus 2021

Foundations of Media Psychology

COURSE DESCRIPTION

Media psychology is the application of psychological theory and research to media and technology—it could be analyzing use, development, impact, or predicting trends.  Media psychology is not about the tools.  It is about understanding people—what they feel, think, need, want and do—and using psychological theories and research to make sense out of human interaction with media and technology.  Media psychology, therefore, includes the use, creation, and distribution or sharing of media, as well as the impact these actions, messaging, content and data, have on individuals, society, and culture.

The goal of media psychology is to help support the positive applications of media and technology, including individual creativity and identity, greater access to social support, civic engagement and education, enhanced productivity, responsible media content and data use, increased media literacy and the promotion of equality and social justice.

Media is never independent from the environment.  Therefore, the massive social forces of the pandemic, a presidential election, and #BlackLivesMatter emphasis on structural racism will be of particular interest.

Course Competencies

The following are the competencies outlined for this course.  Successful completion means that you will:

  • Developed a personal understanding of what it means to be leader in field of media psychology as a scholar and practitioner. This includes:
    • Demonstrating an understanding of the field of media psychology
    • Exploring core values to inform the path to leadership in the field
    • Addressing the ethical and social implications of media and technology
  • Have an understanding of the complex interaction of media technologies with human behavior and society
    • Identifying the reciprocal influence of human behavior, emotion and development with media and technology content, creation and use
  • Have demonstrated how to apply psychological theories to the different elements and support the applications with evidence from research.
  • Shown the ability to link academic assignments to real-world problems and solutions

Questions to consider at the foundation of media psychology:

  • What difference does it make how we define “media” versus “mediated experience”?
  • What are the benefits of applying media psychology?
  • How do beliefs, biases and assumptions influence how we think about media and technology use and how we approach research?
  • Is there a distinction between online and offline in how we communicate and make meaning of the world?
  • How does the multisensory nature of media impact perception and use?
  • How does a globally and socially networked world influence our understanding of others and ourselves?
  • How do media and technology impact individuals and groups across cultures, socioeconomic status, and geography?
  • How do different theories of human behavior inform our approach to developing and understanding media applications across diverse environments and populations?
  • How can media be used effectively and sensitively to achieve socially constructive goals?
  • What is the value of seeing narrative form as the foundation of communication across all media?

REQUIRED READINGS:

The field of media psychology is continually changing.  There is no single book that captures it all.  The bulk of the course reading is in articles that will be provided.  Please also note that this is a graduate level course.  We expect you to do some research of your own EVERY week relevant to the topic we are discussing and that you have chosen to write about.  Do a keyword search in the library or on Google Scholar.  Start getting familiar with what’s out there.  Set yourself a goal to find one interesting article that you can add to the discussion each week.

Books:

REQUIRED:

  • Baym, Nancy K. (2015). Personal Connections in the Digital Age. Digital Media and Society Series.  Malden, MA: Polity.
  • Assigned Articles
  • PDF files of the articles will be in the Glossary on the Moodle course shell.  Most will be linked directly from the assignment page.

OPTIONAL:

  • ***Dill, K. (Ed.). (2013). Oxford Handbook of Media Psychology. New York: Oxford University Press.
  • Giles, D. C. (2010). Psychology of the Media. London: Palgrave Macmillan.
  • ***Joinson, A., McKenna, K. Y. A., Postmes, T., & Reips, U.-D. (Eds.). (2007). The Oxford Handbook of Internet Psychology. Oxford: Oxford University Press.

Note: Books marked with *** are available as eBooks in the Fielding Library. They are expensive books, so they are not assigned, but provide some good background.  Ask the librarian if you can’t find them.

Note: If you have not already read Jenkins’ Convergence Culture, it can be helpful, especially if you are just starting the program.  It will give you good context from a non-mass media perspective.  (Jenkins, H. (2008). Convergence Culture: Where Old and New Media Collide (Revised ed.). New York: New York University Press.)  It is an entertaining book and sets the premises for the blurring of boundaries among technologies, transmedia storytelling as a participatory communication strategy and the shifting roles of consumers and producers (or prosumers, as some have called them.)

A word about books:

Many books, texts and handbooks are not original sources in the sense that authors frequently summarize and synthesize the research and ideas of others.  Rather than referring to “Green (date) as cited in Brown (date)”, we strongly encourage you to get in the habit of trying to find original sources whenever possible.  Your understanding of the original article may be different from how it’s represented by the author.  The references and bibliographies of academic and compilation books, such as the Oxford Handbooks, are fabulous resources.

An introductory psychology textbook is a handy resource.  Even if you’ve studied psychology before, nobody knows, or remembers, everything. If you’re new to psychology, it can give you some quick background to explore a theory that interests you. A free online version is:

  • Dewey, R. (n.d.) Psychology: An Introduction. http://www.intropsych.com/

Another free online resource is John Suler’s psychology of cyberspace.  Keep in mind that the most recent update is 2006.

  • Suler, John (2006) The Psychology of Cyberspace. Lawrence, NJ: Truce Center Publishing. http://truecenterpublishing.com/psycyber/psycyber.html

About the texts:

Baym addresses some very important aspects of digital life from a pretty balanced perspective.  She brings together a lot of good resources, so we find the reference list to be as valuable as the prose.

Optional texts:

Giles’ book is an overview of some of the research and theories.  You will get a good historical view of the concerns of media psychology and the focus of research pre-Internet that has carried over across all media.  None of the theory is presented in depth.  (For backup, you can also use: Giles, D. C. (2003). Media psychology. Mahwah, New Jersey: Lawrence Erlbaum Associates. It is available free online).

The Joinson book was one of the first to bring together psychological theories applied to various aspects of online behavior and media use.  While it is now 10 years old, it is relevant because many of these articles set the baseline or frame (see cognitive bias) for later discussions. If you find an area of interest to you, we encourage you to do a literature search in Fielding’s library to see who (if anyone) has addressed the topic since then and if the conversation has expanded, been countered or confirmed through additional research.

You will see that we have posted quite a few resources each week.  Many of these are optional but are there to support learning beyond the required readings in areas that are of interest and value to you.

If you have trouble finding an article OR if you are not sure how to apply theory, please do not hesitate to ask.

How to Handle required reading, recommended readings, piles of articles, and the uncontrollable desire to read everything

We will give you lots of articles.  We have NO expectation that you should read them ALL.  Having said that, we know that some of you will still feel an anxious compulsion to do everything.  Here is some advice (from someone who has piles of articles printed out all over her office waiting to be read):

  • For required reading – first skim it all quickly so you have an idea of the general content, the length and the amount of energy and attention it will take. Then, make a plan to read it when you have the time that will fit the need.  Don’t try to read Bandura on the treadmill, for example.  It won’t work.  Invest the time to make sure you have some sense of what’s in all the required reading.  It’s required for a reason.
  • For recommended reading – skim the titles on the syllabus. If something interests you, read the abstract and MAYBE the conclusion.  That way, you know approximately what’s in the article in case you want/need to explore it in more depth later.  Who knows, it might be relevant in a later week.  The recommended reading and my Lending Library on box.com are intended as a service to provide you with resources IF you want them.  They are truly, honestly, cross-my-heart-and-hope-to-die optional.

The recommended books (see below), such as Jenkins, Shirky, Gee and McGonigal, are all good reads.  You can even get some of them on audiobooks and multitask while walking the dog.  .

