PS 315 Theories of Personality
S1Z 2006 ML
Bevars, Barry J.
Senior Instructor/Adjunct Faculty
MS - Human Relations/CounselingBS - Psychology
Malmstrom AFB campus, Great Falls, Montana
Tuesdays and Thursdays by appointment
406-761-7540 (Malmstrom Campus)
January 9 - March 12, 2006
7:45 - 10:15 PM
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
PS315 Theories of PersonalityCore 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.
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:
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.
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
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.
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 .
Exceeds Expectation (3)
Meets Expectation (2)
Does Not Meet Expectation (1)
No Evidence (0)
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.
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.
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.
TerminologyOutcomes1, 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.
ConceptsOutcomes1, 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.
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.
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.
ComponentOutcomes1, 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 CoursesOutcomes1, 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.