20 contact hours

Methods of Assessment and Weighting

Components of Assessment	Method(s)	Percentage weighting
Coursework	5 mini-reports on the five workshops (1000 words each) due the week after the workshop.	50%
Coursework	Research proposal (2500 words) related to a specific session, due end of semester.	50%

None

This module aims to guide students through the complexities of research crafting, enabling them to generate research questions in inductive and deductive way and select appropriate tools to investigate them.

Upon successful completion of the module, you will be able to:
ink theoretical and empirical questions to social issues and have developed an in-depthunderstanding of the practical applications and action implications of social psychological theories and empirical findings 
work in teams to produce research projects enabling the development of appropriate interpersonal skills to achieve collaborative research 
conduct research ethically and maintain appropriate standards of conduct.

Week 1: Introduction to the module (informal meeting with the module convenor and the facilitators)
Week 2: Workshop 1: Reflexivity in teaching social psychology
Week 3: Reading Week
Week 4: Workshop 2: Stigmatised (socially risky) identities (AC) 
Week 5: Reading Week
Week 6: Workshop 3: Risk perception and communication (CFS)
Week 7: Reading Week
Week 8: Workshop 4: The social psychology of psychological science (PH) 
Week 9: Reading Week
Week 10: Student Oral Presentations (Assessed by PH and DB).

Lectures and workshops

Essential Reading 

Fischoff, B. et al. (1995). Risk perception and communication unplugged - 2- years of process.  Risk Analysis, 15, 137-145 

Goffman, E. (1963) Stigma: Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall. 
Halperin, D.F., & Desrochers, S. (2005). Social psychology in the classroom: Applying what we teach as we teach it.  Journal of Social and Clinical Psychology, 24, 51-61.
Kasperson, R.E., Renn, O., Slovic, P., & Brown, H.S. (1988).  The social amplification of risk: A conceptual framework.  Risk Analysis 8, 177-187.
Petty, R.E., & Cacioppo, J.T. (1986).  The elaboration likelihood model of persuasion.  In L.
Berkowitz (Ed) Advances in Experimental Social Psychology (Vol. 19). Orlando, FL: Academic Press.
Smith, R.A. (2005).  The classroom as a social psychology laboratory.  Journal of Social and Clinical Psychology, 24, 62-71.
Recommended Reading
Danziger, K. (1990). Constructing the subject: Historical origins of psychological research.  Cambridge: Cambridge University Press. (pp. 49-87).
Swim, J.K., & Stangor, C. (Eds) (1998). Prejudice.  The target's perspective.  SanDiego, CA: Academic Press.
Background Reading
Ciladini, R.B. (2005).  What's the best secret device forengaging student interest?  The answer is in the title.  Journal of Social and Clinical Psychology, 24, 22-29.
Hammitt, J.K. (1990).  Risk perceptions and food choice: An exploratory analysis of organicversus conventional-produce buyers.  Risk Analysis, 10(3), 367-374.
Herek, G.M. (Ed.) (1998). Stigma and sexual orientation: Understanding prejudice against lesbians, gay men and bisexuals.  Thousand Oaks, CA: Sage.
Moghaddam, F.M. (1987).  Psychology in the three worlds:  As reflected by the crisis in social psychology and the move toward indigenous third-world psychology. American Psychologist, 42(10), 912-920.
Slovic, P. (1997).  Trust, emotion, sex, politics, and science: Surveying the risk assessment battlefield.  In M.H. Bazerman, D.M. Messick, A.E. Tenbrunsel, & K.A. Wade-Benzoni (Eds), Environment, ethics and behavior (pp. 277-313).  San Francisco, A: The New Lexington Press.
Smith, L.D., Best, L.A., Stubbs, A., Archibald, A.B., & Robertson-Nay, R (2002).  Constructing knowledge: The role of graphs and tables in hard and soft psychology.  American Psychologist, 57(10), 749-761.

5th May 2011