  • Make references and bibliographies your new best friend. When you are reading something with a citation that is relevant to your interests, see what the citation is from.  Hunt down articles in the reference list to see what the author is actually citing.  Sometimes you will be surprised sometimes to see the interpretations others make.  The real reason to do this is that as you focus in on your dissertation topic, you will come to a point where you begin to recognize all the articles being cited by the things in your field you are reading.  This is how you know you have true handle on an area within the field.

Consider investing in a bibliography software.  This will save you a world of hurt.  Pam has used Endnote for years http://endnote.com/ , but it costs money.  Many people like Mendeley (https://www.mendeley.com/) and it is free and does more or less the same thing.  There are other tools.  They will format citations, references and bibliographies for you, saving you huge amounts of time.  It is very valuable to accumulate the references you have used over your coursework.

 RECOMMENDED READINGS:

Articles, links, videos and additional readings will be posted on the site.  Recommended is not the same as Required.  Recommended, Optional or Extra means just that – optional or extra.  This isn’t a trick.

  • Cialdini, R. B. (2007) Influence: The Psychology of Persuasion (Revised ed.). New York: HarperCollins Publishers.

Cialdini has published extensively on social influence.  This book is written for a general audience and is very readable, but includes the references to the studies he ran. You will run into variation of his theories throughout your studies (and beyond.)  You will be assigned one of his articles, but the book is an easy read.

USING AND CITING NON-ACADEMIC READINGS

The following are non-academic books that are easy, engaging reads and great for igniting exciting ideas and new directions of thought.  They come from fields other than psychology, with the exception of Weinschenk, and provide relevant insight and commentary on the social and technical issues we face in media psychology and the evolving media landscape.  We encourage you, however, to refrain from citing them as rationale—they aren’t PROOF of anything from an empirical perspective unless they are discussing a study they ran and include the citation.  If they include citations and references, look to those for your citations. This is particularly true of Weinschenk who does a marvelous job of giving you a drive by shooting of theories and research that support her points.  Follow those references and you will have a wealth of knowledge at your disposal.  Keep in mind that we are not dissing these folks. These are super smart people and it is perfectly legitimate to say, “Scholars such as Gee (2007) argue that games have tremendous potential in the classroom…”  That is completely different from saying “Games improve learning (Gee, 2008)” If you don’t get the difference, which is subtle, let’s talk.

  • Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). New York: Palgrave Macmillan.
  • Haidt, J. (2006). The Happiness Hypothesis. New York: Basic Books. (Technically, this is not about media, but you will find it gets referred to a lot for the ideas about motivation.)
  • Jenkins, H. (2008). Convergence Culture: Where Old and New Media Collide (Revised ed.). New York: New York University Press.
  • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable Media: Creating Value and Meaning in a Networked Culture: NYU Press.
  • Johnson, J. (2010). Designing with the Mind in Mind. Amsterdam: Morgan Kaufman.
  • Johnson, S. (2005). Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter. New York: Berkeley Publishing Group.
  • McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin Books. (McGonigal, 2011)
  • Pink, D. (2009). Drive: The Surprising Truth About What Motivates Us. New York: Riverhead.
  • Shirky, C. (2008). Here Comes Everybody. New York: Penguin Books. (Shirky, 2008)
  • Weinschenk, S. M. (2009). Neuro Web Design: What Makes Them Click? Berkeley: New Riders.

Turnitin

Turnitin is a system which compares a submitted document to previously published or submitted work.  It compared the work to both public domain (i.e. across the web) and papers submitted to academic institutions who use Turnitin.  Instructions for using it are on the course shell.

Turnitin is only required for your final paper. Please submit your final papers to Turnitin before submitting them on the forum.

Turnitin issues an “Originality Report.”  Be sure to check your report for potential plagiarism and edit if necessary.  In our copy and paste world, it’s easy to make a mistake unintentionally.  Whether intentional or not, plagiarism will earn you a zero on the assignment.  It’s prudent to be careful.

DESCRIPTION OF ASSIGNMENT TYPES

The course delivered in a 12-week format consists of individual assignments, group discussion, and a final project with two parts, one written, the other visual media.

IMPORTANT:

Given that this is a high level graduate course, everyone is expected to act accordingly and use the course’s prompts as a means to scholarly and professionally explore the course curriculum. Note that Faculty have the authority to delete any post deemed discriminatory, disrespectful and overall inappropriate.

  WEEKLY LECTURES ON ZOOM – MONDAYS 3:30 PM to 5:30 PM (PST)

ZOOM LINK AND PASSWORD ARE THE SAME FOR EACH WEEK AND WILL BE POSTED ON MOODLE IN THE COURSE SHELL.

Lectures will be taped.  Attendance is not mandatory, but students will be required to cover the material on their own either by additional reading or listening to the recording.  Topics may be adjusted during the term.  Any schedule changes will be announced a week in advance.

Topics are:

WEEK DATE TOPIC TIME (PST)
1 1/11/21 Course Overview and Expectations, Defining Media Psychology 3:30-5:30 PM
2 1/18/21 History & Schools of Thought 3:30-5:30 PM
3 1/25/21 Social Identity and Self-Representation 3:30-5:30 PM
4 2/1/21 Group Behaviors, Social Influence, Social Capital 3:30-5:30 PM
5 2/8/21 Mobile,  Wearable and Interactive 3:30-5:30 PM
6 2/15/21 Changing Hearts & Minds with Messages 3:30-5:30 PM
7 2/22/21 Making Meaning with Stories 3:30-5:30 PM
8 3/1/21 Design Matters 3:30-5:30 PM
9 3/8/21 Positive Psychology Applied to Media 3:30-5:30 PM
10 3/15/21 Media Ethics and Inclusion 3:30-5:30 PM
11 3/22/21 Review 3:30-5:30 PM
12 3/29/21  Wrap-Up 3:30-5:30 PM

 

 INDIVIDUAL POSTS (35%) – (INDIVIDUAL POST FORUM)

Primary posts are short essays related to a question or to the readings.  Check out the schedule.  There is an assignment due every other week.  You have two weeks to read and prepare for each assignment.

While we provide a prompt or two, these are not meant to be a Q&A.  Pick a focus and a point of view that you can defend with the readings and research studies or other academic literature.  These are critical thinking pieces, not editorials. They are written in an academic voice should be structured as an essay. (See diagram under “Academic Writing.”)  They are posted in the forum labeled “Individual Post” or “Individual Assignment.”

These essays have three main parts:

  • An introductory paragraph that states the context and your thesis (argument or focus). The purpose of the introduction is to provide a roadmap for the reader, so he/she knows where you intend to take them.  It provides the context for all the points you make in the main body.
  • Main body of evidence paragraphs: Each paragraph develops one idea that supports the main thesis.  The paragraph develops the idea and provides supporting evidence (i.e. research study results).  The paragraphs are arranged in a logical sequence to lead the reader from the main argument to the conclusion.  Imagine you are setting out steppingstones across a pond.  The points have to be related and follow a logic or your reader will fall into the water.  Use evidence from assigned readings and journal articles or other academic sources from your own research.  (Google Scholar and the Fielding library are both useful sources)
  • The conclusion reminds the reader of your main points and the significance of the argument. It summarizes the “steppingstones” to reinforce your point and restates your thesis. The conclusion MUST tie back into the introduction.

