COURSE SYLLABUS FORM

INTRODUCTION TO SOCIAL PSYCHOLOGY

COURSE FRAMEWORK

Course Code SOCS-1101

Level Undergraduate

Number of credits 6

Language of delivery English

Delivery mode Face-to-face

Prerequisite(s) None

Degree program Foundation Program

Dual degree program No

School offering the course College of Humanities and Sciences

University offering the course ADA University

Location of delivery Baku

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 COURSE SYLLABUS FORM

COURSE DESCRIPTION AND CONTENT

The course Introduction to Social Psychology aims to familiarize students with major theories, concepts and issues of
social psychology and to offer them insights that they can apply to their personal and professional lives. Its main fo -
cus is on the interplay between individuals and their social environments and on how an individual’s thoughts, feel -
ings and behaviors are influenced by others and by social situations and contexts. Throughout the course, students
will examine key figures, diverse theoretical perspectives, relevant research methods and seminal publications that
have shaped some of the major areas of contemporary social psychology. They will furthermore analyze the role that
concepts such as race, gender, sexual orientation, culture, or religion (to name but a few) play in social psychology.

COURSE LEARNING OUTCOMES

CLO
Level Emphasis ** Course Learning Outcomes ***
No. *
Identify, describe, and organize fundamental knowledge consisting of
major concepts, theoretical perspectives, and historical trends within
1a Introductory 2 the field of Social Psychology.

Apply psychological principles to behavioral problems and social situ-

ations, thus demonstrating fundamental knowledge and comprehen-
1c Introductory 2 sion of major concepts, theoretical perspectives, historical trends, and
empirical findings relevant to the field of Social Psychology.

Identify relevant psychological approaches used in understanding, in-

terpreting, predicting, and controlling a behavior and formulate a basic
3a Introductory 1 assessment of a behavior in a multifaceted social situation.

Formulate preliminary solutions that are tenable and help to develop a

behavioral change plan that clearly addresses a previously identified
3b Introductory 1 behavioral problem.

4a Introductory 1 Identify major dimensions of diversity affecting social thinking, social

influence and social relations domains and evaluate them on an intro-
ductory level when participating in discussions and collaborating with
others from diverse backgrounds.
Articulate one’s own perspective and assess various dimensions of di-
versity that shape this perspective while interacting with others and
4b Introductory 1 dealing with heterogeneous contexts.

6a Introductory 2 Employ more than one form of communication (verbal, non-verbal,

visual, distant) to express specific thoughts and meaning with a de-
gree of relevance and effectiveness in discussions and presentations
on topics of Social Psychology.

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 COURSE SYLLABUS FORM

OVERVIEW OF TEACHING METHODS AND LEARNING ACTIVITIES

This course will employ diverse teaching methods and learning activities to create an engaging and participatory envi-
ronment, ensuring that students actively contribute to and benefit from the learning experience. A short overview of
major teaching and learning activities is presented below.
1. Interactive and engaging lectures.
2. Small group discussions.
3. Role-playing exercises.
4. Debates and controversial topics.
5. Guest speakers and experts.
6. Online discussions and forums.
7. Research projects.
8. Critical analysis of media.
9. Reflective journals.
10. Peer teaching and presentations.
11. Problem-based learning.

OVERVIEW OF TEACHING AND LEARNING MATERIALS

A variety of teaching and learning materials will be used to enhance students’ understanding of the course materials,
facilitate active engagement, and support students by creating dynamic learning experiences. These are:
1. Main textbook/s providing a structured overview of key concepts, fundamental theories, and areas of appli -
cation of psychological knowledge will be provided as a resource for students.
2. Journal articles and research papers will be incorporated to expose students to up-to-date research in the
field of social psychology and serve as a material for students to analyze as well as enhance their critical
thinking and research skills.
3. Real-world case studies will be used to enhance students’ skills to apply social psychological knowledge to
authentic situations and encourage critical analysis, problem-solving, and the practical application of theoret-
ical knowledge.
4. Documentaries and films’ analysis will provide a dynamic way for students to understand complex psycho -
logical concepts and theories and identify them.
5. Simulations and games that will serve as interactive tools to replicate psychological experiments/scenarios
in class in an ethical way and enhance understanding of the course materials as well as provide a hands-on
learning experience.
6. Lecture slides and presentations will be developed to provide key concepts, theories, and research findings
by accommodating different learning styles of students.
7. Educational videos exploring social psychology themes will be incorporated to offer dynamic and insightful
presentations from experts in the field.

