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PS 404 History & Systems of Psychology
Nishino, Susanne


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 404 History & Systems of Psychology

Semester

U1T 2011 DL

Faculty

Dr. Susanne Nishino

Title

Adjunct Faculty Online

Degrees/Certificates

PhD Depth Psychology
MA Anthropology
BS Business Administration

Office Location

Austin, TX

Office Hours

24/7 Online, Normal Business Hours CST

Daytime Phone

512-295-7402

E-Mail

susanne.nishino@park.edu

snishino@austin.rr.com

Semester Dates

U1T 2011

Class Days

TBA

Prerequisites

PS 101 and permission of the instructor

Credit Hours

3


Textbook:
Greenwood, J. D. (2009). A conceptual history of psychology. New York: McGraw-Hill.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
PS404 History and System of Psychology: Study of history of the philosophical and scientific bases of the evolution of modern psychology and a critical examination of the systems of structuralism, functionalism, behaviorism, Gestalt psychology, psycho-analytic, humanistic, and existential theories.3:0:3. Prerequisites: PS 101, and junior or senior standing or permission of the instructor.

Educational Philosophy:
My educational philosophy is based on bringing the student to the table for critical thinking. A variety of teaching methods are employed according to the learning objectives and the available environmental setting. Students will be required to engage, explore, explain, elaborate, and evaluate topics about the history of psychology.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and explain the history of the philosophical and scientific bases of the evolution of modern psychology.
  2. Apply analytical and critical thinking as well as and ethics and values to the systems of structuralism, functionalism, behaviorism, Gestalt psychology, psychoanalytic, humanistic, and existential theories.
  3. Apply the literacies of analytical and critical thinking, scientific inquiry, and ethics and values to issues of mutliculturalism and diversity to the study of history and systems of psychology in order to prepare students for lifelong learning and serving a global community.


Core Assessment:

Research Paper (Core Assessment): Each student will write develop an arguable claim that pertains to the history of psychology.   They will then write a research paper that focuses on their arguable claim while they discusses the development of scientific thought starting with the writings of the ancient Greek philosophers. The student will move forward while critically analyzing two of the following schools or systems of psychology: Modern Science, Empiricism, Sensationalism, Positivism, Rationalism, Romanticism, Existentialism, Physiology, Experimental Psychology, Voluntarism, Structuralism, Evolution, Functionalism, Behaviorism, Neobehaviorism, Gestalt Psychology, Psychoanalysis, & Humanism (19 categories). The student will then discuss how the traditional schools and systems of psychology that they have selected have influenced contemporary psychology and in turn influenced their arguable claim. The student also needs to address the ethics and values that have developed with the philosophical thought of human behavior. As the student tracks two schools or systems of psychology to contemporary psychology they also discuss the cultural impact that influences them. This paper will need to be written in APA style and will need at least 14 references from professional journals. Other references can be obtained from the internet or other means. This paper will be worth up to 300 points. See the Core Assessment Rubric at the end of this syllabus.

Link to Class Rubric

Class Assessment:

  • Weekly Quiz. There will be weekly quizzes administered throughout the semester. Each quiz will made up of multiple choice and essay questions about the reading assignment for a given week and will be given on Wednesdays. Each quiz will be worth up to 20 points.
  • Final. A Comprehensive Final will be administered covering the readings from the entire semester. The questions will be made up of multiple choice and essay questions. The final will be worth up to 200 points.
  • Modern Media and Historical Ideas (Discussion Thread). Each student will identify a media report made within the last 3 months of any kind that relates to the main points found in the assigned chapters. No student can use another’s media report. As soon as the student has identified their media report, enter the title and location in the discussion thread so that no one else will use it while the student is writing their analysis. Each student will provide the content of the media report and where it is located, discuss how it relates to main points of the chapter, and identify any relationship between the media report and the main points of the assigned chapter. The Modern Media and Historical Ideas assignment is due on Thursdays at midnight. Each student will reply to two classmates by adding to the analysis already underway by Sunday at midnight.

Requirements

Points Possible

Summarize Media Report

5

Provide Media Report Location

5

Identify Any Relationships Between the Media Report and the Main Points found in the Assigned Chapter

5

1st Analytical Reply to a Classmate

5

2nd Analytical Reply to a Classmate

5

 

 

Total

25

 

  • Modern Psychology and Historical Ideas (Discussion Thread). Each student will identify a research report made within the last year of any kind that relates to the main points found in the assigned chapters (Hothersall, 2004). No student can use another’s research report. As soon as the student has identified their research report, enter the title and location in the discussion thread so that no one else will use it while the student is writing their analysis. Each student will provide the content of the research report and where it is located, discuss how it relates to main points of the chapter, and identify any relationship between the research report and the main points of the assigned chapter. The Modern Psychology and Historical Ideas assignment is due on Thursdays at midnight. Each student will reply to two classmates by adding to the analysis already underway by Sunday at midnight.

Requirements

Points Possible

Summarize Research Report

5

Provide Research Report Location

5

Identify Relationships Between the Research Report and the Main Points found in the Assigned Chapter

5

1st Analytical Reply to a Classmate

5

2nd Analytical Reply to a Classmate

5

 

 

Total

25

  •  Theoretical Threads (Discussion Thread). The class will be divided up into groups of 4-5 and each group will have his or her own individual discussion thread.

     

    Each group will identify a theoretical idea about human behavior from the ancients in Chapter 2 of the text, which they will adopt throughout the semester and no group can use another’s theoretical idea.

     

    Each group will then review the assigned chapter of each week of the text, to identify evidence of the presence of their selected theoretical idea, find a similar theoretical idea, or find an opposed theoretical ideas.