The length of an assignment post is relatively short, equivalent of approximately 3-4 pages, double-spaced plus references.  No more.  Please focus your topic and organize your thinking. If you do this, you can write a high-quality post in five to seven paragraphs: Introduction, three to five supporting points (and perhaps some dissenting), conclusion.  Do some research beyond the assigned readings.  This will help you support your thesis and your learning as you target your specific interests. It is also the difference between a B and an A in grading.

Every assignment or “primary” post must include citation(s) and reference(s) following APA format. (We don’t expect hanging indent in Moodle as it doesn’t cooperate but please get the citations right.) Keep in mind that academic writing is about building your arguments from the literature.  In academic writing, you will rarely use the first or second person (I, we or you) unless specifically asked for your opinion or experience on something. We want your opinion, but we want you to show it to us by constructing it out of research and theory.  Please don’t write things like “I agree with Bandura…” unless you are hankering to do a rewrite.

We will provide an APA format cheat sheet for a short list of key formatting issues.  We will not mark off for APA formatting mistakes initially, but we will be looking for your effort and improvement over the course.  Note: Moodle is not always cooperative about formatting, so things like hanging indents don’t work.  Don’t worry about that.  If you’re trying, we can tell.

Primary posts are due no later than Sunday by midnight PST, however, earlier is better as it encourages more discussion and feedback.

IMPORTANT:

We will be looking for the application of theory and academic literature to the topic in every posting unless explicitly stated otherwise.  If you do not integrate theory into your posts, you will not receive credit without a rewrite.

Please note that blog posts, Wikipedia entries and news articles are not considered academic resources.  They can be used as examples, but not as theoretical justification.

DISCUSSION PARTICIPATION (30%) – (GROUP DISCUSSION FORUM)

The discussion forum is a separate forum from the assignment.  It is labeled “Group Discussion.”

It is meant to replicate a classroom discussion so while it is examining academic topics, it is a more casual discussion.  Citations are not necessary.  This is not a place to post an essay.  Try to make comments pithy and focused so others can respond.  Note the things you have learned, what you found insightful or helpful, where you disagreed or found something confusing.  Ask questions about a concept or application.

The discussion is open the week following the assignment due date.  The assignment is due on a Sunday.  The following Monday through Friday is when the discussion is open.  You must make three substantive comments during the discussion each week.  Discussion posts made past the closing date will not count toward participation credit.

We recommend stopping by the discussion board a few times a week and making one comment in response to whatever’s going on, e.g. M-W-F or T-TH.  It’s okay to disagree but be respectful, say why, and use evidence with citations to support your point.  Substantive means that your comment contains content that furthers or contributes to the conversation, such as questions, additional information, or similar issues.  These are not substantive posts: “Hey, great post!” or “Boy, I really agree with you!  That happens to me all the time!”  The closes the Friday at midnight PST the week following the assignment.  If you consistently wait until the last minute, it defeats the purpose of a discussion and you will not receive full credit.

Note: It is not possible to get a passing grade in the course if you do not participate meaningfully.

 FINAL PROJECT: 2 PARTS  35% (PAPER = 25%; MEDIA PIECE = 10%)

See Week 12 for complete description.  The final paper and media piece are both due week 12.  Please submit your topic prior to writing.  We have given you two weeks so please plan ahead.

WEEKLY SCHEDULE:

1)    ORIENTATION & INTRODUCTIONS

Briefly introduce yourself.  Include your interests and/or goals that bring you to Fielding or led you to study media psychology and why it matters to you. This is a good chance to examine the beliefs and assumptions you hold about media and media technologies. Some of you will know each other from the NSOs, some of you won’t.  Use this opportunity to get to know some of the folks that are new to you!   These posts are casual.  Please say hello to a minimum of three others.

ORIENTATION

ASSIGNMENT:

  1. Read the syllabus.
  2. Post a brief introduction including what you’d like to accomplish or where you’d like to head in the field of media psychology.  Note the specific things you want to learn to facilitate your goals as you currently see them (specific technologies, research skills, areas of study, etc.)  This is just a starting point for your media psychology journey. You may find many paths and side roads as you learn new and exciting things, but it’s always good to be intentional.  We will ask you at the end of the class to do the same evaluation to see how your goals have changed and/or what skills and knowledge you want to gain now that you have more context. Unlike future posts, this is casual and reflective.

TIP FOR SUCCESS:

Start a journal to log your ideas and goals as you progress through the program.  In particular, make note of any ideas you have for research or media psychology applications (including why you think it’s great and the theories that make it viable.)  Great ideas sometimes get buried and you never know when revisiting an early entry will spark a new thought. At the very least, you will have been able to chart your progress (intellectual and emotional.)

2)    READING ONLY

No post this week.  This reading is the background for next week’s assignment.  Remember, articles listed below can be found in the Articles Glossary or the Articles & Resources folder/directory on the Moodle course shell.  We encourage you to research beyond the supplied literature to support special interests and targeted essay topics.

READ:

Baym, Nancy K. (2010). Personal Connections in the Digital Age, Chapter 4, 5, 6

Bandura, A. (2001). Social Cognitive Theory of Mass Communication. Media Psychology, 3(3), 265-299.

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.

Hornsey, M. (2008). Social Identity Theory and Self-Categorization Theory: A Historical Review. Social and Personality Psychology Compass, 2 (1), 204-222.

OPTIONAL BUT RECOMMENDED:

(Provides a good look at some of the major research issues related to self and self-representation.)

Joinson., McKenna, Postmes, & Reips, Chapters 13-17

OPTIONAL RESOURCES

Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Psychologist, 37 (2), 122-147.

Brewer, M.B., & Weber, J.G. (1994).  Self-evaluation effects of interpersonal versus intergroup social comparison.  Journal of Personality and Social Psychology, 66, 268-275.

Cialdini, R. B. (2001). The Science of Persuasion. Scientific American, 284 (2), 76-81.

Ellison, N., Steinfield, C., & Lampe, C. (2007).  The benefits of Facebook ‘‘friends:’’ social capital and college students’ use of online social network sites.  Journal of Computer Mediated Communication, 12(4), 1143-1168.

Gentile, B., Twenge, J. M., Freeman, E. C., & Campbell, W. K. (2012). The Effect of Social Networking Websites on Positive Self-Views: An Experimental Investigation. Computers in Human Behavior, 28.

Giles, D. C. (2010). Psychology of the Media. London: Palgrave Macmillan. Chapters 11-12.

Goffman, E. (1959). The Presentation of Self in Everyday Life. New York: Anchor Books.)

Gonzales, A. L., & Hancock, J. T. (2011). Mirror, Mirror on My Facebook Wall: Effects of Exposure to Facebook on Self-Esteem. Cyberpsychology, Behavior, and Social Networking, 14(1-2), 79-83.

Horton, D., & Wohl, R. R. (1956). Mass communication and para-social interaction. Psychiatry, 19, 215-219.

Kramer, N. C., & Winter, S. (2008). Impression Management 2.0: The Relationship of Self-Esteem, Extraversion, Self-Efficacy, and Self-Presentation within Social Networking Sites. Journal of Media Psychology, 20 (3), 106-116.

Parikh, S. B., Janson, C., & Singleton, T. (2012). Video Journaling as a Method of Reflective Practice. Counselor Education and Supervision, 51(1), 33.

Tajfel, H. (1982). Social Psychology of Intergroup Relations. Annual Review of Psychology, 33, 1-39. Retrieved October 12, 2007, from http://www.unipe.it/facolta/psicologia/avvisi/tajfel1982.pdf.

