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PS 315 Theories of Personality
Butler, Joseph E.


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

S1T 2006 DLA

Faculty

Butler, Joseph E.

Title

Adjunct Faculty

Degrees/Certificates

PHB Psychology
MS Counseling Psychology

Office Location

Bemidji, Minnesota

Office Hours

Daily 9:00-4:00 Central

Daytime Phone

218 586 2524

E-Mail

joseph.butler@pirate.park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Feist, J. & Feist, G. (2006). Theories of Personality (6th Edition). McGraw Hill. ISBN #0-07-296980-6

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


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 you may  already know my introductory letter, I view our time together as a mutually rewarding learning experience. The field of psychology is still in its infancy and therefore, we can expect to have any number of exciting exchanges as each of us tries to sort out the multitude of theories and approaches appropriate to our own beliefs. During our short time together, we should both challenge and motivate each other by asking good questions, while also seeking sound answers. The format of online learning allows us to spend time carefully formulating our thoughts and researching our ideas, to insure what we communicate, is what we intend to say without any unnecessary emotions.

Throughout the class I will have an opportunity to review your understanding of the various ideas presented and, to award points based upon the  strength of your written comments. While you will never be unfairly evaluated for taking a position I may not agree with, I can only award points for what you put in writing. This is to your advantage! Since I do not know you, I have no preconceived biases. Each of you now has an opportunity to present yourself in a way that should make you proud. Spend time thinking, reading and researching, and  then  write and proof read your thoughts. Only after you are convinced this is what you want to express and  hope to be evaluated upon, should you email or post your work. I will provide you with timely responses and progress reports.  However, by utilizing your own good judgment you will determine your own grade. In this way there will be no surprise!

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


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 Rubric

Class Assessment:
Each student is responsible for:

Completing weekly reading assignments
Completing weekly homework assignments
Completing weekly journal entry
Completing weekly mastery questions  
Participating in weekly on-line class discussions
Participating in a group debate  
Completing a research reaction paper
Completing a proctored final examination  

Grading:
You will be able to track your grade throughout the term. Grades will be determined by your performance on a final exam, a research reaction paper, weekly homework assignments, weekly journal entries, a group debate, mastery questions and participation in online class discussions. Points will be assigned as follows:

Final exam (Week 8) 100 points
Research reaction paper (Week 7) 100 points
Weekly homework assignments 80 points
Weekly journal entries 35 points
Weekly mastery questions  70 points
Group debate 45 points
Participation in online discussions 80 points
Total 500 points

Final course grades will be determined as follows:

A 90% - 100% 448 points and higher
B 80% - 89% 398 – 447 points
C 70% - 79% 348 – 397 points
D 60% - 69% 298 – 347 points
F 59% and lower 297 points and lower

Late Submission of Course Materials:
To earn all of the weekly points in the discussion and debate "threads" you must post work no later than Thursday of each week. This allows you to interact with others during the week. Please do not wait until the last minute to post and lose the benefit of the classroom exchange.

The deadline for submitting weekly assignments without an instructor approved excuse, is midnight Sunday mountain time. Work received after this deadline will lose points at the rate of one point per day up to a maximum of fifty percent of the total available points.  No points will be given for an unexcused assignment received over one week late. PLEASE plan ahead and remember, I am here to help!

Classroom Rules of Conduct:
General email: Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.

Online threaded discussions: are public messages and all writings in this area will be viewable by the entire class or assigned group members.

Online Instructor Response Policy:  Online Instructors will check email frequently and will respond to course-related questions within 24-48 hours.

Observation of "Netiquette": All your Online communications need to be composed with fairness, honesty and tact.  Spelling and grammar are very important in an Online course.  What you put into an Online course reflects on your level of professionalism.  Here are a couple of Online references that discuss writing Online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.

Please check the Announcements area before you ask general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact your instructor. 

Course Topic/Dates/Assignments:
Week 1 (Chapter 1)
Personal introduction
Discussion activity with peer responses
Website posted to course webliography
Homework
Journal
Mastery quiz
Bonus Activity (optional)

Week 2 (Chapters 2 and 3)
Discussion activity with peer responses
Homework
Journal
Personal response to debate
Mastery quiz
Bonus Activity (optional)

Week 3 (Chapters 4 and 6)
Discussion activity with peer responses
Homework
Journal
Mastery quiz
Topic Debate Group Posting (assigned group only)
Personal response to debate
Bonus Activity (optional)

Week 4 (Chapters 7 and 9)
Discussion activity with peer responses
Homework
Journal
Mastery quiz
Topic Debate Group Posting (assigned group only)
Personal response to debate
Bonus Activity (optional)

Week 5 (Chapters 15 and 16)
Discussion activity with peer responses
Homework
Journal
Mastery quiz
Topic Debate Group Posting (assigned group only)
Personal response to debate
Bonus Activity (optional)

Week 6 (Chapters 13 and 14)
Discussion activity with peer responses
Homework
Journal
Mastery quiz
Topic Debate Group Posting (assigned group only)
Personal response to debate
Bonus Activity (optional)

Week 7 (Chapters 18, 10, and 11)
Discussion activity with peer responses
Homework
Journal
Mastery quiz
Research Reaction Paper
Bonus Activity (optional)

Week 8 (Read: Article: Personality Plus)
Discussion activity with peer responses  
Homework
Final Exam

As you can see, there two major projects in addition to the regular weekly assignments and the final exam. There is a Group Topic Debate and a Research Reaction Term Paper. For more specific information on these projects, see the relevant links found under the Course Home.

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
Academic dishonesty in the School of Online Learning includes but is not limited to:

• Plagiarism occurs when a writer represents another person's words or ideas as his/her own.  Most often, plagiarism results when writers fail to enclose direct quotations in quotation marks; fail to include citations in the text or as footnotes; and/or fail to furnish a reference/works consulted list to accompany researched writing.

• Cheating occurs when the integrity of an activity or examination is compromised through dishonesty or deceit.  Cheating includes unsanctioned student collaboration or the use of unsanctioned collateral materials.  Cheating includes exchanging information about proctored examinations, quizzes, or other class activities that are designed to be completed independently.

• Misrepresentation involves providing false information in an academic assignment, furnishing false or misleading information to instructors or other University personnel, or presenting misleading or fabricated data as valid.

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

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:






I have studied psychology and done counseling for well over thirty years. My academic background includes a PHB in psychology with minors in both the natural and social science, as well as a masters in counseling psychology. I have instructed psychology at several universities before joining Park in 2001. I  teach both PS 401 Abnormal Psychology and PS 315 Theories of Personality in the on line format with Park University. I am recently retired from the federal government where I worked as a education director for nearly 32 years having assignments in both Europe and Asia, as well as several locations within the US. I am married, have two adult daughters and two grandchildren..... so far.


 CONTACT INFO: 


To contact me you may email me at:  joseph.butler@pirate.park.edu or by phone at 218 586 2524 (I live in the central time zone.) NOTE:  I will be in Germany from 30 October until 7 December and will only be available by email. I will check my email often. Meanwhile, please do not forget the classrooms'  "question and answer" thread as very often your classmates are able to provide timely assistance while they also pick up some bonus points for their effort.


 


Attachments:
CONTACT INFO

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.