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PS 101 Introduction to Psychology
Ryan, Melissa 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 101 Introduction to Psychology

Semester

S2T 2006 DLD

Faculty

Ryan, Melissa E.

Title

Adjunct Instructor

Degrees/Certificates

M.A.  Clinical Psychology - Roosevelt University
B.A.  Sociology / Psychology - St. Cloud State University

Office Location

St. Paul, MN

Office Hours

8:00 a.m. - 8:00 p.m. Monday - Saturday

Daytime Phone

(612) 382-6005

E-Mail

melissa.ryan@pirate.park.edu

melissaeryan@comcast.net

Semester Dates

March 13 - May 7, 2006

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Required text: Myers, D. (2003). PSYCHOLOGY (7th edition in modules). New York:  Worth publishers.

Required Supplement:  Hilton, J. & Perdue, C. (2003). MINDMATTERS 2. New York: Longman Publishers.

The textbook companion website is accessible at:  www.worthpublishers.com/myers7e/

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

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:
Fact / Fiction Assignments
Discussions
Quizzes
Papers
Report Back Discussion
Groupwork

Grading:
Graded Component
Points  %    Resources  
Fact or Fiction 8 (10 pts each)  80 16  
Quizzes 8 (20 pts each) 160 32  
Papers 2 92 18  
Internet Paper 17   Internet Paper Rubric
Position Paper  75   Position Paper Rubric
Participation  68 14  
Discussion 8 (4 pts each wk)
32   Discussion Rubric
Report Back 8 (3 pts each wk) 24   Report Back Rubric
Groupwork 4 (3 pts wk 2- wk 5) 12   Groupwork rubric
Final Comprehensive Exam 100 20  
total
500 100 Gradebook  



Grade   Points
A 450 - 500
B 400 - 449
C 350 - 399
D 300 - 349
F 299 - 0

Late Submission of Course Materials:
Each week's work must be completed by the end of the week (Sunday at midnight Mountain Time). No credit will be received for work turned in after the week it was due, unless you have contacted be before the due date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for late work. Late work is to be the exception and not a persistent pattern. There is no extra credit in this class, so it is important to complete the work during the time frame expected.

Classroom Rules of Conduct:
The classroom is for public messages. Students should use e-mail for private messages to the instructor and other students. All e-mails sent to the instructor and other students must include: PS101, purpose of e-mail, and student's full name in the subject line of the e-mail. E-mails without this information will be returned without being read. Students are required to use Pirate Mail for online classes. All information concerning the class will be sent through Pirate Mail.
Students are expected to complete at least 5 hours per week logged onto the classroom in online activities. Other activities such as completing assignments, sending/receiving e-mails, exploring the text website, and conducting research will be in addition to this. Students need to remember that this is an accelerated course (covering a semester of materials in 8 weeks) and during the 8 weeks, it is anticipated that you will spend an additional 10+ hours per week completing course assignments.
All students will participate in discussions through responses. Conventions of on-line-etiquette include courtesy to all users. This is expected in this class.
Students should have a current anti-virus software and should update their software weekly as a protection to themselves as well as others who are participating in this class. This is everyone's responsibility. It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students.
All assignments need to be submitted by posting assignments in the classroom threads or into the drop box. If it becomes necessary for an assignment to be sent via e-mail or FAX, arrangements need to be made before the assignment is due.
Please read the Syllabus!

Course Topic/Dates/Assignments:
Week 1   March 13 – March 19

Week 2  March 20 – March 26

Week 3   March 27 – April 2

Week 4   April 3 – April 9  

Week 5    April 10 – April 16  

Week 6    April 17 – April 23

Week 7   April 24 – April 30

Week 8   May 1 – May 7



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.
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

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

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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.
 
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.
 
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.

Last Updated:3/17/2006 10:40:31 AM