Toma, C. L., Hancock, J. T., & Ellison, N. B. (2008). Separating Fact from Fiction: An Examination of Deceptive Self-Presentation in Online Dating Profiles. Personality and Social Psychology Bulletin, 34(8), 1023-1036.

Walther, J. B., Van Der Heide, B., Hamel, L. M., & Shulman, H. C. (2009). Self-Generated Versus Other-Generated Statements and Impressions in Computer-Mediated Communication: A Test of Warranting Theory Using Facebook. Communication Research, 36(2), 229-253.

Yee, N., Bailenson, J. N., & Ducheneaut, N. (2009). The Proteus Effect: Implications of Transformed Digital Self-Representation on Online and Offline Behavior. Communication Research, 36(2), 285-312.

VIDEOS:

Cialdini: https://youtu.be/cFdCzN7RYbw

3)    SELF AND SOCIAL REPRESENTATION

Learning Objectives: Understand the foundation of social identity theory and the influence this has on behavior, beliefs, and social interaction.

General points to consider – these are just to guide your thinking, not a Q&A assignment.  Any one of these could make a single essay (with theory and research to support it.)

  • What is the “self”?
  • How do we think about our own identity in relation to others?
  • Self-representation: How do we express ourselves to others?
  • What are the assumptions we make about the “right” and “wrong” way to be public?
  • How can we use our public expression of self for behavior change or inspiration?
  • Social validation: How important is your understanding and beliefs about who I am to my identity?
  • How much of our identity is associated with personal attributes and with social roles?
  • What determines our beliefs about ourselves, such as self-esteem and of self-efficacy?
  • What are the effects of social categories like gender, age, race, class, ethnicity and sexual orientation on the formation of self-concept?
  • How is the self presented and maintained or changed in ongoing social interaction?

Assignment part 1:

Write a 3-4 page paper in academic essay format using the topic below.  Use APA formatting. Please review writing resources for style guides, templates and extra resources. Papers not complying with proper academic format will be returned.

Assignment topic:

Consider how the “Self” is defined in relation to others and how this manifests online. Pick a topic or example of self-representation and address it from a motivational perspective using Hornsey’s (2008) review of social identity theory and self-categorization, Deci and Ryan’s Self-Determination Theory and Bandura’s Social Cognitive Theory to frame your argument.  Note how these theories focus on different aspects of motivation.

There are many ways you could approach this.

For example, you might propose that

  • Self-representation is influenced by both internally (through intrinsic motivation and sources of esteem) and externally (through group memberships/intergroup relations, social media) and different metrics (such as Likes, comments, etc.) can shift the importance of internal and external influences. Social events such as the #BLACKLIVESMATTER and presidential elections can make some aspects of identity more salient than others.
  • In spite of worry that social media increases misrepresentation, people are motivated to strive for consistency across different domains, both on and offline.

Assignment part 2:

Create a simple collage of images that represent you.  This can be images of you over time, in different venues or different items and places that represent you.  It must have at least one image of you. You may use any tools you like that enable you to make a collage on a single sheet. That means NO PREZI OR PINTEREST links. Create a PDF of your output and post it along with your essay.

discussion prompt:

Describe the process of making your collage relative to the theories you have been reading and writing about.  Did you create the collage before you read the theories?  Were you conscious of inner dialogues as you selected images to include?

4)    READING ONLY

No post this week.  This reading is the background for next week’s assignment.  Remember, articles listed below can be found in the Articles Glossary or the Articles & Resources folder/directory on the Moodle course shell.  We encourage you to research beyond the supplied literature to support special interests and targeted essay topics.

READ:

Bandura, A. (2002). Growing Primacy of Human Agency in Adaptation and Change in the Electronic Era. European Psychologist, 7(1), 2-16.

{Note: Bandura’s writing is dense, but Bandura’s social cognitive theory, self-efficacy and collective agency are pivotal ones in media psychology}

Consolvo, S., McDonald, D. W., & Landay, J. A. (2009). Theory-Driven Design Strategies for Technologies That Support Behavior Change in Everyday Life. Paper presented at the Proceedings of the SIGCHI conference on human factors in computing systems.

Oh, J., & Sundar, S. S. (2015). How Does Interactivity Persuade? An Experimental Test of Interactivity on Cognitive Absorption, Elaboration, and Attitudes. Journal of Communication, 65(2), 213-236.

EXTRA RESOURCES:

Augustyniak, P., Smoleń, M., Mikrut, Z., & Kańtoch, E. (2014). Seamless Tracing of Human Behavior Using Complementary Wearable and House-Embedded Sensors. Sensors, 14, 7831-7855.

Chudgar, A. (2014). The Promise and Challenges of Using Mobile Phones for Adult Literacy Training: Data from One Indian State. International Journal of Educational Development, 34, 20-29.

Fogg, B. J., & Hreha, J. (2010). Behavior Wizard: A Method for Matching Target Behaviors with Solutions. In T. Ploug, P. Hasle & H. Oinas-Kukkonen (Eds.), Persuasive Technology (Vol. 6137, pp. 117-131): Springer Berlin Heidelberg.

Fogg, B. J. (2008). Mass Interpersonal Persuasion: An Early View of a New Phenomenon. Paper presented at the Third International Conference on Persuasion, Berlin.

Kaptein, M., Markopoulos, P., de Ruyter, B., & Aarts, E. (2015). Personalizing Persuasive Technologies : Explicit and Implicit Personalization Using Persuasion Profiles. International Journal of Human-Computer Studies, 77, 38-51.

Morris, M. E., & Aguilera, A. (2012). Mobile, Social, and Wearable Computing and the Evolution of Psychological Practice. Professional Psychology: Research and Practice, 43(6), 622.

Przybylski, A. K., & Weinstein, N. (2013). Can You Connect with Me Now? How the Presence of Mobile Communication Technology Influences Face-to-Face Conversation Quality. Journal of Social and Personal

Rutledge, P. B. (2013). The Psychology of Mobile Technologies. In P. Bruck & M. Rao (Eds.), Global Mobile: Applications and Innovations for the Worldwide Mobile Ecosystem (pp. 47-72): Information Today, Inc.

Rutledge, P. B. (2012). Augmented Reality: A Brain-Based Model for Engagement and Persuasion Using Narrative. Paper presented at the 2012 EEE International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government, Las Vegas, NV.

Xu, Q., & Sundar, S. S. (2014). Lights, Camera, Music, Interaction! Interactive Persuasion in E-Commerce. Communication Research, 41(2), 282-308.

VIDEO:

Jenkins on Game Based Learning http://www.youtube.com/watch?v=gmUQKStba10

Gary Wolf TEDx Quantified self https://www.ted.com/talks/gary_wolf_the_quantified_self?language=enEcosystem (pp. 47-72): Information Today, Inc.

5)    INTERACTIVE EXPERIENCES AND BEHAVIOR CHANGE

Learning Objective: Demonstrate an understanding of the ways in which immersive experiences can influence attitudes and behaviors.

Assignment:

Write a 3-4 page paper in academic essay format using the topic below.  Use APA formatting. Please review writing resources for style guides, templates and extra resources. Papers not complying with proper academic format will be returned.

