PS 101 Introduction to Psychology
FA 2006 HOB
Kerkman, Dennis D.
Associate Professor of Psychology/Parkville Campus
B.A. Psychology, University of Kansas, Lawrence, KSM.S. Psychology, University of Georgia at Athens, GAPh.D. Developmental & Child Psychology, Unviersity of Kansas, Lawrence, KS
MA223 (across from bookstore)
M, F 1:30 - 2:30 p.m.; 3:45 - 5:15 p.m. T, TH
http:// under construction
Monday, August 21, 2006 - Friday, December 15, 2006
8:45 - 10:00 AM
Textbook: Myers, Psychology. 8th edition, (ISBN: 0716764288).
Textbooks can be purchased though the MBS bookstore
Textbooks can be purchased though the Parkville Bookstore
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“Philosophy” is the love of knowledge. “Education” is the process of guiding people out of ignorance into the light of understanding. “The Liberal Arts” are a set of disciplines that enable students to think critically and communicate effectively so they can understand themselves and the world around them, and how they can act for the purpose of serving a global community. Studying these arts therefore liberates, or frees students from the constraints of ignorance so they can understand and improve the world around them. To understand the Liberal Arts, one must cultivate certain literacies: analytical and critical thinking, community and civic responsibility, scientific inquiry, ethics and values, literary and artistic expression. In this course, the primary methods used to cultivate the literacies are: (1) learning by inquiry, reflection, and interaction (the Socratic Method of guided questioning in group discussions), (2) learning by experience (readings, lectures, demonstrations, videos, internet and other presentation media), and (3) learning by doing (hands-on interaction with the environment (e.g., conducting one's own research). The Socratic Method will be used in the form of “Discussions” to cultivate the development of analytic and critical thinking, community and civic responsibility, and ethics and values by guided questioning in group discussions of perennial themes and controversies (e.g., nature vs. nurture), and current events (e.g., political campaigns, obedience to authority versus personal conscience, the validity of eyewitness testimony, etc.). These discussions frequently focus on issues with direct implications for community and civic responsibility. They also highlight cultural diversity issues and ethical and value judgments. Scientific Inquiry will be directly addressed through reading assignments, lectures, and writing assignments that focus on critical analysis of research articles in psychology.
Please note: An important part of Psychology is about how people get along with or do not get along with other people. This topic is inherently controversial. We all have very dearly held beliefs and attitudes. No one likes to consider, much less admit, that they might be wrong, especially in the ways that that think and feel and act toward other people. However, in order for us all to make progress toward being more educated, rational human beings, we must consider points of view other than our own, and we must be willing to dispassionately and objectively consider points of view other than our own, being sufficiently open-minded to acknowledge the fact that we might be wrong. A university is first and foremost a place for the free and frank exchange of ideas. The founding father of Western philosophy, Socrates, the Athenian, devised a method for getting people to examine their beliefs and points of view other than their own, which has come to be known as “The Socratic Method”. Socrates said that he didn't know anything for certain, all he had were lots of questions. He asked his students questions that made them seriously re-consider and even doubt the validity of their most dearly held beliefs about themselves and others. This can be rather uncomfortable, because no one likes to consider the idea that they might be wrong. In fact, Socrates' questions made the citizens of ancient Athens so uncomfortable that they voted to have Socrates stoned to death for allegedly “corrupting the youth of the city” by encouraging the young people of the city to question their parents' most dearly held beliefs. Rather than be stoned to death, Socrates committed suicide. I have no desire to be stoned to death or to commit suicide, but I do want all of us to become more balanced and rational and objective in our knowledge how people feel, think, and act, and do or do not get along with each other.
So, I am going to tell you in advance that I will intentionally challenge some of your beliefs and you also are free to challenge mine, so long as we all understand that we are doing this for the purpose of helping each other gain a more balanced and rational understanding of ourselves and each other. No one is perfect, and that from time to time all of us have been wrong. In this class, we will all have to be open-minded enough to consider the possibility that some of our thoughts and feelings and attitudes toward other people might be wrong, and we have to be forgiving enough to accept the fact that when someone challenges our beliefs, he or she is doing so for the purpose of trying to understand our point of view and helping us to understand points of view other than our own. This will be much easier said than done, but it is the oldest and still the best way of teaching that I know.
Notice: If you do not feel comfortable with the idea of having your beliefs challenged, then you should drop this course immediately.
