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PS 315 Theories of Personality
Baer, Jane F.


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

F2F 2007 MY

Faculty

Baer, Jane F.

Title

Adjunct Faculty/Department of Psychology

Degrees/Certificates

MS - Psychology/Guidance & Counseling
BS - Psychology

Office Location

None

Office Hours

Call Ms. Baer if you need to meet prior to or after normal class hours

Daytime Phone

703-494-9193

Other Phone

Cell: 703-459-8550

E-Mail

Jane.Baer@pirate.park.edu

rbaer6@verizon.net

Semester Dates

F2F 2007

Class Days

--T----

Class Time

5:00-10:00PM

Prerequisites

PS101

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 through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

American Psychological Association (2001). Publication manual of the American Psychological Association (5th Ed.). Washington, DC: American Psychological Association



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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://owl.english.purdue.edu/workshops/hypertext/apa/index.html
http://www.APA.org
http://ERIC.ed.gov
http://www.advisorteam.com/temperament/sorter
http://psychology.about.com/od/theoriesofpersonality

Course Description:
Examination of the major personality theories and contributing research evidence with particular emphasis upon motivation and dynamics of behavior. 3:0:3 Prerequisite: PS 101.

Educational Philosophy:
The facilitator’s educational philosophy is one of interactiveness based upon lectures, readings, dialogs, examinations, internet, media, web sites and writings. The facilitator engages each 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. 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:

Core Assessment as detailed in the syllabus, noncumulative mid-term and final examinations, in-class assignments, out-of-class assignments to include web based exercises, and in-class presentations.

Grading:

1.  Core Assessment  = 20%
2.  Midterm and Final Exams = 50%
3.  In-Class Assignments = 10%
4.  Out-of-Class Assignments = 10%
5.  In-Class Presentations = 10%

Late Submission of Course Materials:
No classroom presentations will be accepted, papers, or exams are accepted after the last class meeting date.  Late assignments are marked down 10% of the total point value for each class period after the required submission date. Contact the instructor immediately to request an extension.  Extension are granted for extenuating circumstances only!

Be aware that any material in the textbook may be on an exam, even that material not reviewed in class. Therefore, if you have questions about the material in the text, it is your responsibility to ask the instructor your questions about the textbook material prior to the exam.  Please plan to be in class of all scheduled exams or presentations.  Students may take a test early due to verified conflicts.  Make up exams after the scheduled exam date are only given for the following situations:

  • A medical emergency or a serious acute illness. 
  • An Accident or Police Emergency.
  • Unforeseen Jury or Witness Duty
  • Unforeseen Military Deployment or Activation. 
  • Funerals for Immediate Family Member (e.g., parents, siblings, grandparents, aunts/uncles, first 
             cousins). 

NOTE: Each of these situations requires an official letter head from the verifiable source which includes a contact number.  All make-up exams must be taken by the beginning (i.e., 2:25 pm) of the next scheduled class period. 

Classroom Rules of Conduct:

Classroom participation is expected and part of the in-class assignment grade.  Students are required to check the web site regularly for announcements and assignments.  Students are responsible for assignments even if not discussed in the classroom as ALL assignments are posted online.  Students are expected to attend all classes and to be ON TIME.  Students should read all assigned materials prior to class as it will have an impact upon the in-class grade.  Students may voice disagreement with an opinion, however, they man not belittle, attack, or discount the opinions/beliefs of fellow students.  Respect and courtesy are the rules o the classroom! 
 
Assignments will be posted online.
 
October
16th                        Chapters 1,2
23rd                        Chapters 3,4
30th                        Chapters 5,6,7
November
6th                          Chapters 8,9
13th                        Midterm exam, Chapters 10,11
20th                        Chapters 12,13,14
27th                        Chapters 15, 16
December
4th                          Chapters 17,18
11th                        Final Exam                     

Course Topic/Dates/Assignments:

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. 

 

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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:9/27/2007 3:09:17 PM