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PS 315 Theories of Personality
Staff


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

U1T 2006 DLB

Faculty

Hager, Stephanie

Title

Social Psychology Instructor/Adjunct Faculty

Degrees/Certificates

M.Ed. Guidance and Counseling
B.S. in Psychology
National Certified Counselor

Office Location

on-line

Office Hours

Eastern Time Zone

Other Phone

760-447-4126

E-Mail

stephanie.hager@park.edu

stephaniehager_34@hotmail.com

Semester Dates

June 5, 2006-July 30, 2006

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

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.

Park University Online Bookstore - Select "Distance Learning - Graduate," or "Distance Learning Internet," and then click on the appropriate course code (ex. AC 201, PA 501) to see the list of required and optional texts for each course that you are enrolled in.  

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Course Description:
Examination of the major personality theories and contributing research  evidence with particular emphasis upon motivation and dynamics of  behavior.  Prerequisite:  PS101.  3:0:3

Educational Philosophy:
Welcome to Theories of Personality (PS 315) on-line! This course examines how major theoretical approaches address the structure, process, and development of personality. It is designed to provide students with a working knowledge of psychological terminology relevant to the personality field, assist students in becoming critical consumers of psychological information, and promote educated self-reflection concerning one's own personality. In this course, students will analyze and discuss the application of personality theory to everyday life, and critique the relevance and value of various theoretical perspectives. In addition, students will develop effective critical thinking skills as they learn to integrate, evaluate, and synthesize diverse theoretical views of personality presented from various sources of information (textbook, Internet, supplemental activities, etc).

This course is an overview of the major personality theories and contributing research evidence. The course will examine theoretical differences in the motivation and dynamics of behavior. Students will analyze the major approaches to personality theory (psychodynamic, learning, dispositional, humanistic/existential), critique key personality theorists, and examine research strategies specific to the study of personality.

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).

Link to Class Rubric

Class Assessment:
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.

Grading:
Final exam (Week 8)                       120 points
Core Assessment - Research reaction paper (Week 7)   70 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

Late Submission of Course Materials:
Policy for late work: You have one week after the due date to submit late work. Late work will receive only half of the awarded points.

Classroom Rules of Conduct:
Students are responsible for clicking on the link below and thoroughly reading each Online course policy.  If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies

Course Topic/Dates/Assignments:
Overview of Course Activities



The following overview provides some guidelines to assist you in planning your coursework and scheduling the major learning activities in the course:

Week
Readings
Activities

Week 1 Chapter 1 Personal introduction
Discussion activity with peer responses
Website posted to course webliography
Homework
Journal
Mastery quiz

Week 2 Chapters 2 and 3 Discussion activity with peer responses
Homework
Journal
Personal response to debate
Mastery quiz

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

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

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

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

Week 7 Chapters 18, 10, and 11 Discussion activity with peer responses
Homework
Journal
Mastery quiz
Core Assessment - Research Reaction Paper

Week 8 Article: Personality Plus Discussion activity with peer responses
Homework  
Bonus Activity (optional)
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

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. 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, 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.
 
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.
 
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
 

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Last Updated:5/21/2006 5:45:47 PM