Syllabus Entrance
Printer Friendly
Email Syllabus

PS 101 Introduction to Psychology
Johnson, Andrew Thomas


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 101 Introduction to Psychology

Semester

SP 2006 HOA

Faculty

Johnson, Andrew Thomas

Title

Associate Professor of Psychology

Office Location

Mabee (the Underground) 220 

Office Hours

Mon (1-4 pm); Thurs (9 am - noon) or by appointment

Daytime Phone

(816) 584-6722

E-Mail

ajohnson@park.edu

Web Page

https://captain.park.edu/ajohnson

Semester Dates

Jan 9 - May 3, 2006

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Credit Hours

3


Textbook:
Myers, D. (2003). PSYCHOLOGY (7th Ed.). New York:  Worth publishers.

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


Course Description:
A survey of the assumptions, history, methods, and techniques of psychology.  A presentation of representative theory and research in the areas of consciousness, learning, motivation, cognition, personality, and social behavior.  3:0:3

Educational Philosophy:
Dr. Johnson's educational philosophy is based on using a variety of methods in learning, focusing on student engagement.  Lectures, demonstrations, participation activities, readings, group work, class discussion, examinations, writing, and use of the Internet and technology are significant components of this learning process.  Students will be required to analyze, criticize, synthesize course material and apply it to their own lives.

Learning Outcomes:
  Core Learning Outcomes

  1. Define and apply basic psychological vocabulary.
  2. Critically analyze psychological concepts, theories and ethical issues.
  3. Apply psychological concepts to one's life and circumstances.
  4. Identify representative theories in the areas of learning, motivation, cognition, personality, social influence, abnormal behavior and multicultural issues.
  5. Effectively gather, evaluate, and communicate about psychological issues present in the popular media and scholarly publications.
  6. Identify the basic assumptions, history, methods, and techniques of psychology.


  Instructor Learning Outcomes
  1. Demonstrate understanding of Park's General Education literacies: critical thinking, civic, science, and values.
Core Assessment:

PS 101 Introduction to Psychology


Position Paper- Controversial Topic


The purpose of this critical thinking assignment is to examine both sides of a controversial issue, select a position, apply it to a multicultural context, and to apply the Park University General Education literacies:  aesthetic, civic, critical, science, and values. Two of these literacies (critical and values) are perceived to cut across disciplines and departments, while the other three (aesthetic, civic, and scientific) literacies address major academic concerns.  Students with these literacies should be able to succeed in communicating, computing and problem-solving, clarifying values, using the arts, functioning within social institutions, and using the sciences and technology.


 


Requirements:



  • Selection of a controversial topic

  • Descriptions of both sides with a personal position.

  • Application to a multicultural context and the Park University literacies.

  • Utilizes a minimum of 2 sources (one for the pro perspective and one for the con perspective of the controversial issue.

  • Paper should be organized and presented according to the sections presented in the assignment instructions.

  • Text body should be no less than 3 pages.

  • References should be formatted in a standardized form, e.g., APA, MLA.

All instructors must utilize this basic assignment as one of the assessments within your course. But, you are encouraged to personalize the assignment and adapt it to meet your teaching style and the needs of your particular student population. For example, you may want to consider the following adaptations:



  • Require the entire paper to be formatted in APA style.

  • Creation of short web pages to highlight key findings of a particular topic or research question.

  • Inclass presentations of the paper.

  • Small group discussions

  • Select one topic, divide the class into Pro/ Con sides and hold a debate.

Link to Class RubricClass Assessment:
Exams: There will be a total of 4 exams (including the final). The exams will consist of 50 multiple-choice questions. The final exam will cover only the material after exam 3. The dates for the exams are listed in the reading assignment section. This is a tentative schedule and any change from this schedule will be announced in class. The exams will be worth a total of 50 points each. Make-ups for the exams will be given only to those who have scheduled a test time before that exam. Note: the questions and format of make-up exams may be different than regular exams.

Papers: As an additional means of having you develop an understanding of the course material and how it relates to your life, you are required to write three papers. The first paper is a one-page paper describing your interests within Psychology and the answer with explanation to the question, “Is Psychology just common sense?” The first paper is due Friday January 13th and is worth 5 points. 

The second paper is a description of web sites that are related to Psychology. Your second paper (5 pages - maximum typewritten) should include: 1) a brief description of the web site (include the URL (website address) in your paper). 2) a clear explanation of how the content of the selection relates to Psychology and the course material. Be as specific as possible. 3) a personal application to the selection. Be specific. This is due Friday February 17th and is worth 20 points. Paper 2 Instructions

The third paper is a position paper on a psychological topic, for example, “Does divorce negatively affect children?” Topics will be drawn from the Taking Sides books on reserve in the Library. This paper is due Friday March 31st and is worth 25 points. Position paper
Papers should be typed with 1 inch margins and in 12pt font, e.g., Times New Roman.