Learning Outcomes: Core Learning Outcomes
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.
Link to Class RubricClass Assessment:
In-class Discussions: 4 @ 5 points (unannounced, but you get to drop your lowest one (1)).
Multiple-choice Examinations: 4 @ 50 points each.
Essays: 1 brief paper (10 points), 1 internet research assignment write-up (15 points), 1 Position Paper (60 points).
Grading Plan: The course grade is determined by the total number of points from papers, discussion summaries, and exams.
Fill in the scores you receive on the assignments and exams. Your grade should not be a surprise!!!
60 (= 20% of total.)
* NOTE: You get to drop your lowest Discussion ("Disc") score (but just 1). So, maximum score is 305 - 5 = 300.
209 -180 D
Note: Grades will not be rounded. 240 points is a “B”, but 239 points is a “C”. I have to draw the line somewhere, so I'm doing it now and telling you in advance. This will not change. Please don't ask :)
Late Submission of Course Materials: See specific assignments (below). All assignments are due at the beginning of class on the due date. All written assignments should be submitted electronically, as email attachments in MS-Word©.doc.
Classroom Rules of Conduct:
1. Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash, emails bounce back, and servers go down. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. All written assignments are to be submitted via internet as Microsoft Word attachments to firstname.lastname@example.org before class starts on the day that they are due.
2. The instructor reserves the right to assign student seating as he deems necessary.
3. Students who arrive late should sit only in the seats designated by the instructor for ‘late arrivals and early departures.” Remember: those who arrive after their names have been called will be counted as absent. No one may start to take an exam after the first person is finished and leaves the room.
4. Students who have a serious reason for needing to leave class early must obtain permission from the instructor and sit in one of the late arrival/early departure seats, so as to minimize disruption of the class's lectures, discussions, or presentations.
5. Make-ups for exams will be given only to those who have notified the instructor BEFORE the regularly scheduled time for that exam.
6. A university must be first and foremost, a place for the free and frank exchange of ideas. The pursuit of academic excellence can only take place in an atmosphere of mutual respect. We all have the right to use logic and evidence to disagree with each other's positions, but none of us has the right to make derogatory or harassing statements or actions against any other member of this class. The only thing I will not tolerate in this class is intolerance or disrespect for others.
7. Student misconduct during classes will not be tolerated. Students who, in the judgment of the Instructor, behave in a way that is disruptive or disrespectful to the instructor or other students will have their semester grade reduced by an amount to be determined by the instructor. They may also face disciplinary action as provided under the terms specified in the Park University Catalog.
1.August 22, 24
Intro/History & Methods
2. August 29, 31
Thursday. Aug 31 Paper 1 Due Before class begins (10 points, Late penalty: -3/day)
Monday September 4 No classes - Labor Day
3. September 5, 7
Nature & Nurture
4. September 12, 14
Sept 14 Exam 1 (intro, chapters 1-4, videos, lectures, discussions)
5. September 19, 21
6. September 26, 28
Internet Paper Due Tues. Sept 26 Before class begins (15 points, Late penalty: -5/day)
7. October 3, 5
8. October 10, 12
Oct 12 Exam 2 chaps 5-8, videos, lectures, discussions
9. October 14 - 22 Fall Break
10. October 24, 26
11. October 31, Nov 2
Thinking & Language
12. November 7, 9
Position Paper Due Tues. Nov. 7 Before class begins (60 points, Late penalty: -6/day)
Friday November 11 - No Class - Veterans' Day
13. November 14, 16
Nov. 16 Exam 3 chaps 9,10, 11, & 13, videos, lectures, discussions
14. November 21, 23
Stress & Health
Thursday/ Friday November 23-24 - No Class ~ Thanksgiving ~
15. November 28,30
16. December 5, 7
Exam 4: chaps 14, 16, 17, 18, plus lectures, videos, discussions since Exam 3 only (NOT comprehensive). Exam 4 will occur during the time scheduled for the Final Exam in this class (See Schedule of Final Exams for exact date and time).
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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. 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 .
Attachments:Paper 1 Instructions and Rubric.docPaper 1 Sample.docPaper 2 Instructions and Rubric.docPaper 2 Sample.docPaper 3 Instructions and Rubric.docPaper 3 Sample.docRubric
Last Updated:8/20/2006 11:11:29 AM