OVERVIEW OF ASSESSMENT METHODS

To measure students’ understanding of theoretical concepts, their ability to apply knowledge, and the development of
critical thinking skills diverse assessment methods will be employed. Below is an overview of major assessment
methods to be used in a social psychology course:

1. Essays and research papers

2. Case study analysis

3. Group projects

4. Class participation

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 COURSE SYLLABUS FORM

5. Reflective journals

6. Peer review

7. Discussions and online forums

8. Presentations (group and individual)

9. Quizzes and examinations.

GENERAL COURSE ATTENDANCE AND ASSESSMENT REGULATIONS

Rules for class attendance can be found in chapter 6.3 of the

Attendance regulations
University’s Student Assessment Regulations.

Students should come to class on time and tardiness of over

10minutes will result in “absence”. If a student is absent or late,
they need to email ahead of time and inform their professor.
Without an email confirmation, students cannot claim later that
they were present in class.
Additional attendance regulations
When students are present in class, they need to respect the
classroom and refrain from using phones or other gadgets and
disrupting class with chatters. If student continues throughout
semester with disruption, 2% of their overall grade of partic-
ipation will be reduced.

Rules for assessment can be found in the University’s Student

Assessment rules
Assessment Regulations.

Grading rubrics will be provided for each assessment task.

Grading rubrics These rubrics will be based on the assessment criteria and
grade descriptions outlined in the Appendix below.

The grading system used in this course and further information

on grading can be found in the University’s Student Assessment
Regulations (see particularly chapters 6.4 to 6.6). All assign-
Grading system
ments are due Sunday at 10pm, but you receive a grade period
till 12am. After 12am, you will lose 1pt for each late day. There
are no exceptions.

Course participants are expected to fully comply with the princi-

ple of academic integrity. All breaches of this principle (such as
cheating and plagiarism) are sanctioned in accordance with the
Rules applying to academic dishonesty
rules and proceedings outlined in the University’s Honor Code. If
you use ChatGPT or other programs to write your papers, you
will receive 0% for that said assignment.

GENERAL ACCESS AND CONTACT INFORMATION

Access to Blackboard Learn Via My ADA

Guidance for the use of Blackboard Learn C Teaching and learning materials will be made available on BL on
a weekly basis. Students are expected to download. Each as-
signment posted on BL will have a description and specific
rubrics, students should check blackboard for the rubrics and

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 COURSE SYLLABUS FORM

make sure they submit before the deadline.

Contact IT Service Desk itservicedesk@ada.edu.az

Contact ADA Library askalibrarian@ada.edu.az

Contact Student Academic Support Services studentsuccess@ada.edu.az

Academic Grievances Student Academic Grievance Policy and Procedures

TEACHER, TEACHER CONTACT AND FURTHER COMMUNICATION INFORMATION C

Course teacher Dr. Nigar Alakbarova

Email address nalakbarova@ada.edu.az

Office Building E, Room 311

Office hours Wed, 14:00-16:00 and Fri, 14:00-16:00

Additional teacher contact opportunities None

You can contact my T.A. Ismail Mamedov:

