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PS 101 Introduction to Psychology
Drake, Sara M.


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

S2QQ 2006 HI

Faculty

Drake, Sara M.

Title

Assistant Professor

Degrees/Certificates

Bachelor of Science from Central Michigan University
Master's of Mental Health Counseling from University of Phoenix

Daytime Phone

801-777-1044

Other Phone

801-589-3115

E-Mail

sara.drake@park.edu

SaraD@hill.af.mil

Semester Dates

14 March 2006 - 4 May 2006

Class Days

--T-R--

Class Time

4:30 - 7:15 PM

Credit Hours

3


Textbook:
Myers, David G. Psychology: 7th edition.  Worth Publishers. Holland, Michigan, 2004.

Textbooks can be purchased though the MBS bookstore

Additional Resources:
Publication Manual of the American Psychological Association (APA): Fifth edition/

http://www.apa.org
http://www.psych-central.com

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:
This instructor's philosophy is one of interactive exchange with stuents by presenting the course material in a way that is clearly understood by each student to the extent that they can see how this learning applies to their everyday lives.  This will be based on lecture, readings, homework, tests, papers, videoes, and discussion.

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.


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 Rubric

Class Assessment:
90-100% = A
80-89% = B
70-79% = C
60-69% =D
Below 60 = F

Grading:
Exams, 100 pts each
Position Paper, 100 pts
Position Paper Presentation, 50 pts
Self-Assessment Paper, 100 pts
Homework, 500 pts
Classroom Participation, 50 pts

Late Submission of Course Materials:
Tests must be taken per the schedule on the syllabus unless prior arrangements are made with the instructor.  Papers are expected on time.  Late submission of the papers will result in a loss of 2 pts per day.

Classroom Rules of Conduct:
Students will be expected to treat others with respect and to be familiar with each chapter prior to discussion.

Course Topic/Dates/Assignments:
April 6, Test 1
April 13, Position Paper
April 27, Self-Assesment Paper
May 2, Last day to turn in homework
May 4, Test 2
May 4, Presentation

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 .



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:

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