Grading:
Assignment 1 = 5 pts
Assignment 2 = 20 pts
Assignment 3 = 25 pts
Participation = 50 pts
Exam 1 = 50
Exam 2 = 50
Exam 3 = 50
Exam 4 = 50
Total  = 300

Late Submission of Course Materials:
For each class period an assignment is late, points will be deducted.  No course materials will be accepted after the last regular class meeting.

Classroom Rules of Conduct:
I expect all students to arrive on time and remain in the classroom except for emergencies. 

No food or drink is permitted in the classroom.

Turn your cell phones off or to vibrate and use of camera phones is prohibited.

Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  

Be sure to save copies of your work to a disk, a hard drive, and print out paper copies for backup purposes.
Submission of papers written for other classes is not acceptable.  

I expect that each paper you submit in this class is a unique paper created by you.  Violation of this will result in a failing grade for the assignment.

Course Topic/Dates/Assignments:
1.  January 9 Intro / History & Methods - Intro, 1  
Paper 1 Instructions  (due 1-13)

Monday January 9th - No class - Martin Luther King Jr Day

2. January 16 Neuroscience 2

3. January 23 Neuroscience / Perception  2, 6

4. January 30 Perception / States of Consciousness 6, 7

5. February 6 Exam 1 (2-6) Over chaps 1, 2, 6, 7 - Learning 8

6. February 13 Learning 8 - Paper 2 Internet Paper (due Fri 2-17)

Monday February 20th No class - President's Day

7. February 20 Memory 9

8. February 27 Thinking & Language 10

Exam 2 (3-3) Over chaps 8, 9, 10

9. March 4-12  Spring Break

10. March 13 Developing Person 4

11. March 20 Developing Person/ 4

12. March 27 Motivation/ Personality 12, 15

Paper 3 Positionpaper (due Fri 3-31)

13. April 3  Personality 15

4-7 Exam 3 Over chaps 4,12,15

14. April 10 Disorders/ Therapy 16, 17

Friday April 14 - No Class - Good Friday

15. April 17 Disorders/ Therapy 16, 17

16.April 24 Social Psychology 18

Final Exam -  Wednesday May 3rd, 8:00 am - 10:00 am  MA 221 (WLC) chaps 16, 17, 18

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Critical Thinking

Synthesis
Outcomes
1, 5

The student uses more than 1 source for each of the topic positions.

The student uses 1 source for each of the topic positions (minimum of 2 sources)

The student uses fewer than 1 source for each of the topic positions.

No sources were used for the topic and positions

Analysis
Outcomes
1, 2, 3, 4, 5

The student's description of the two positions includes more than 2 distinct statements of support for each side.

The student's description of the two positions includes 2 distinct statements of support for each side.

The student's description of the two positions includes less than 2 distinct statements of support for each side.

The student's description of the two positions fails to include statements of support for each side.

Evaluation
Outcomes
1, 2, 5

The student's position demonstrates more than 2 distinct statements concerning evaluation of the paper topic.

The student's position demonstrates 2 distinct statements concerning evaluation of the paper topic.

The student's position demonstrates only 1 distinct statement concerning evaluation of the paper topic.

The student's position fails to evaluate any of the topic positions.

Content

Terminology
Outcomes
1, 2, 4

No terminology errors

1 to 2 factual errors

3 to 4 factual errors

5 or more factual errors

Concepts
Outcomes
1, 2, 3, 4, 5

No concept errors within the positions or the literacies.

1 to 2 concept errors as applied to the topic and the literacies.

3 to 4 concept errors as applied to the topic and the literacies.

5 or more concept errors

Application
Outcomes
1, 2, 3, 4, 5

No literacy application errors

One literacy application error

Two literacy application errors

More than 2 literacy application errors or application is omitted.

Technical Skills

Whole Artifact
Outcomes
5

Position paper contains the following components: an introduction, topic position descriptions, personal position with explanation, application to four literacies, a conclusion, reference page, and formatted in MLA or APA style

Position paper contains the following components: an introduction, topic position descriptions, personal position with explanation, application to four literacies, a conclusion, reference page

Position paper is missing one of the following components: an introduction, topic position descriptions, personal position with explanation, application to four literacies, a conclusion, reference page

Position paper is missing more than one of the following components: an introduction, topic position descriptions, personal position with explanation, application to four literacies, a conclusion, reference page

Component
Outcomes
5

The Paper contains one error in the following domains: Page numbers, references, internal documentation, section headings

The Paper contains 2-3 errors total in the following domains: Page numbers, references, internal documentation, section headings

The Paper contains 4-6 errors total in the following domains: Page numbers, references, internal documentation, section headings

The Paper contains more than 6 errors total in the following domains: Page numbers, references, internal documentation, section headings

M/LL Courses
Outcomes
 

 

 

 

 

Copyright:

This material is copyright and can not be reused without author permission.