Further communication procedures & tools
imamedov16773@ada.edu.az

COURSE SCHEDULE

20073: Tue-Thru, 11:30-12:45

Day(s) and time(s) of lessons
20075: Tue-Thru, 13:00-14:15

Classroom(s) Building A, 110

Semester / Term Spring semester 2024

Midterm Exam: Mar, 13-15, 2024

Examination periods
Final Exam: May, 17-23, 2024

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 COURSE SYLLABUS FORM

LESSON PLAN

Week Date and Time Topic Required Reading / Preparation

Define Social Psychology and discuss
its applications
Discuss the history and development
of the field and the major contributors
Compare and Contrast Social Psy-
chology to other related fields.
Jan, 23rd-25th, Explain how the findings of Social
11:30-12:45 Syllabus Review and Introduction to Psychology do not necessarily coin-
1
Social Psychology cide with common sense
13:00-14:15
READING From Blackboard:
Kassin, S., Fein, S., Markus, H.R.
(2011). Social Psychology (8). Califor-
nia: Wadsworth, Cengage Learning.
Chapter 1

Explain the important steps in re-

search, including the development of
a hypothesis and a theory
Discuss the difference between basic
and applied research and give an ex-
ample of both
Discuss the process of moving from a
concept to an operational definition to
measurement of a variable
Distinguish between descriptive re-
search, correlational research, and ex-
Jan, 30th, Feb, 1st periments
11:30-12:45 Identify the independent and depen-
2 Research Methods and Ethics
dent variables in a study
13:00-14:15 Explain the concept of statistical sig-
nificance
Differentiate between experimental
realism and mundane realism
Discuss research ethics and the role
of Institutional Review Boards
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 2, Jan 31st: (p.22-32) Feb
2nd (p. 33-46)
3 Feb, 6th-Feb, 8th, The Social Self Explain the ABCs of the self and the
11:30-12:45 idea of self-concept and self-schemas
13:00-14:15 Discuss self-esteem and why we have
a need for it
Define self-discrepancy theory, self-
awareness, and self-regulation
Explain the four methods of self-en-
hancement: self-serving cognitions,
self-handicapping, basking in reflected
glory, and downward social compari-
son
Discuss how different cultures con-
ceptualize the self
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.

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 COURSE SYLLABUS FORM

Chapter 3 (p.50-83)
Define social perception and explain
how it can be influenced by people,
situations, and behavior
Discuss the attribution theories of Hei-
der, Jones, and Kelley
Define and give examples of cognitive
heuristics and the fundamental attribu-
tion error
Explain the two-step model of the at-
tributional process and why it may not
be followed
Discuss cultural and motivational influ-
ences on attributions and our percep-
tions of other people Define informa-
Feb, 13th-15th, tion integration theory
4 11:30-12:45 Perceiving Persons Explain the three “deviations” from the
13:00-14:15 arithmetic in information integration:
perceiver characteristics, priming ef-
fects, target characteristics, and the
primacy effect
Discuss confirmation biases and the
contributions of perseverance of be-
liefs, confirmatory hypothesis testing,
and the self-fulfilling prophecy
Blackboard:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 4. Feb 14th (p. 90-113) Feb
16th (p. 114-149)

5 Feb, 20th-22nd, Stereotypes, Prejudice, Discrimination Distinguish between stereotypes, prej-

11:30-12:45 udice, and discrimination
13:00-14:15 Discuss how social categorization, in-
group vs. outgroup thinking, and im-
plicit personality theories lead to
stereotype formation
Explain how illusory correlations, attri-
butions, subtyping and contrasting,
and confirmation biases contribute to
the survival of stereotypes
Discuss the automatic activation of
stereotypes and the effect that may
have on people’s actions and percep-
tions
Compare and contrast the following
theories of prejudice: intergroup con-
flict, social identity theory, and social
dominance orientation
Discuss how culture and the media
contribute to hostile and benevolent
sexism
Explain what is meant by a “threat in
the air” and stereotype threat
Discuss various ways to reduce
stereotypes, prejudice, and discrimi-
nation
Blackboard Reading:
Kassin, S., Fein, S., Markus, H.R.
(2011). Social Psychology (8). Califor-
nia: Wadsworth, Cengage Learning.