Assignment topic:

Use Bandura’s concepts of human agency, self-efficacy, and the impact of interactivity on behavioral change. Understand not just the model but the arguments they make about why different structures and content might support behavior change.  You will see that different models overlap with aspects of Bandura’s model.  (e.g. Cognitive dissonance, trans theoretical, elaboration-likelihood, cognitive engagement).  If you choose to integrate Fogg’s model from the optional list, make sure you describe it as behavior processes.  Do not refer to his designations, such as “Green behaviors” without full explanation of what they are and how they fit in the model.

Pick an example of a social technology, wearable device, interactive experience, mobile, or other type of technology that is designed to create an interactive experience with a persuasive goal. Using your example, bridge theory to application and describe how your example influences behavior, encourages action, or facilitates individual or social goals.

Note: Interactivity can include immersive environment such as VR.  Interactivity can also create a sense of immersion due to the activation of multiple senses and being absorbed mentally.  Be sure to elaborate on what makes your example psychologically engaging based on the theories.  Do some research to support your thesis.

Examples:

if I were interested in wearables, I might hypothesize that wearables increase efficacy, as indicated by Bandura’s theory, and, based on Fogg’s model, their effectiveness might be augmented by the timing of the intervention.  Then I would look for an example of research where someone has tried to understand if wearables are related to self-efficacy in behavior change.

If I were interested in VR, I might speculate that VR experiences in group events, such as sports or concerts, would impact my sense of affiliation and connection to my team or to a performer based on social category theory and identity salience.  Then I would look for research that examined VR and affiliation—if there was none, I would search for media that increased affiliation OR for the psychological impact of VR to see if I could draw conclusions from similarities to the experience I had in mind.

discussion prompt:

These theories are often used to explain social behaviors.  What rationale would you use to explain the persuasive difference between different types of technologies, such as traditional, interactive or immersive?  Is there evidence of a difference in outcome?

6)    READING ONLY

No post this week.  This reading is the background for next week’s assignment on Narrative Persuasion.  Remember, articles listed below can be found in the Articles Glossary or the Articles & Resources folder/directory on the Moodle course shell.  We encourage you to research beyond the supplied literature to support special interests and targeted essay topics.

READ FOR OVERVIEW:

The following will give you an overview.  However, always look for and read the original source any overview cites.  Do not  cite an author citing another author.

Bilandzic, H., & Busselle, R. (2019). Narrative Persuasion The Sage Handbook of Persuasion: Developments in Theory and Practice (pp. 200-219).

READ:

Appel, M., & Richter, T. (2010). Transportation and Need for Affect in Narrative Persuasion: A Mediated Moderation Model. Media Psychology.

Benford, R. D., & Snow, D. A. (2000). Framing Processes and Social Movements: An Overview and Assessment. Annual Review of Sociology, 26, 611-639.De Graaf, A., Hoeken, H., Sanders, J., & Beentjes, H. (2009). The Role of Dimensions of Narrative Engagement in Narrative Persuasion. Communications: The European Journal of Communication Research, 34(4), 385-405.

Green, M. C., & Brock, T. C. (2002). In the Mind’s Eye: Transportation-Imagery Model of Narrative Persuasion. In M. C. Green, J. J. Strange & T. C. Brock (Eds.), Narrative Impact: Social and Cognitive Foundations (pp. 315-342). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

TOPICAL:

An, S.-K., & Gower, K. K. (2009). How Do the News Media Frame Crises? A Content Analysis of Crisis News Coverage. Public Relations Review, 35, 107-112.

Shen, F., Ahern, L., & Baker, M. (2014). Stories That Count: Influence of News Narratives on Issue Attitudes. Journalism & Mass Communication Quarterly, 9 (1), 98-117.

EXTRA RESOURCES:

Bruner, J. (1991). The Narrative Construction of Reality. Critical Inquiry, 18.

Hoeken, H., & Sinkeldam, J. (2014). The Role of Identification and Perception of Just Outcome in Evoking Emotions in Narrative Persuasion. Journal of Communication, 64(5), 935-955.

Kahneman, D. (2003). A Perspective on Judgment and Choice: Mapping Bounded Rationality. American Psychologist, 58(9), 697-720. doi:10.1037/0003-066X.58.9.697

Lakoff, G. (2010). Why It Matters How We Frame the Environment. Environmental Communication, 4 (1), 70-81.  (Be forewarned that Lakoff is very left-leaning in his political perspective and is not shy about it.  He is also incredibly well-known and respective cognitive psychologist for his work on metaphors and framing.)

Moyer-Guse, E. (2008). Toward a Theory of Entertainment Persuasion: Explaining the Persuasive Effects of Entertainment-Education Messages. Communication Theory, 18, 407-425.

Rodriguez, L., & Dimitrova, D. (2011). The Levels of Visual Framing. Journal of Visual Literacy, 30 (1), 48-65.

Qin, J. (2015). Hero on Twitter, Traitor on News: How Social Media and Legacy News Frame Snowden. International journal of press/Politics, 20 (2), 166-184.

van Laer, T., de Ruyter, K., Visconti, L. M., & Wetzels, M. (2014). The Extended Transportation-Imagery Model: A Meta-Analysis of the Antecedents and Consequences of Consumers’ Narrative Transportation. Journal of Consumer Research, 40(5), 797-817.

Vogler, C. (2007). The Writer’s Journey: Mythic Structure for Writers (Third ed.). Chelsea, MI: Sheridan Books.  (Excerpt: 21

pages)

VIDEO:

Lecture by Robert Yale on persuasion and narrative: http://www.robertyale.com/narrative-persuasion/
Idea Framing, Metaphors and Your Brain explained by George Lakoff  https://www.youtube.com/watch?v=S_CWBjyIERY&feature=youtu.be

7)    NARRATIVE MEANING AND PERSUASION

Learning Objective: Understand the role of narrative as the foundation for meaning-making in human cognition and the primary means of media engagement and influence. Develop an awareness of the role cognitive biases, cultural influences and mental models play in framing our understanding and impact of narratives

Assignment:

Write a 3-4 page paper in academic essay format using the topic below.  Use APA formatting. Please review writing resources for style guides, templates and extra resources. Papers not complying with proper academic format will be returned.

Assignment topic:

Become familiar with the theories of narrative persuasion.  This includes concepts of cognitive bias, mental models, framing, emotion and narrative structure.  The goal is here to see how elements of narrative structure rely on cognitive frames to construct meaning and frame arguments by presenting the story with a point of view that feels “right” both emotionally and rationally.   Do NOT feel like you have to discuss every single theory.  Pick an example of a mediated message or social narrative.  It can be a message from an organization, a brand or cause, news or a story as long as you can identify a narrative and cognitive frame to deconstruct and link to theory and that gives you enough content to meaningfully evaluate.  If you choose an entertainment property you must make the case that the property is intended for persuasion or attitude change beyond enjoyment.  Examples might be in the Entertainment-Education genre.

