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PS 315 Theories of Personality
Cardner, Patricia A.


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

F2A 2009 BE

Faculty

Cardner, Patricia A.

Title

Assistant Professor of Psychology

Degrees/Certificates

PhD, Sam Houston State University
EdD, Argosy University (2010)
LPC, Texas

Office Location

Austin, TX

Office Hours

3-5pm TTH and By Appointment

E-Mail

pcardner@park.edu

Class Days

--T-R--

Class Time

5:10 - 7:50 PM

Credit Hours

3


Textbook:
Ryckman, R. M. (2008).  Theories of Personality, 9th Ed. Wadsworth. ISBN: 0-495-09908-2

Textbooks can be purchased through 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.
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:
PS 315 Theories of Personality: 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:
My philosophy of teaching emphasizes student learning whether that learning occurs in a face to face format or in the online environment. One of my areas of expertise is psychology, and one of the main things that I learned from the study of psychology is that people have different learning styles. I have also learned as a result of study and experience, that adult learners differ in some important ways from traditional college students. I believe that students learn best when the material presented is timely and relevant and applicable. Adult students in particular like to see the relevance of what they are studying. One way that I like to do this is by including current events and cases for discussions. Discussions are the heart and soul of effective learning. This is the one way that students get to know one another and it gives them an opportunity to learn from one another. In addition, there is a great deal of information on the web that students can use to enhance their learning. They are encouraged to use web resources for this purpose.

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:
Class Assessment:

Assessment

Week Due

Pts

Total Pts

Participation/Attendance

all 8


100

Quizzes

1,2,3,4,5,6,7

10

70

Final Exam

8

100

100

Core Assessment Paper

7

100

100





Total

370

Grading:

Grading:

Points Grade

370 - 323

A

322 - 276

B

275 - 229

C

228 - 182

D

below 182

F

Late Submission of Course Materials:

It is unfair to other students to allow some individuals to submit assignments after the scheduled due date. The following is a list of valid reasons for submitting late work:

· A medical emergency or a serious acute illness. All medical emergencies and illnesses must be verified by a note on letterhead by an M.D., D.O., P.A., or R.N. I will not normally accept a note from other health professionals (e.g., Ph.D., MSW, D.C., Physical Therapist) because their professional functions rarely involve medical emergencies or acute illnesses. I will accept late work for students who can provide evidence of a verified medical emergency (but not acute illness) involving a child, spouse, parent, sibling, or grandparent.

· An Accident or Police Emergency. I will require an accident report or note on letterhead from an appropriate law enforcement officer to accept late work due to accidents or police emergencies (e.g., assault on student, student taken hostage, detained witness of a crime).

· Unforeseen Jury or Witness Duty. I will require a note on letterhead from a judge or attorney to accept late work due to jury or witness duty.

· Unforeseen Military Deployment or Activation. I will require a note on official letterhead from your commanding officer.

· Funerals for Immediate Family Member (e.g., parents, siblings, grandparents, etc.). A note from the funeral director or an obituary will be required.

Classroom Rules of Conduct:

I expect that the interactions and communications in this class will be civil and professional. Derogatory language, profanity, and personal attacks are unacceptable.  I have noticed in recent years that people are becoming more and more uncivil towards one another. Because this class needs to be a participatory community if students are to fulfill their potential for learning, people who disrupt the community by their words or actions disrupt that community. Rude, sarcastic, obscene, or disrespectful speech and disruptive behavior have a negative impact on everyone's learning. If you find yourself unable to adhere to these guidelines, you will be asked to leave the classroom and such behaviors will be documented and addressed as per the student handbook guidelines.  
 

Course Topic/Dates/Assignments:

Week 1 Introduction and Freud
Week 2 Jung
Week 3 Adler
Week 4 Erikson
Week 5 Maslow & Rogers
Week 6 Skinner
Week 7 Bandura
Week 8 Eysenck

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 2008-2009 Undergraduate Catalog Page 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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95

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:9/24/2009 3:05:18 PM