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 COURSE SYLLABUS FORM

Chapter 5.
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Ch. 13 Feb 21st (p. 509-524)
6 Feb, 27th -Feb, Attitudes Define attitudes and compare and
29th, contrast the three ways to study atti-
11:30-12:45 tudes: self-report, covert measures,
and the implicit association test
13:00-14:15 Discuss the link between attitudes and
behavior and research supporting and
refuting this link
Explain the factors that affect the
strength of an attitude
Compare and contrast the central and
peripheral routes of persuasion and
give an example of each
What research says about the impor-
tance of credibility and likability of the
source of a message and the related
phenomenon called the sleeper effect
How a message is best communi-
cated and when a communicator may
want to appeal to fear and emotion
and when to stick to the facts
How a subjects need for cognition in-
fluences persuasion and discuss the
inoculation hypothesis and psycholog-
ical reactance
Explain the theory of cognitive disso-
nance using examples of current and
classic research
Compare and contrast Bem’s self-per-
ception theory, impression manage-
ment theory, and self-esteem theories.
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 5. Feb 28th (p. 155-177) Mar
1st (p. 178-192).

7 Mar, 5th – Mar, 7th Conformity, Compliance, and Obedi- Define social influence and compare/
11:30-12:45 ence contrast conformity, compliance, and
13:00-14:15 obedience
Compare Asch and Sherif’s studies on
conformity and explain the difference
between public and private conformity
Explain the difference between nor-
mative and informational influence
Compare and contrast majority and
minority influence
Discuss the difference types of com-
pliance including the norm of reciproc-
ity, foot-in-the-door, door-in-the-face,
and low-balling
Describe Milgram’s famous experi-
ment and what it tells us about obedi-
ence to authority
Explain how cultural differences play
a role in social influence

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 COURSE SYLLABUS FORM

The role of advertising; central and

peripheral routes to persuasion
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 7 and Chapter 6
Mar 6th (p. 243-267)
(p. 272-284) Ch. 6 (197-224).
8 Mar, 12th-14th Group Processes Define a group and a collective
11:30-12:45 Compare and contrast social facilita-
13:00-14:15 tion and social loafing
Discuss the mere presence theory,
the evaluation apprehension theory,
and the distraction-conflict theory
Explain the concept of deindividuation
Explain the three essential compo-
nents of groups: roles, norms, and co-
hesiveness
Describe the process of group polar-
ization
Describe the process of groupthink
Discuss the concept of brainstorming
and whether or not it is beneficial for
group performance
Define a social dilemma and explain
the prisoner’s dilemma and resource
dilemmas
Suggest ways to solve social dilem-
mas.
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Mar 13th (p. 427-440) Mar 15th (p.
442-462)
Mar, 19th Revision
11:30-12:45 Group Activities
13:00-14:15
Mar, 21st NO
CLASS
9 Mar, 26th-28th, Attractions and Close Relationships Define the need for affiliation and
11:30-12:45 compare it to our resentment of loneli-
13:00-14:15 ness
Explain the principal components of
attraction, including proximity and the
mere exposure effect
Provide arguments to support the
idea that beauty is an objective stan-
dard
Provide arguments to support the idea
that beauty is a subjective standard
Define the what-is-beautiful-is-good
stereotype and discuss if there is any
truth to it
Describe the factors involved in be-
coming interested in some one and
starting a relationship
Discuss evolutionary and cultural
contributions to relationships

