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PS 101 Introduction to Psychology
Ammons, Jacobose V.


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

F1J 2006 IN

Faculty

Ammons, Jacobose V.

Title

Adjunct Instructor

Degrees/Certificates

MA

Office Location

none

Office Hours

none; as may be arranged

Daytime Phone

816-861-1245

Other Phone

816-861-1245

E-Mail

Jacobose.Ammons@pirate.park.edu

jvictorammons@aol.com

Semester Dates

August 21st, 200 to October 10th, 2006

Class Days

-M-----

Class Time

5:30 - 9:50 PM

Prerequisites

none

Credit Hours

3


Textbook:
 

COURSE TEXTBOOK(S):   Coon, D. (2004). Psychology: A Modular Approach to Mind (10th Ed.) New York: Wadsworth. (ISBN 0-534-60593-1)

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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:

 

The science of psychology is at the brink of new and exciting discoveries. Together you and I will embark upon these great adventures. My method of instruction is collaborative and engaging. I will expect that you will read all assigned texts before the class; critically think before, during and after the classes. This includes suggesting paradigms out of the proverbial box and out of your comfort zones. Individuals may be prevented from bringing in outside ideas or concepts if such persons have not first attended to the assigned readings. Education is always a joint effort between instructor and student.

         I am a research Social Psychologist (I carry out research on inter-group relations and study inner city neighborhoods) and will be using both my academic and professional portfolios to ensure that you get the best possible knowledge of the world of psychology.
My educational philosophy is one of interactiveness based on lectures, readings, dialogues, examinations, internet searches, videos, and professional writings.  I will also engage each student learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

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.

Link to Class Rubric

Grading:

WEIGHTING OF ASSIGNMENTS

                    ASSIGNMENT

      POINTS

Individual

 

 

 

Attendance and Class Participation. (All Classes)

8 * 25 = 200

Take Home Learning Activity

4 * 50 = 200

Mid Term (September 11th) Take Home

1 * 150 = 150

Finals (October 09th) Take Home

1 * 200 = 200

 

 

                                                                  Sub Total

750

 

 

Project Paper

 

 

 

Topic (August 28th)

25

Outline (September 11th)

75

Project Paper and Presentation (October 09th)

150

                         

 

                                                                     Sub Total

250

 

 

                        TOTAL

1000

 

Points Spread

 

   Your final grade will be determined by the total number of points earned. I will use the following rubric:

 

·       950-1000 = 95% - 100% ...A

·       900-949 = 90% - 94.9% … -A

·       850 – 899 = 85% - 89.9% …B+

·       800 – 849 = 80% - 84.9% … B

·       750 – 799 = 75% - 79.9 ….C+

·       700 – 749 = 70% - 74.9% …. C

·       650 – 699 = 65% – 69.9% ….. D+

·       600 – 649 = 60% - 64.9% ……. D

·       599 and lower ….59.9 % and F. Note: Any total amount of points 839 and

                                                                    lower is an F.

Late Submission of Course Materials:

 

  LATE SUBMISSION OF COURSE MATERIALS:  All late assignments (i.e., exams and learning activity,) will be graded at 10% less, Sundays inclusive. No assignment will be accepted for a grade after day 10. Specific arrangements must be made with the instructor about make-up exams and learning activities. The final project paper MUST be turn in by 9:50pm on October 09th. It can be email (jvictorammons@aol.com) or fax 816-471-1658. If you select to fax it, it MUST be fax by 9pm on October 09th. If you select to email or fax it, please call the instructor (816-861-1245) and leave a voice mail AND keep a hard copy just in case Katrina or one of her siblings damage the electronics. Assignments can be turn in early. There are no extra credits in

Classroom Rules of Conduct:

  All student learners are to come to class prepared to deliberate on the readings and assignments of the week. Students using computers should do so only in relations to class work and not surf the web or do something else.

Course Topic/Dates/Assignments:

COURSE OUTLINE:

 

 

Week I                                                                                  August 21st, 2006                   

       

Chapters 1 and 2: Psychological Science and Neuroscience

 

 

A.    What is Psychology? What is the Psychological Perspective?

B.    What do Psychologists do?

C.    The Scientific Method in Psychology.

D.    How does Psychology differ from the Other Soft Sciences?

E.     What is the Psychological Research Process?

F.     Ethical Issues in Psychological Research.

G.    What are the major parts of the Nervous System?

H.    What are the Functions of the Major Parts of the Nervous System?

I.       What is the relationship between the Nervous System and the Endocrine System?

 

 

 

 

 

 

Take Home Learning Activity # 1; due at the beginning of class next week.

 

Your Topic for the Class Project is due at the beginning of next class.

  Week II                                                            August 28th, 2006

                         Chapters 3 and 4: Child and Life Span Development     

Due Today: Topic for Class Project Paper (25 Points); Learning Activity # 1  (50 points).

 

A.    Quiz #1

B.    The Human Genome

C.    Infant Referencing and Social Referencing.

D.    Attachment and Parenting Styles.

E.     Piaget and Vygotsky: Accommodation and Assimilation.

F.     Erikson's Psychosocial Stages.

G.    Major and Minor Childhood Problems.

H.    Battered and Molested Children: Epidemiology, Diagnosis, and Prognosis.

I.       Puberty and Menopause: Issues of change.

J.      Carol Ryff and the Criteria of Well-Being and Happiness.

K.   Aging: Activity Theory, Intelligence, and some Myths.

L.     Thanatology and Grief: Reactions to Dying.

 

Study for Quiz #2; it will be giving during the first part of next class.

