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PS 315 Theories of Personality
Bevars, Barry J.


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 315 Theories of Personality

Semester

S1Z 2006 ML

Faculty

Bevars, Barry J.

Title

Senior Instructor/Adjunct Faculty

Degrees/Certificates

MS - Human Relations/Counseling
BS - Psychology

Office Location

Malmstrom AFB campus, Great Falls, Montana

Office Hours

Tuesdays and Thursdays by appointment

Daytime Phone

406-761-6406 (Home)

Other Phone

406-761-7540 (Malmstrom Campus)

E-Mail

Barry.Bevars@park.edu

bknbear@bresnan.net

Semester Dates

January 9 - March 12, 2006

Class Days

--T-R--

Class Time

7:45 - 10:15 PM

Perquisites

PS101

Credit Hours

3


Textbook:
Theories of Personality, 8th edition, Richard M. Ryckman, ISBN; 0-534-61983-5

Textbooks can be purchased though the MBS bookstore

Additional Resources:
Internet, Base, Park University, and local community libraries


Course Description:
Examination of the major personality theories and contributing research evidence with particular emphasis upon motivation and dynamics of behavior.  Pre-requisite:  PS101.  3:0:3

Educational Philosophy:
As the instructor for this class my educational philosophy is based on using a variety of methods of learning with focus on application. Methods include lectures, readings, videos, class discussion, reaction papers using reference systems.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe and differentiate among the major psychological approaches which explain personality.
  2. Define and apply key personality concepts, terms, and theories.
  3. Identify psychologists who have made major contributions to an understanding of personality.
  4. Explain research methodology and the ability to evaluate the merit of personality studies.
  5. Practically apply acquired insight of personality to one's own life


  Instructor Learning Outcomes
  1. Define research methods and to explain the differences between the experimental, correlational, and case study techniques
  2. Define the concepts of conscious, preconscious, and unconscious
  3. Discuss in detail the individuation process
  4. Define social interest and explain hjow it is related to psychologically healthy development
  5. Describe the various defense mechanisms that people use to cope with feelings of basic anxiety
  6. Describe the eight stages of personal development, naming the crisis unique to each one and the virtues that are an outgrowth of succesful copying
  7. Define self-objects and discuss the role they play in the development of the person
  8. Identify the three major dimensions of personality
  9. Discuss the links between schizophrenia and loose constructions
  10. Explain the differences between D-cognition and B-cognition
  11. Describe the therapeutic conditions that facilitate growth
  12. Discuss the various techniques that people use to control their behavior
  13. Define internality and externality and explain how these individual differences are related to a wide variety of behavior
  14. Define efficacy expectations and describe the sources of self-efficacy in people
Core Assessment:

PS315 Theories of Personality
Core Assessment


Research Reaction Paper In order to help you relate theories of personality to current research in the field, students will complete a research reaction paper focusing on the analysis of an empirical research article relevant to the study of personality. The research reaction paper should include a summary and discussion of the research article including the following areas: 1) topic area; 2) hypotheses; 3) method; and 4) major results and findings. Most importantly, reaction papers should include a thoughtful commentary by the student. Specifically, not only should students provide a general summary, but focus on a critique of the research question and design, as well as a discussion of how the research relates to other theories of personality. In addition, students should include a commentary about the relationship of the research findings to their own life and personality development. Students' comments, critique, and discussion should form the majority of the paper.


Requirements:



  • Information must be organized, presented and referenced using APA style.

  • Research Reaction Paper should be 10 pages (plus title and reference pages).

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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:



  • Assigning empirical articles based on current events or debates.

  • Adding a follow-up research proposal to address questions left unanswered by the current study.

  • Student presentations to the class to share the information learned in the project.

  • Creation of short web pages to highlight the relevance of research to the different theories of personality addressed in class.

Link to Class RubricClass Assessment:
A variety of methods will be used to assess the learning that occurs in this course. Students will be assessed in their performance of written nightly chapter quizes, class participation, research reaction paper, mid-term examination, and a final examination.

Grading:
GRADING

1. Class participation throughout term - 15 points possible
2. (13) nightly chapter quizes @ 5 points = 65 possible points
3. Mid-term examination - 35 points possible
4. Research Reaction Paper - 50 points possible
5. Final examination - 35 points possible

GRADING RUBRICS

1. Class participation
* points based on class participation throughout term
* 15 points possible
2. Nightly chapter quiz
* Due weeks 2,3,4,5,6,7, and 8
* 5 points possible per chapter quiz
3. Mid-term examination
* to be taken week 5 (Feb 7th)
* 35 points possible
4. Research Reaction Paper
* Due week 8 (March 2nd)
* 50 points possible
5. Final examination
* to be taken week 9 (March 9th)
* 35 points possible

The following points earned will be used to assign course letter grade:

A: 180 - 200 points
B: 160 - 179 points
C: 140 - 159 points
D: 120 - 139 points
F: BELOW 120 points

Late Submission of Course Materials:
Late submission of work will be evaluated on a case-by-case basis and the extenuating circumstances. No course materials will be accepted after the last class meeting.

