SEMESTERPROJECT:
Psychology as an
Integrated Science for
Everyone, Everywhere
GOAL: To create a
public-facing
artifact
demonstrating how
human behavior
connects to a “big
problem.”
PURPOSE: After This project is an opportunity for you to apply what you are learning to a topic you
are interested in and then communicate the big takeaways to a general audience. To do this, you will learn
about your topic and what psychology has to say about it, then create a piece of art, an infographic, a video,
or a podcast with the information you want to share. After completing this, you will have achieved several of
the major learning goals of this course as follows:
Psychology Content: You will use research findings to apply basic psychological principles to
everyday life and communicate these to others.
Scientific Thinking: As an informed consumer of psychological science, you will draw logical and
objective conclusions about behavior and mental processes and examine global problems through the lens of
psychological science.
Key Themes: You will develop a deeper understanding of the key integrative themes in psychology.
TASKS: Create a piece of art, a one-page infographic, < 5 min video, or < 5 min podcast for your big
problem. Follow journal prompts (Journals 2-5) to do the following:
1.
Start with a key theme that is interesting to you and explain it in your own words.
2.
Choose one of the broad project ideas below that is interesting to you and consider how the key
theme might apply to it.
3.
Narrow the topic down to something more specific, using journal guidelines, keeping in mind your
theme. EX: What are the tactics used by social media or video games to keep you coming back
and how can you resist them? (Theme C); How can you increase movement in your day – and
why would you want to do that (hint: it improves mood; Theme F); How can the environment be
designed to overcome thinking biases that affect decisions like using re-usable water bottles?
(Theme E); How do you convince a loved one that a child with a disability or people of a different
race or political leaning are deserving of the same things as everyone else? (Theme D).
4.
Topics to stay away from (talk with Dr. Melley for more information): dieting, losing weight, and
serious mental health issues. Exceptions: reducing stigma related to weight or mental health.
5.
Look ahead at course topics and readings, and the supplementary materials from Dr. Melley. As
the semester goes on, keep your topic in mind and make notes when you see/hear something
related. You do not need references beyond course readings and materials in Blackboard.
BIG PROBLEM project ideas
Social/Global Issues: A project that uses psychology to encourage people to change their behavior
around something you care about: Climate crisis, Politics, Public Health, School
Behavior Change: A project that demonstrates how you can use concepts from psychology to develop or
break personal Habits related to: sleep, screen use (social media, gaming), movement/exercise, school,
water, well-being.
Science Communication: How can something learned in this course be communicated better to next
year’s students? Or to the general public?
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CRITERIA
The final project has two parts: the artifact, and a supporting document.
For the artifact:
1.
A one-page infographic, 5-minute video or podcast, or other format of choice (see last page for ideas). The goal is for the reader to be able to
“consume” your project and understand your major points within 5 minutes.
2.
Include a statement of the “big problem” (can be formed as a question)
3.
Content: Depending on your topic, you can focus on the origins of or solutions to the problem. Suggest solutions based on what you have
learned, or explain why the problem exists, or use another angle (feel free to be creative!)
4.
Sources are not listed on the artifact; they go in the supporting document.
For the supporting document:
1.
List your sources. Use a format you are familiar with and include links to any articles, websites, videos. APA required if you are going for “Exceeds
specs” (more info in Blackboard)
2.
Two paragraphs discussing the problem or solution with more details than provided on the project. For a video or podcast, this can be a script.
3.
Discussion of problem or solution must include an explanation of how it relates to at least one key theme.
HOW TO EARN CREDIT
The project is graded similarly to the journals. There is no in-between level. If you meet all specifications you earn a B-level grade. If you
exceed them, you earn an A-level grade. If you do not quite meet specs but turn something in that shows some effort, you earn half
credit. If you don’t turn anything in, you do not earn any credit.
Exceeds specs = 25
Meets specs = 20
Turned in, does not yet meet specs = 13
Not turned in = 0
These 25 points are combined with Journals 2 through 6 (25 points) and are 25% of your final grade in the course.
Specifications:
1.
Both parts of the project are turned in (project + supporting document) to Journal 6 AND the project is posted to your team’s Padlet
by April 25 (Best By).
2.
Final project includes a statement of problem. The application of psychological science does not demonstrate any major errors in
understanding.
3.
Source list includes names of authors, titles of videos, etc PLUS links to actual sources.
4.
Key theme and explanation are included and do not show major errors in understanding.
TIMELINE
Feb 21:
Journal 2 – identify key theme of interest.
Feb 28:
Journal 3 – use feedback from Journal 2, review Semester Project instructions and video, and begin to form your idea - relate it to a key theme.
March 21: Journal 4 – use feedback from Journal 2, the readings from the course, and Dr. Melley’s website to identify three sources for your project (if you don’t find
anything and want to include your own, put a link in journal for approval). Write at least one paragraph describing what you have learned about your topic so far.
This will serve as a beginning for the background paragraphs that will accompany the final project.
April 4:
Journal 5 - submit a draft of your actual project for feedback (first attempt at video, audio, or infographic).
April 18: Journal 6 – revise and complete your project, submit in Journal before Best By date if you want more feedback before Project deadline.
April 25: You will post your final project for your classmates to see and for a grade, and you will give your classmates feedback on their projects.