Things to include:

  • Identify the main point you want to make. Is this piece a successful example?  Does this piece do a good job of illustrating one theoretical approach more than others?  Be clear, be focused and have a point.
  • Describe the media narrative. Identify the basic narrative structure and components, such as plot, characters (protagonist, antagonist), source of conflict and implied or explicit goal.
  • Describe how the content uses cognitive frames (images and words) and mental models about people or ‘the way things work’ to create salience and to increase the sense of presence and the probability of being effective in achieving a goal. Remember that cognitive biases often trigger emotion when challenged (i.e. cognitive dissonance).   Certain frames can also make identification more salient as a persuasive device. Be clear as to the implied goal. This might be an attempt to sell a product or to raise awareness of a social issue.
  • Describe how frames change the argument, emphasizing different points and tapping into pre-existing beliefs, metaphors and archetypes that influence meaning. Note that different frames significantly shift meaning depending on the audience.
  • Summarize the main points to support your initial thesis from the introduction.

discussion prompt:

We often hear pundits talk about how someone in public life has “changed the narrative.”   What examples have you seen in the popular press that have attempted to shift a narrative or where opposing points of view try to use different frames (mental models or cognitive frames) to influence how an argument is perceived.  Use examples.  This is very relevant right now.

8)    READING ONLY

No post this week.  Work on next week’s assignment. Remember, articles listed below can be found in the “Articles & Resources” folder/directory on the Moodle course shell.

READ:

Fredrickson, B. L. (2001). The Role of Positive Emotions in Positive Psychology. American Psychologist, 56(3), 218-226.

Nakamura, J., & Csikszentmihalyi, M. (2005). The Concept of Flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 89-105). Oxford: Oxford University Press.

Rutledge, P. (in press). Positive Media Psychology. In J. Van den Buick (Ed.), The International Encyclopedia of Media Psychology. New York: Wiley-Blackwell.

Oliver, M. B., Raney, A. A., Slater, M. D., Appel, M., Hartmann, T., Bartsch, A., et al. (2018). Self-Transcendent Media Experiences: Taking Meaningful Media to a Higher Level. Journal of Communication, 68(2), 380-389.

Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. E. (2007). Strengths of Character, Orientations to Happiness, and Life Satisfaction. The Journal of Positive Psychology, 2(3), 149-156.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive Psychology: An Introduction. American Psychologist, 55, 5-14.

EXTRA RESOURCES:

Chen, H., Wigand, R. T., & Nilan, M. (2000). Exploring Web Users’ Optimal Flow Experiences. Information Technology & People, 23 (4), 263-281.

Fowler, J., & Christakis, N. (2008). Dynamic Spread of Happiness in a Large Social Network: Longitudinal Analysis over 20 Years in the Framingham Heart Study. BMJ Online First | British Medical Journal, 337(a2338), 109.

Frijda, N. H. (1988). The Laws of Emotions. American Psychologist, 43 (5), 349-358

Jennett, C., Cox, A. L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., et al. (2008). Measuring and Defining the Experience of Immersion in Games. International journal of human-computer studies, 66(9), 641-661.

Janicke-Bowles, S. H., Rieger, D., & Connor, W. (2019). Finding Meaning at Work: The Role of Inspiring and Funny YouTube Videos on Work-Related Well-Being. Journal of Happiness Studies, 20(2), 619-640.

Nakamura, J., & Csikszentmihalyi, M. (2002). The Construction of Meaning through Vital Engagement. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing (pp. 83-104). GAMES

Rieger, D., Frischlich, L., & Oliver, M. B. (2018). Meaningful Entertainment Experiences and Self-Transcendence: Cultural Variations Shape Elevation, Values, and Moral Intentions. International Communication Gazette, 80(7), 658-676.

Salanova, M., Bakker, A. B., & Llorens, S. (2006). Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*. Journal of Happiness Studies, 7(1), 1-22.

Singhal, A., & Rogers, E. M. (2002). A Theoretical Agenda for Entertainment-Education. Communication Theory, 12, 2.

TIP: Remember to briefly describe the theory you are discussing and be clear on the dynamics and causality. 

  • If you that write something will generate flow, make sure you tell us what flow is, what the requirements for achieving flow are and how the example meets those requirements.
  • If you are extrapolating potential outcomes, do research on your particular example, or as close as you can get to it. If there is no research on your particular example, you cannot know that something will have an outcome.  You only know that it is structured in a way that matches other results.   For example, if X is the result of Y, then X may also be the result of Z if Y and Z have similar dynamics.
  • Be precise in your language to avoid unsupported generalizations.

9)    MEDIA FOR GOOD

Learning Objective: Recognize and apply the tenets of positive psychology to media development and use for positive social impact

Assignment:

Write a 3-4 page paper in academic essay format using the topic below.  Use APA formatting. Please review writing resources for style guides, templates and extra resources. Papers not complying with proper academic format will be returned.

Assignment topic:

The theoretical framework this week is positive psychology.  This includes constructs such as self-efficacy, resilience, positive emotions, optimism, resilience and flow.

Choose a piece of media or technology.  This can be a choice of advertising, a technology or a technology experience.  The important thing is that you understand the construct and are able to justify your position with research and theory.  Discuss the elements of your media choice that reflect positive psychology constructs. Given the breadth of applications, you will need to do some research on your own to 1) focus your assignment and 2) show that there are positive outcomes associated with your example.  In other words, theory isn’t proof of outcome.  Theory suggests a mechanism that research tests.

Making a successful argument means building a case using theory AND research.

For example, the following is a thesis: “Mindfulness apps have the potential to improve physical health.”  The argument would go something like this:  “Mindfulness apps are marketing with many promises, including improved health (e.g. Newman, 2018).  Although some scholars express concern that research has methodological issues (e.g. Carissoli, Villani, and Riva, 2015), there are several examples that support their benefits to health through various pathways such as lower anxiety and stress.  ( For example, Coulon, Monroe and West (2016) demonstrated that mindfulness apps helped manage stress when used consistently over a 12-week period. This would have help implications since lower stress has been shown to improve physical health according to research by Creswell and Lindsay (2014).”

Be specific in linking the dynamics of your media choice to the positive psychology concepts, theory and research. Remember that positive psychology is a field made up of several very different constructs that are part of what promotes human flourishing and positive growth. Positive psychology is not a “thing” to be applied as a whole.

TIPS:

Remember to briefly describe the theory you are discussing and be clear on the dynamics and causality.  1) Don’t tell write something will generate flow without telling us what flow is, what the requirements for achieving flow are and how the example meets those requirements. 2) You are extrapolating potential outcomes as demonstrated by other research but have done no research on your particular example.  Therefore, you cannot know that something will have an outcome. You only know that it is structured in a way that matches other results. Be precise in your language.

DISCUSSION PROMPT:

What constructs resonate with you?  How do you see their application in the work you do or want to do? Be specific about how a construct would have impact.

10)         READING WEEK: WORK ON FINAL

NO POST THIS WEEK. YOU HAVE TWO WEEKS TO WORK ON YOUR FINAL.
READ THE FINAL PROJECT AND MEDIA REQUIREMENTS CAREFULLY (SEE WEEK 12) —ASK IF YOU HAVE QUESTIONS.

The Final Project has two parts: A research paper and a visual component.   See week 12 for full descriptions on project requirements.  The research paper and visual component are due in week 12.

Remember, articles listed below can be found in the Articles Glossary on the Moodle course shell.  For the final, you will need to research beyond the supplied literature to support your topic.  Refer to the rubric if you have any questions about how we grade.

Here are some good videos on effective PowerPoint presentations: http://www.robertyale.com/powerpoint-presentation-design/. You will be evaluated on both content and effectiveness of design.  PowerPoint can export to movie, as can keynote. Another option is Jing, a free download from TechSmith https://www.techsmith.com/jing.html.  It is the baby version of Camtasia but has time limits, which should work fine for this assignment.