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 COURSE SYLLABUS FORM

Blackboard Reading:
Ch. 9 Mar 27th (p. 337-358) Mar 29th
(p. 359-376).
10 Apr, 2nd-4th, Helping Others Explain the evolutionary approaches
11:30-12:45 to helping
13:00-14:15 Describe how possible rewards could
increase helping
Discuss the debate over egoism and
altruism; that is, whether true altruism
can exist
Explain the empathy-altruism hypoth-
esis and the negative state relief
model
Give the five steps to helping in an
emergency and the influential factors
at each step
Describe the bystander effect and dif-
fusion of responsibility
Discuss the effects of time constraints,
mood, culture, role models, and social
norms on decisions to help
Describe the people we are most
likely to help.
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Ch. 10 Apr 3rd (p. 383-408) Apr. 5th
(p. 414-423).
11 Apr, 11th NO Aggression, and Antisocial Behavior Explain why defining aggression may
CLASSES be difficult
Apr, 9th, Distinguish between emotional and in-
strumental aggression
11:30-12:45 Describe various culture and gender
13:00-14:15 differences in aggression expression
Describe theories of aggression that
propose aggression is an innate char-
acteristic, including instinct, evolution-
ary, and biological theories
Explain the role of learning, modeling,
and socialization
Define the frustration-aggression hy-
pothesis and research supporting or
refuting it
Explain the roles that affect, arousal,
and cognition have on aggression
Describe how the media contributes to
violence and aggression
Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Ch. 8 Apr. 12th

12 Apr, 16th-18th, Biology, Culture, and Gender Understand nature vs. nurture argu-
11:30-12:15 ment.
13:00-14:15 Explain how biology, culture, and our
social context are integrated in their
impact on our understanding of sex
and gender.

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 COURSE SYLLABUS FORM

Discussion on Genes and hormones

and how does evolutionary psychol-
ogy explain gender.
Reading Materials:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 14. Apr. 17th (p. 563-580)
Apr. 19th (p. 581-593).

Explain the nine steps of interrogation

and how some of the approaches can
lead to false confessions  Using con-
cepts from previous modules discuss
how a jury may react to confession ev-
idence
Explain some of the problems with
eyewitnesses and eyewitness identifi-
cations at the stage of information ac-
quisition, storage, and retrieval
Apr, 23rd-25th, Discuss how eyewitness evidence
11:30-12:15 may be interpreted by a juror and the
13 Applying Social Psychology: Law
different topics that an eyewitness ex-
13:00-14:15
pert may discuss if asked to testify
Explain, using concepts from previous
modules, how pretrial publicity, inad-
missible testimony, and the judge’s in-
structions can affect a juror’s verdict
Blackboard Reading:
Kassin, S., Fein, S., Markus, H.R.
(2011). Social Psychology (8). Califor-
nia: Wadsworth, Cengage Learning.
Chapter 12

Business Outcomes

Discuss typical job interview, “scien-

tific” alternatives, and traditional inter-
views.

Apr, 30th-May, 2nd Explain some of the concepts of per-

11:30-12:15 formance appraisals, motivation at
14 Applied Social Psychology: Business
work, leadership, and economic deci-
13:00-14:15 sion making.

Blackboard Reading:
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 15. (p. 598-615).
15 May, 7th Post Pandemic Era & Stress and Ways of managing external, environ-
May, 9th NO Health mental triggers of anxiety. The effects
CLASS of isolation and return to “normal”.
11:30-12:15
Impacts of different pandemics over
13:00-14:15 time and how factors such
How risk is defined and viewed, its
stages and anxiety response to it.
Internal and external factors trigger
stress and anxiety.

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 COURSE SYLLABUS FORM

The role of social media. As wealth,

status, race, and gender have affected
how people experience a pandemic.
The importance of social connection.
The importance of control. Strategies
to manage anxiety. Mental resilience.
Last Class:
Explore what causes stress?

How does stress affect your body and

the links between stress and illnesses.
Ways of coping with stress.