 

Take Home Learning Activity # 2; due at the beginning of class next week.

 

 

  Week III                                                            September 04th, 2005

                         Chapters 5: Sensation and Perception     

Due Today: Learning Activity # 2 (50 Points); Quiz# 2 will be given today.                   (100 Points)

 

A.      Sensory Localization and the Five External Senses.

B.     Gestalt Principle of Similarity and Gibson's Visual Cliff Study.

C.     Perceptual Expectancy and Habits.

D.     Elizabeth Loftus Eye Witness Testimony Studies.

E.      Information Processing: Bottom-Up and Top- Bottom

 

 

 

 

 

 

 

 

 

 

 

 

Take Home Mid Term; due at the beginning of class next week.

 

  Week IV                                                          September 11th, 2006

                         Chapters 6 and 7: Consciousness and Learning     

Due Today: Mid Term (150 Points)

 

A.     Consciousness and Altered States of Consciousness

B.     Sleep: Stages and Activity.

C.     Sleep Disorders: Narcolepsy; Night Terrors; Night Mares.

D.     Hypnosis and Meditation.

E.      Addiction and Substance Abuse.

F.      Second Hand Smoking and the Act of Quitting.

G.     Conditioning: Classical and Higher Order.

H.     The Informational View of Processing and Operant Conditioning.

I.        Conditioned Emotional Responses and Phobias.

J.       The Law of Effect, (Types of) Reinforcement and Punishment.

K.    Shaping and Generalized Cue.

 

 

 

 

 

Study for Quiz #3; it will be giving during the first part of next class.

 

Take Home Learning Activity #3; due at the beginning of class next week.

  Week V                                                            September 18th, 2006.

                         Chapters 8 and 9: Memory and Thinking     

Due Today: Learning Activity #3 (50 Points); Exam # 3 will be given today.                   (100 Points)

 

A.     The Concept and Curve of Forgetting

B.     Short Term Memory and Long Term Memory

C.     Types of Memory: Declarative; Semantic; Episodic; Procedural; Flashbulb.

D.     Amnesia (retrograde) and Interference (retroactive).

E.      Suppression and Repression.

F.      The Brain and Memory.

G.     Mnemonics and the Serial Position Effect.

H.     The (three) Basic Units of Thought

I.        Denotation and Connotation.

J.       The (three) Characteristics of Language.

K.    Heuristics and the Barriers to Problem Solving.

L.      Intelligence Testing and Kinds of Intelligence (Gardner and Sternberg).

M.   Emotional Intelligence (Salovey and Mayer).

N.    Gifted Children and Creative Thinking (the stages).

 

Study for Quiz #4; it will be giving during the first part of next class.

 

Take Home Learning Activity # 4; due at the beginning of class next week.

 

Week VI                                                           September 25h, 2006.

Chapters 10: Motivation and Emotion

Due Today: Quiz # 4(100 points); Learning Activity # 4 (50 Points)

 

A.     Theories of Emotion.

B.     The Hypothalamus Re-visited.

C.     Drive, Goal, and Motives: Primary and Secondary.

D.     Metabolism and Dieting.

E.      Anorexia and Bulimia.

F.      nAch, Arousal, and Performance.

 

 

 

 

 

 

 

 

 

 

 

 

Study for Exam #5; it will be giving during the first part of next class.

 

Week VII                                                           October 02nd, 2006.

Chapters 11: Personality

Due Today: Quiz #5(100 points)

 

  1. Quiz #5
  2. Character, Personality, Temperament, Traits
  3.  Introversion and Extroversion: Jung and Myers-Briggs.
  4. Freud: Structural and Topographical Theory.
  5. Watson, skinner and Behaviorism.
  6. Rotter, Maslow and Rogers.
  7. Gender Role and Identity
  8. Sexual Orientation and Sexual Molestation
  9. Normal and Abnormal.
  10.   The Diagnostic and Statistical Manual
  11. Psychological Disorders: Overview
  12. Psychological Disorders:
  13. Therapeutic Approaches: Psychodynamic; Humanistic-Existential; Behavioral; Cognitive; and the Combo.
  14. Leon Festinger and Cognitive Dissonance.
  15. Marilyn Brewer, Samuel Gaertner and Inter-group Relations.
  16. Daniel Batson, Abraham Tesser and Altruism.
  17. Stanley Milgram and Phillip Zimbardo and Obedience and Conformity. 

 

Study for Exam #5; it will be giving during the first part of next class.

 

Be prepared to discuss your paper (5 to 10 minutes each).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week VIII                                                                                  October 09th, 2006                   

       

Presentation, Reflections, and Evaluations

 

 

 

A.     Presentations

B.     What is Psychology? What is the Psychological Perspective?

C.     What do Psychologists do?

D.     The Scientific Method in Psychology.

E.      How does Psychology differ from the Other Soft Sciences?

F.      What is the Psychological Research Process?

G.     Ethical Issues in Psychological Research.

H.     Reflections and Evaluations

 

 

 

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 2005-2006 Undergraduate Catalog Page 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 "W".
  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 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 .



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
 
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Last Updated:8/2/2006 6:27:29 PM