VISUAL DESIGN RESOURCES:

  • Doumont, J.-L. (2005). The Cognitive Style of PowerPoint: Slides Are Not All Evil. Technical Communication, 52 (1), 64-70.
  • Johnson, J. (2010). Designing with the Mind in Mind. Amsterdam: Morgan Kaufman. Read chapters 1-3. (In Articles Folder)
  • O’Connor, Z. (2015). Colour, Contrast and Gestalt Theories of Perception: The Impact in Contemporary Visual Communications Design. Color Research & Application, 40(1), 85-92.
  • Tufte, E. (2006). The Cognitive Style of PowerPoint: Pitching out Corrupts Within. Cheshire, CT: Graphic Press LLC.
  • Chang, D., Dooley, L., & Tuovinen, J. E. (2002). Gestalt Theory in Visual Screen Design — a New Look at an Old Subject. Paper presented at the 7th World Conference on Computers in Education (WCCE’01), Copenhagen.
  • Cohn, N. (2013). Visual Narrative Structure. Cognitive Science, 34, 413-452.

VISUAL DESIGN RESOURCE LINKS:

(Looking at examples of things done well are often helpful…)

11)         READING WEEK: WORK ON FINAL

12)         FINAL PROJECT & REFLECTIONS

 Final Project description

The final project has two parts:

  1. Research Paper (Academic writing, 8-10 pages)
  2. Visual Component (Media piece using Image to get your idea across)

This is an opportunity for you to take what you’ve learned, thought about and been intrigued by this term and apply your imagination to address a real-world issue and discuss academically.

You are graded on the content, style and delivery.  Learning to translate ideas to media is an important aspect of media psychology.

The paper and the media piece are due in week 12.

RESEARCH PAPER PROMPT:

Select a media psychology topic or application that fits within your career and/or intellectual goals. It can be a topic, cause, campaign, population or a particular application, type of technology or design element. This is your opportunity to explore the bridge between theory and execution though your analysis on a specific device or conceptual solution. For example, consider the concepts of media literacy, social media use or multi-modal communication. If you pick a type of application, you can analyze it as a specific case study or go broader to explore the implications of blending different communication forms. You could alternatively select a topic that came up during the course to explore in depth.  Just make sure that you are using psychology as the foundation of your approach to give us the psychological rationale linked to the specifics of your example behind why your example is effective and empirical evidence that supports such an outcome in a similar application.

This is an academic research paper and we expect you to do research for articles and information beyond what is supplied in the course. The paper should present a clear thesis statement and have a well-supported point of view.

TIP FOR SUCCESS: A point of view DOES NOT mean an opinion piece. You express your opinion by the way you construct the argument.  There is NEVER any reason to write “I think…” You are the author. We will assume that what you have written what you think.}

For example, if you are interested in the social implications of social media, you could approach it in a number of ways. The topic as stated is much too large for a paper of 8 to 10 pages. The following are thesis statements that would focus the topic. They would need to be argued with theory and supported with research (including a mention of alternative arguments and evidence.)

  • Social media can improve interpersonal interactions by providing a place to practice of social skills.
  • Social networking sites can harm relationships.
  • Businesses derive many benefits from using social networking sites, including increased customer loyalty and trust.

REQUIREMENTS:

  • Submit topic and thesis statement for approval prior to writing
  • The paper should include an introduction that states your main argument, paragraphs that support your argument and a conclusion that summarizes your argument and links back to the introduction
  • Your main points must be supported by theory and research.
  • Do some research – Use sources outside of what is provided in the course
  • APA format (use template) WITH cover page, abstract, double-spaced, indented paragraphs, etc. Use the resources if you can’t remember how to format something.
  • Submit to Turnitin and look at the report to make sure you have no inadvertent plagiarism
  • No more than 10% of text in quotes
  • 8 to 10 pages plus references
  • Use spell check.  If there are many errors, the paper will be returned for editing.
  • Post your paper in the forum in a Word document, labeled with your last name and the course number: LAST NAME_COURSE NAME_FINAL PROJECT_SHORT TITLE.  If you paste it in the Moodle window we will ask you to reformat it.  If you send it to us in PDF, we will not be able to make comments.
  • Please do not send a link to a Google doc or drive.  Fielding faculty emails cannot access them.

VISUAL COMPONENT PROMPT:

Prepare a voiceover PowerPoint or Keynote that briefly gets across the main thesis and supporting points and conclusion of your paper using primarily visual content.  (Please no Prezi.)

YOU MUST INCLUDE A SCRIPT OR TALKING POINTS OF YOUR VOICE-OVER.  Attach it as a separate document.

This media piece should be short –you can use as many slides as you need but the whole presentation should be approximately 3 minutes.

Your presentation should be VISUAL.  It is a persuasive piece and should use image more than words to tell your story. Think of this as a complementary media piece to your paper that will sell your readers on your ideas. We’ve included additional resources on visual communication and persuasive design elements to help you prepare (See week 10).  please review them to help you in organizing your own visuals.  As a guideline, type on an effective presentation should never be smaller than 20 pt. If you need to make text smaller, ask yourself if you have a specific need or if you’re just putting too much text on a page.

ASSIGNMENT:

Post your final paper and media piece.  Detailed instructions above.  Resources are in Week 10.

Course DISCUSSION/REFLECTIONS PROMPT:

Please share your reflections on the course, what worked, what didn’t, where we can make adjustments that enhance the learning experience.  For example, is the ‘every other week’ format of a week dedicated to reading followed by a week to write helpful for you? What topics seemed particularly relevant?  Were there topics you would have liked to cover that we didn’t get to? (Don’t worry – we really do want to know the good, the bad and the ugly – there is also a link to an anonymous feedback survey is you want to share something privately.)

GRADING CRITERIA

This is a graduate level seminar.  Grades are posted for every primary post, but final grading is a synthesis of your cumulative effort.  If you would like specific feedback about your work at any time, please do not hesitate to contact us.

Grading: Successful completion of this course will be based on the timely completion of readings and postings.  There are grading rubrics below for explaining how posts and participation will be evaluated.  However, for a working rule of thumb (aka heuristic), keep the following in mind:

You don’t get a good grade just for showing up.  We don’t start with the presumption that a piece of work is an A and subtract points.  Good enough gets you a B.  To receive an A, you must add value beyond meeting the minimum requirements.  Do not wonder what was “wrong” if you don’t get an A.  Note that we use a numeric system.

11 = A = above and beyond what is required (initiating new threads, providing interesting links, increased postings, facilitating the continuation of the discussion plus the addition of research outside the listed readings, the demonstration of critical thinking, the application or synthesis of material relative to self or society)

8 = B = doing all that is required (due dates, number of posts, addressing content)

Note: In graduate work, a B- is the same as a C.  Neither gets you course credit.  If you receive a C in a required course, you will need to either retake the course or find another course that satisfies the requirement.

6 = C = is the lowest grade at the graduate level.  While you can earn a “C,” it is an indication that you are not meeting the required standard for graduate level work.  Sadly, you must achieve a B or better in this class as it is required for graduation and you will “get” to take it again.  If we are concerned that you are not  passing, we will notify you in plenty of time.

F = Failing; competence has not been demonstrated

CR = Credit; given for areas of study inappropriate for letter grading, or at the student’s request, for completion of work at a level of B or better

I   = Incomplete

NC = No credit; competence has not been demonstrated.

W = No credit; student withdrew or was withdrawn from time-bound course.