Discuss what contributes to our happi-

ness: social relationships, employ-
ment, and health
Readings:
Articles for Pandemic will be posted
on BB.
Myers, D., Abell, J., & Sani, F. (2021).
Social Psychology (3). London: Mc-
Graw Hill.
Chapter 15 (p. 616-640)

ASSESSMENT TASKS

Requirements for the Sub-

Assessment Additional Assessment
Weight mission of Assessment Due Date
Task * Rules
Tasks
Students each week are re-
quired to choose 2 topics, con-
cepts, theories, or research
that captured their attention the
most, they will then discuss in
their assigned group and as a Pop-up quizzes will be help in
Participation 10% group they will choose 1 that an online platform linked to Weekly
resonates with all the group blackboard: mentimeter.com
members and discuss this with
the rest of the class. Students
will also have short pop-up
quizzes each week from their
assigned readings.
Assignments 20% Assignment One: “Feedback These Assignments will be Feb, 18, 2024,
(5%x4) About Yourself” Submitted to Blackboard 22:00
Assignment Two: Implicit Asso-
ciation Test Self-Reflection Mar, 17, 2024,
Assignment Three: Analyze 22:00
Music Lyrics
Assignment Four: Persuade Apr, 14, 2024,
Me 22:00

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 COURSE SYLLABUS FORM

May, 12, 2024,

22:00

Class Attendance is manda-

Graded via Blackboard Atten-
Attendance 10% tory. Check above for the infor- Weekly
dance
mation on missing classes.
There will be a midterm exam
covering the topics covered till
then. Questions will be open- Grades will be posted on Mar, 13-15,
Midterm Exam 20%
ended and focusing on the Blackboard 2024
concepts learnt via lectures,
readings, and class activities.
Final Exam will include all sub-
jects covered during this se- Grades will be posted on May,14-23,
Final Exam 20%
mester, essay questions with Blackboard 2024
short answer open questions.
You can choose to do an ex-
periment together or pick a
movie you would like to ana- Grade will be submitted on
Presentation 20% lyze as a group and make a Blackboard but base on in-per- Apr-May, 2024
roleplay of a different ending son analysis
applying a social psychology
topic/concept

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APPENDIX: ASSESSMENT CRITERIA AND GRADE DESCRIPTIONS

CLO 1: Identify, describe and organize fundamental knowledge consisting of major concepts, theoretical
perspectives and historical trends within the field of Social Psychology. (PLO 1a – I 2)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
All or nearly all Some (more
The student Many of the ma- A few of the ma- Hardly any or no
of the major than 50%) of the
identifies major jor concepts, jor concepts, major concepts,
concepts, theo- major concepts,
concepts, theo- theoretical per- theoretical per- theoretical per-
retical perspec- theoretical per-
retical perspec- spectives and spectives and spectives and
tives and histori- spectives and
tives and his- historical trends historical trends historical trends
cal trends are historical trends
torical trends. are identified. are identified. are identified.
identified. are identified.
Some (more
All or nearly all Many of the Many of the
than 50%) of the
of the identified identified major identified major
The student de- identified major
major concepts concepts are de- concepts are de-
scribes these concepts are de- Hardly any or no
are described in scribed in rela- scribed in rela-
concepts, per- scribed in rela- major concepts
relation to theo- tion to theoreti- tion to theoreti-
spectives and tion to theoreti- are described.
retical perspec- cal perspectives cal perspectives
trends. cal perspectives
tives and histori- and historical and historical
and historical
cal trends. trends. trends.
trends.
All or nearly all Some (more
Many of the Many of the
of the identified than 50%) of the
identified major identified major
The student or- major concepts identified major
concepts are ad- concepts are ad- Hardly any or no
ganizes these are adequately concepts are ad-
equately orga- equately orga- major concepts
concepts, per- organized to ex- equately orga-
nized to explain nized to explain are adequately
spectives and plain theoretical nized to explain
theoretical per- theoretical per- organized.
trends. perspectives theoretical per-
spectives and spectives and
and historical spectives and
historical trends. historical trends.
trends. historical trends.