May 2:
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Post a revised project if you wish. Nothing accepted after this date.
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Types of Artifacts
Below are some suggestions for the format of your project. You can create what works for you – as long as it can be shared. If you prefer
a non-digital format, you should be able to take a picture to post, and you can bring the item to class with you.
Infographic
-
Display your project visually on one page.
Draw or use a program such as Canva or Piktochart
example linked here.
Concept Map/Mind Map
-
Display connections between concepts visually.
Label connecting lines – do not just create a hierarchy. Lines are the connection between concepts.
Draw or use a program such as Canva or Lucid (3 free mind maps)
If you draw your map on paper, take a high-quality picture or scan.
Example HERE
Textbook sidebar
-
This is usually a short written “box” on the side of a page in a textbook.
It can take several forms – writing, a picture with explanation, a graphical representation of a concept.
Example HERE
Video (5 minutes max)
-
Record your voice OR have typed words in the video.
Use any video editing software.
Upload the video file to Youtube if possible and share the link AND the file on Blackboard.
Example here
Podcast (5 minutes max)
-
Make an audio recording of your voice talking about
your problem or solution.
Interview someone or have someone interview you.
Provide a file that is accessible.
Your choice!
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o
If you have another idea for an artifact, go for it! (No slide presentations please unless it is a
video, please)
o
If you prefer a non-digital format, you can upload a picture of your creation – and then
bring the item to our class museum.
o
Longer does not mean better - you gain the background knowledge so that when
you “present” your project you can answer questions about it – the project itself
should convey information thoroughly but succinctly. Only include the most
important information so it can be “consumed” in less than 5 minutes.
o
Students have created cartoons, podcasts, and songs. What will you do?
o
The major requirements are that you connect psychology to a “big problem” within
the framework of a key theme.
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Semester Project FAQ (course FAQ here)
Q: Why can’t I talk about serious mental illness?
A: my guidance on serious mental health issues, eating disorders, etc is to protect students from
either
1. sharing too much personal information with the entire class
2. being triggered by another student's project without the structure of the classroom
(since we present them online)
3. trying to solve their own personal issues through the project.
In a smaller class I would not have this kind of rule, but in these classes we need to be careful
with very sensitive topics. There are others that we disallow on a 1:1 basis as they come up, for
similar reasons but the mental health ones seem to be the most common.
Q: Where do I submit the project?
A: Turn it in with Journal 6 for feedback and grading. Post to Padlet (will show here in April) for
class viewing.
Q: Can I use the GMU library, Google Scholar, and other places to find scholarly journal
articles?
A: Yes! I do not require this level of research but if you are interested, please do it!
Q: How do I cite the readings?
A: Cite the title of the individual reading with the author's name. Most of the readings also have
a section on "how to cite this reading in APA style" - for example, this is how you would cite the
Why Science Reading in APA Style:
Diener, E. (2022). Why science? In R. Biswas-Diener & E. Diener (Eds), Noba textbook
series: Psychology. Champaign, IL: DEF publishers. Retrieved from
http://noba.to/qu4abpzy
So all you would need to do is replace "Diener, E. (2022). Why science?" with the author and
the title of the reading you are using.
Q: How do I "exceed specifications?
A: Do more than what it says in the specs. There are many ways to do this. Create a visually
appealing project with a clear message, cite the sources in APA style, cite scholarly work (peerreviewed journals) rather than simply websites or youtube. Make insightful connections between
topics. Teach us something.
Q: I can't find anything in the readings about my project. Can I use other sources?
A: First, try to stretch a bit to see the connections - for example, if you are talking about the
importance of getting more sleep, can you think about how the principles of operant conditioning
can guide someone to develop better sleep habits?
Second, yes, you can use outside sources, but you need to be careful about where you are
getting your information. Sources should be based in science, and credible. The sources on Dr.
Melley's website here are already vetted. It still needs work and needs to be fully organized by
topic, but you can look under the tabs for Individual Differences, Behavior Change, and more to
find useful information.
Third, use the skills you have learned in lateral reading -how to judge a good source: Video
here for a refresher.
Q: How do I cite things?
A: If you are a psychology major, I strongly recommend becoming familiar with APA style. There
is information here at this link on how to do that. I do not require it, however. Use a format that
will allow us to locate the source. If you provide a link, put a text description with it.
To cite a lecture from class, do something like this: Melley, A. H. (2022, Fall). Name of lecture or
slides. PSYC100.
Q: What is this about a "Key Theme?"
A: These are the themes I've been talking about periodically throughout the semester (mostly A,
C, E, and F). These are the cross-cutting themes in psychology that connect the dots in this vast
field.
You worked through them in Journal 2 - the videos from that journal are below. Choose one that
your project is related to, and explain why.
Here is a short video made by a colleague at another school - she does a great job with an
overview of the themes: https://youtu.be/GlEC6iIYyeA
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Intro to KEY THEMES
Psychological science relies on empirical evidence and adapts as new data develop.
Psychology explains general principles that govern behavior while recognizing individual
differences.
Psychological, biological, social, and cultural factors influence behavior and mental processes.
Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just
society.
Our perceptions and biases filter our experiences of the world through an imperfect personal lens.
Applying psychological principles can change our lives, organizations, and communities in
positive ways.
Ethical principles guide psychology research and practice
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