Tests/Quizzes: There are no tests or quizzes for this course.

Primary posts are graded on a 12-point scale, where 12 = A+ and so on (see below).  It has nothing to do with percentages.  Please do not send us an email because you think a 7 means 70%.  Note also that we very rarely give a 12.  We will be watching for effort and progress, rather than relying on strict averages.

Please review the policies on academic integrity.  Students who plagiarize will receive a 0 for that assignment.  A second instance of plagiarism will result in the student being reported to the Committee for Academic Integrity.  See the tables that follow.

Range Letter Grade Assignment % Grade
12 A+ Posts 35%
11 A Group Discussion Participation 30%
10 A- Final Project (2 parts) 35%
9 B+ Total 100%
8 B
7 B-*
6-1 Unacceptable for graduate level
0 No credit

 

*B- is not passing as a final grade in a required course.

POLICIES ABOUT DEADLINES AND EXTENSIONS * READ THIS CAREFULLY *

LATE WORK & SCHEDULE CONFLICTS:

Due to the participatory nature of this course, late posts will be penalized unless arrangements are made before the deadline has passed.  Participation submitted past the deadline will receive no credit.  The credit can be made up by permission by submitting a short (3-5 page) paper on the topic of the missed week.  If you have extenuating circumstances, contact us BEFORE the due date to make arrangements (Obviously, for serious emergencies, contact us as soon as reasonable regardless of deadlines).

Policy on Incompletes:

Taking an Incomplete for the course is only available 1) due to extenuating circumstances, 2) if the student must have been in contact with us during the course as deadlines were missed and 3) the Incomplete must be negotiated with us before the end of the class.  Note that when you request an Incomplete, you are giving up the option of feedback in most cases due to our schedule and other commitments.

The maximum time for an Incomplete without a grade penalty is 30 days if the above conditions are also met.  All course work to satisfy an Incomplete must be completed and a grade submitted within a maximum 90 days of the end of the original course.  Work completed after 30 days will be graded but may be penalized, depending on the circumstances. In most cases, it is not possible to extend coursework beyond the 90-day time period.  Work must be submitted 2 weeks prior to the end date of the Incomplete in order to be graded in time to submit a grade.  If a grade is not submitted to replace the Incomplete by the deadline, it automatically turns into an NC, or no credit, for the course. This is a required course; thus, you will have to retake it.

GRADING RUBRIC

INDIVIDUAL ASSIGNMENTS/Final Paper

In grading individual assignment posts, we take all of the following into consideration.  These things are essential in developing an academic voice:

  • Introduction
    • Identifies topic to be addressed
    • Identifies importance of topic
    • Organization/Structure
    • Flows well, using effective transitions and paragraph structure
    • Has clear beginning, middle and end
  • Content
    • Demonstrates appropriate critical thinking skills
    • Analyses and synthesizes materials with sufficient depth
    • Opinions are anchored in research or theory
  • Research and Topic Expansion
    • Demonstrates research skills using valid methods and sources
    • Expands the scholarly knowledge base of the class or Identifies new and interesting ways to examine subject matter
  • Conclusion
    • Summarizes information clearly and concisely, linking back to introduction and main thesis statement
  • Graduate Level Writing Skills & Requirements
    • Uses APA format correctly
    • No more than 20% of the text is quoted from other sources
    • All source materials are appropriately cited*
    • Uses appropriate grammar, spelling, punctuation, and capitalization

DISCUSSION PARTICIPATION

  • Appropriate number (at least 3 per week)
  • Sufficient depth with substantial feedback to further the discussion
  • Relates to reading & resources
  • Outside contributions from scholarly literature

Note: Any instances of plagiarism will result in no points for the assignment.  Repeated instances will result in student being reported to Program Director and may result in dismissal from program.  See definition of plagiarism below under Academic Integrity.

ACADEMIC WRITING

One of the goals of this course is to help you establish your academic voice and learn the “language” of scholarly writing.  Approach this as you would learning any other language.  It is a way of speaking so you can be heard by the community of scholars.  The formatting and language use is dictated by the American Psychological Association (APA) 7th edition.  Academic writing has a distinct structure for presenting and supporting an argument.  Here are some tips:

  • Use academic word choice:
    • Do not use first or second person (I, you, we)
    • Avoid contractions
    • Edit out “empty” modifiers like “particularly,” “especially,” “clearly,” and “interestingly”
    • Do not use slang or “cute” language
  • Have an introduction with a clear thesis statement
  • Include empirical evidence (research) to support the points that make the argument for your thesis
  • Make sure you have a conclusion that summarizes and links back to the thesis statement in your introduction.
  • Format appropriately. Check online sources such as Purdue’s Online Writing Lab (OWL) for explanations about formatting in-text citations and references.

 ACADEMIC INTEGRITY STATEMENT: PLAGIARISM

Plagiarism is the representation of someone else’s writing, graphics, research, or ideas as one’s own. Paraphrasing an author’s ideas or quoting even limited portions of the work of others without proper citation is considered plagiarism.  Extreme forms of plagiarism include submitting a paper written by another person or from a commercial source, or turning in a paper comprising selections from other sources without appropriate acknowledgement of those sources.  Plagiarism is a violation of the principle of intellectual integrity and inquiry and, as such, is taken seriously when it occurs.

Students should be aware that faculty may randomly submit papers to Turnitin for the detection of plagiarism. Use of the Turnitin site is subject to terms and conditions of use posted on the Turnitin.com site. Information about Turnitin is available at https://my.fielding.edu/Resources/TurnitIn/Pages/default.aspx.

Fielding expects high standards of honesty from its students. Violations of these high standards include cheating, plagiarism, giving or receiving unauthorized help on midterms, final exams, individual papers, or dissertations.

Students are encouraged to review the Academic Honesty section on the Fielding Graduate University website, which is located at: https://my.fielding.edu/Resources/TurnitIn/Resources/Pages/default.aspx

ATTESTING TO ACADEMIC INTEGRITY

Please be sure to include the following attestation in YOUR FINAL paper:

I affirm that this my original work and has not been copied or plagiarized from any other sources, nor has it been previously submitted for academic credit.  This electronic message counts as my signature (your name).

COMMITMENT TO AN INCLUSIVE LEARNING ENVIRONMENT

We adhere to the philosophy that all community members should enjoy an environment free of any form of harassment, sexual misconduct, or discrimination. If you encounter sexual harassment, sexual misconduct, sexual assault, or discrimination based on race, color, religious or political beliefs, age, national origin, ancestry, sex, sexual orientation, gender identity, or disability we encourage you to report this to us directly and we will follow up with the proper channels.

Everyone is expected to act respectfully and in keeping with a graduate level educational environment and to use the course’s assignments and discussions as a means to explore the curriculum and its applications in a scholarly and professional manner.  Faculty have the authority and responsibility to delete any post they deem discriminatory, disrespectful or inappropriate.

EQUAL ACCESS

Fielding Graduate University is dedicated to providing equal access to individuals with disabilities.  If you need information about accessibility or would like to request accommodations for a disability, please visit Accessibility Resources & Disability Serviceshttps://my.fielding.edu/StudentServices/Advising/AccessResourceDisabilityService/Pages/default.aspx

and contact the accommodation coordinator to discuss your needs: 805-898-4052, AccessAbility@fielding.edu, or visit https://fieldingadvising.as.me/lindsay to make an appointment to meet with the accommodation coordinator.