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CLO 2: Apply psychological principles to behavioral problems and social situations, thus demonstrating
fundamental knowledge and comprehension of major concepts, theoretical perspectives, historical trends
and empirical findings relevant to the field of Social Psychology. (PLO 1c – I 2)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
Hardly any or no
The student se- A small number
A number of A number of A small number psychological
lects psycho- of psychological
psychological psychological of psychological principles are
logical princi- principles are
principles are principles are principles are selected. Those
ples that are selected that are
selected that are selected that are selected that are principles se-
relevant to be- only marginally
relevant and ad- mostly relevant partly relevant lected are inade-
havioral prob- relevant to the
equately cho- and adequately and adequately quate to the
lems and social problems and
sen. chosen. chosen. problems and
situations. situations.
situations.
The student ap-
plies the se- Several psycho- A few psycho- No psychologi-
Several psycho- A few psycho-
lected psycho- logical principles logical principles cal principles
logical principles logical principles
logical princi- are applied in a are applied in a are applied, or
are applied in a are applied in a
ples to behav- manner that is manner that is they are applied
manner that is manner that is
ioral problems mostly ade- mostly ade- in a manner that
adequate. partly adequate.
and social situ- quate. quate. is inadequate.
ations.

CLO 3: Identify relevant psychological approaches used in understanding, interpreting, predicting and
controlling a behavior and formulate a basic assessment of a behavior in a multifaceted social situation.
(PLO 3a – I 1)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
The student
identifies rele-
vant psycho- Some (more
All or nearly all A few (less than Hardly any or
logical ap- Most of the rele- than 50%) of the
of the relevant 50%) of the rele- none of the rele-
proaches used vant psychologi- relevant psycho-
psychological vant psychologi- vant psychologi-
to understand, cal approaches logical ap-
approaches are cal approaches cal approaches
interpret, pre- are identified. proaches are
identified. are identified. are identified.
dict and con- identified.
trol a behav-
iour.
The assessment The assessment The assessment No assessment
The student
is formulated is formulated is formulated is provided, or it
formulates a The assessment
with a consider- with a reason- with a reason- is formulated
basic assess- is formulated
able degree of able degree of able degree of without any clar-
ment of a be- without much
clarity. It is fully clarity. It is clarity. It is partly ity. The formu-
havior in a mul- clarity. It is diffi-
adequate to the largely adequate adequate to the lated assess-
tifaceted social cult to maintain.
behavior and sit- to the behavior behavior and sit- ment cannot be
situation.
uation. and situation. uation. maintained.

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CLO 4: Formulate preliminary solutions that are tenable and help to develop a behavioral change plan
that clearly addresses a previously identified behavioral problem. (PLO 3b – I 1)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
The student The solutions
The solutions The solutions The solutions
formulates pre- The solutions are not formu-
are formulated are formulated are formulated
liminary solu- are formulated lated or without
with a consider- with a reason- with a reason-
tions that without much any clarity, and
able degree of able degree of able degree of
clearly address clarity, and they they are hardly
clarity, and they clarity, and they clarity, and they
a previously partly address or not at all
fully address the fully address the partly address
identified be- the behavioral geared towards
behavioral prob- behavioral prob- the behavioral
havioral prob- problem. the behavioral
lem. lem. problem.
lem. problem.
The formulated
The formulated
The formulated solutions cannot
The formulated The formulated solutions can be
The formulated solutions are dif- be maintained.
solutions are solutions are challenged on
solutions are ficult to main- They do not
tenable and highly tenable. several ac-
tenable. They tain. They some- contribute to the
contribute to They signifi- counts. They
contribute to the what contribute development an
the develop- cantly contribute somewhat con-
development of to the develop- adequate be-
ment of an ade- to the develop- tribute to the de-
an adequate be- ment of a be- havioral change
quate behav- ment of an ade- velopment of an
havioral change havioral change plan, or the be-
ioral change quate behavioral adequate be-
plan. plan that is only havioral change
plan. change plan. havioral change
partly adequate. plan is alto-
plan.
gether missing.