Classroom Rules of Conduct:
- Attend class
- Be prepared for class. This means you have read the assigned readings and are prepared to discuss them.
- Respect the opinions of your fellow classmates
- Have a sense of humor

Course Topic/Dates/Assignments:
CLASS   DATE                  TOPIC
01      1-10     Overview of class, "Your Personality"
02      1-12     Film on Personality/Discussion Chapter 1
03      1-17     Discussion Chapter 2/Chapter Quiz/Discuss
                Research Reaction Paper/provide handout
04      1-19     Discussion Chapter 3/Chapter Quiz
05      1-24     Discussion Chapter 4/Chapter Quiz
06      1-26     Discussion Chapter 5/Chapter Quiz
07      1-31     Discussion Chapter 6/Chapter Quiz
08      2-02     Discussion Chapter 7/Chapter Quiz,
                Mid-term exam review
09      2-07     Mid-term exam/Overview 2nd half of term
10      2-09     Discussion Chapter 10/Chapter Quiz
11      2-14     Discussion Chapter 11/Chapter Quiz
12      2-16     Discussion Chapter 12/Chapter Quiz
13      2-21     Discussion Chapter 13/Chapter Quiz
14      2-23     Discussion Chapter 15/Chapter Quiz
15      2-28     Discussion Chapter 16/Chapter Quiz
16      3-02     Discussion Chapter 17/Chapter Quiz
17      3-07     Term Summary/Review for Final Exam
18      3-09     Final Examination

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, 2

Student goes beyond identification of the major theory of personality to address the integration between various theories OR addresses specific, contemporary movements within a major conceptual framework.

Student correctly identifies and explains the major theory or theories of personality that underlie the research article.

Student inaccurately identifies the major theory OR fails to identify the most applicable theory.

Fails to use an empirical article relevant to theories of personality.

Analysis
Outcomes
3

Student identifies and summarizes key aspects of the empirical study without including unnecessary or unimportant information; uses their own language to explain technical findings.

Student accurately understands and summarizes an empirical research study.

Student inaccurately understands the research article OR fails to correctly summarize the key points of the article.

No summary of the research article.

Evaluation
Outcomes
3

Student accurately critiques empirical findings or research methodology by going beyond the presented information to highlight original gaps, errors, inadequacies or unanswered issues.

Student accurately critiques empirical findings and methodology; focuses on the concerns that are specified in the article.

Student inaccurately critiques the research findings or methodology.

Fails to critique the findings/methodology.

Content

Terminology
Outcomes
1, 2, 3

Student accurately and consistenly utilizes appropriate personality concepts that demonstrate a clear understanding of terminology.

Student accurately utilizes personality terminology to discuss the research article.

Student utilizes personality terminology inaccurately OR fails to consistently use personality terminology.

Utilizes no personality terminology.

Concepts
Outcomes
1, 2, 3, 4

Student shows detailed insight into the conceptual basis underlying major theories of personality; extends the basic conceptual information to show unique, contemporary or innovative applications.

Student shows an accurate understanding of the conceptual basis of major theories of personality as they are applied to contemporary research settings.

Student show inaccuracies in their understanding of major personality theories OR fails to utilize key concepts relevant to specific personality theories.

Failure to discuss or address the conceptual basis of major theories of personality.

Application
Outcomes
1, 4

Student shows extensive insight and self-reflection as they apply the key concepts of personality theory to explain personality development and maintenance.

Student provides an accurate description of the relevance of personality theories to their own life and personality development.

Student is inaccurate in their application of personality theory to explain their own personality OR provides a self-reflection that is unrelated to the theory addressed by the research article.

Fails to provide an application of personality theory to own life.

Technical Skills

Whole Artifact
Outcomes
2

Student utilizes APA style throughout paper with fewer than 3 errors.

Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style.

Student utilizes APA style but has 7 or more errors.

Student fails to use APA style.

Component
Outcomes
1, 2, 3, 4

Body of literature review is 11 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections

Body of literature review is 10 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections

Body of literature review is 7-9 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections OR missing 1-2 specified components

Body of literature review is less than 6 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections OR missing 3 or more specified components

M/LL Courses
Outcomes
1, 2, 3, 4

Explicitly highlights the interactive, reciprocal nature of the relationship between theory, research and personal application.

Student shows a clear understanding of the interactive relationship between theory, research and personal application.

Implies an understanding of the interactive relationship between theory, research and personal application.

Fails to address (explicit or implied) the relationship between theory, research and personal application.

Copyright:

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