CLO 5: Identify major dimensions of diversity affecting social thinking, social influence and social relations
domains and evaluate them on an introductory level when participating in discussions and collaborating
with others from diverse backgrounds. (PLO 4a – I 1)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
The student
identifies major A considerable
Some major di- A small number
dimensions of All major dimen- number of major No or hardly any
mensions of di- of major dimen-
diversity affect- sions of diversity dimensions of major dimen-
versity and the sions of diversity
ing social and the ways in diversity and the sions of diversity
ways in which and the ways in
thinking, social which they affect ways in which are identified.
they affect rele- which they affect
influence and relevant do- they affect rele- The ways in
vant domains relevant do-
social relations mains are identi- vant domains which they affect
are identified mains are identi-
domains while fied with a con- are identified relevant do-
with some de- fied with some
participating in siderable degree with a reason- mains remain
gree of accu- degree of accu-
discussions of accuracy. able degree of unclear.
racy. racy.
and collaborat- accuracy.
ing with others.
The evaluation The evaluation
The student The evaluation The evaluation No evaluation is
is formulated is formulated
provides a ba- is formulated is formulated provided, or it is
with a consider- with a reason-
sic evaluation with some de- without much formulated with-
able degree of able degree of
of the identified gree of clarity clarity and ade- out any clarity
clarity and ade- clarity and ade-
dimensions. and adequacy. quacy. and precision.
quacy. quacy.

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CLO 6: Articulate one’s own perspective and assess various dimensions of diversity that shape this per-
spective while interacting with others and dealing with heterogeneous contexts. (PLO 4b – I 1)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
The student ar-
ticulates his/
The perspective The perspective
her own per- The perspective The perspective
is articulated is articulated
spective while is articulated is articulated The perspective
with a consider- with a reason-
interacting with with some de- without much is hardly or not
able degree of able degree of
others and gree of clarity clarity and credi- articulated.
clarity and credi- clarity and credi-
dealing with and credibility. bility.
bility. bility.
heterogeneous
contexts.
Some of the rel- Some of the rel-
The student as- Relevant dimen- Relevant dimen-
evant dimen- evant dimen-
sesses various sions of diversity sions of diversity
sions of diversity sions of diversity Relevant dimen-
dimensions of are assessed are assessed
are assessed are assessed sions of diversity
diversity that with a consider- with a reason-
with some de- with a small de- are not or hardly
shape his/her able degree of able degree of
gree of explicit- gree of explicit- assessed.
articulated per- explicitness and explicitness and
ness and con- ness and con-
spective. conclusiveness. conclusiveness.
clusiveness. clusiveness.

CLO 7: Employ more than one form of communication (verbal, non-verbal, visual, distant) to express spe-
cific thoughts and meaning with a degree of relevance and effectiveness in discussions and presentations
on topics of Social Psychology. (PLO 6a – I 2)

Assessment Criteria and Grade Descriptions

Assessment
Excellent Good Satisfactory Poor Acad. Fail
Criteria
The student ex-
Thoughts are Thoughts are Thoughts are
presses Thoughts are Thoughts are
partly relevant partly relevant. not articulated or
thoughts and relevant and largely relevant
and presented in They are pre- irrelevant and
conveys mean- presented in a and presented in
a manner that is sented in a man- articulated in a
ing with a cer- manner that is a manner that is
generally fo- ner that conveys manner that
tain degree of well-focused focused and
cused and logi- a deficit in focus lacks any focus
relevance and and logical. mostly logical.
cal. and logic. and logic.
effectiveness.
One form of
More than one One form of
The student More than one One form of communication
form of commu- communication
uses more than form of commu- communication is used without
nication is used is used with a
one form of nication is used is used with an any apparent
with a clearly purpose that is
communica- with an identifi- identifiable pur- purpose or com-
identifiable pur- difficult to dis-
tion. able purpose. pose. munication does
pose. cern.
not take place.

Assessment Criteria and Grade Descriptions

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