     

    Each group will discuss the similarities and differences found between the original theoretical idea and the current identified theoretical ideas.

     

    Each group will identify which historical figures developed the theoretical idea and if there is more than one, how they differed.

     

    This assignment is due by Thursday at midnight and each group will post their findings in two places.

     

    They will post their findings in their own individual discussion thread. Each student will be graded for this portion of the assignment by the amount and quality of discussion in the discussion thread.

     

    The second posting will be in the Theoretical Threads discussion thread and it will be a summary of the weeks work in the group discussion. This will also be due by Thursday at midnight. Each assigned group must choose a recorder to post its findings under Theoretical Threads.

  • Each individual will then reply to another group's findings in the Theoretical Threads discussion and indicate how their findings are similar or different from what they found in their own group. It is important for the student to list the strengths and weaknesses of each position.

    This reply is due by Sunday at midnight. Here is a rubric that will be used to grade the group work in the group work discussion, group summary in theoretical threads, and replies to the other group summaries. 

Theoretical Threads Requirements Rubric

Assigned Chapter Analysis of Theoretical Threads and Summary (Group Discussion)

Amount of Participation and Quality of Discussion (Group)

Student Reply to Another Group’s Chapter Analysis of Theoretical Threads

  • Identify one theoretical thread idea from the ancients that the group will use all semester.
  • Identify evidence of the theoretical thread idea or opposed theoretical thread ideas in the assigned chapters for the week.
  • Summarize the weeks finding and post in the Group Discussion and Theoretical Threads discussion threads.
  • 10
  • 8
  • 6
  • 4
  • 2
  • When discussing the group work and making replies to other group activities, critical thinking must be evident. This will include discussing the strengths and weaknesses of each entry in the discussion threads.
  • A reply that includes critical thinking about the content. This will include discussing the strengths and weaknesses of each entry in the discussion threads.

10 Points Available

10 Points Available

10 Points Available

Total = 30 Points Available

          

  •  Resume. Each student will create a professional one-page resume for a prominent dead psychologist. Each student will select the most important accomplishments of a prominent figure in the development of psychology. No student can us another’s dead psychologist. A discussion thread will be set up in week 2 and week 8. In week 2 discussion each student will indicate which dead psychologist they will be writing a resume about. There will be no duplications. The week 8 discussion thread will be where each student will post their resume. Each student will reply to another’s resume and discuss how their dead psychologist compares to another student’s dead psychologist. Each student will be expected to come up with information that is not found in each resume. This resume will be worth up to 100 points.

Requirements

Points Possible

Week 2 Entry

25

Week 8 Posting

50

Student Reply

25

 

 

Total

100

Grading:

Assignment

Points

Percentage

Grade

Weekly Quizzes

160 Points

 

90-100%

A

Modern Media and Historical Ideas

200 Points

 

80-89%

B

Modern Psychology and Historical Ideas

200 Points

 

70-79%

C

Theoretical Threads

240

 

60-69%

D

Research Paper (Core Assessment)

300 Points

 

0-59%

F

Resume

100 Points

 

 

 

Final

200 Points

 

 

 

Total

1400 Points

 

 

 

 

LETTER GRADE

Letter

Points

Percentage

A

1400 - 1260

90 -100%

B

1259 - 1120

80 - 89.9%

C

1119 - 980

70 - 79.9%

D

980 - 840

60 - 69.9%

F

840 - 0

00 - 59.9%

Late Submission of Course Materials:

Any assignment turned in after the date it is due will be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.

Classroom Rules of Conduct:

PROCTORED FINAL EXAM

  • You must follow the Park University procedures for obtaining an approved proctor. Please refer to the Help and Resources page to review the requirements for locating a proctor and the procedure for completing a Proctor Request Form.
  • For proctored examinations, photo identification is required at the time of the test.
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. It will be the responsibility of the student to arrange for a proctor, who is accepted and approved by the course instructor, by the 6th week of the term.
  • Approval of proctors is at the discretion of the Online instructor.

Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.

  • The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.
  • In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.
  • An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.
  • Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.
  •   Be prepared for class. This means that you have read the assigned readings and are prepared to discuss them. This course will consist of class discussion, small group discussion, service learning, lecture, and outside of class experiences. You are expected to take part in the discussions and group work. Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • 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 drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to a CD, a hard drive, or flash drive and print out paper copies for backup purposes.
  • The student is expected to have a copy of all written assignments on computer disk, flash drive, or in a hard copy form. You will also be expected to retain all graded and returned assignments and examinations.
  •   Online - Etiquette/Courtesy: Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which does not promote learning. Here are online references that discuss online writing http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html .
  • E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:

PS 404

Purpose of the e-mail

Full Name

  • It is required that you use Pirate Mail for your online class. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable. All e-mail sent to me needs to be copy/pasted. No attachments will be accepted due to the risk of viruses.

 

Course Topic/Dates/Assignments:

Weekly Schedule


Week 1 – History, Science, and Psychology;  Ancient Greek Science and Psychology

 Reading/Viewing:

  • Chapter 1- History, Science, and Psychology
  • Chapter 2- Ancient Greek Science and Psychology
  • PowerPoints - "Science and Theory" and "The Greeks"

Assignments:

  • Quiz 1 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)

Week 2 – Rome and the Medieval Period; The Scientific Revolution 

Reading/Viewing:

  • Chapter 3-Rome and the Medieval Period
  • Chapter 4-The Scientific Revolution
  • PowerPoints - "Seraching for the Good Life" and "The Beginning of Modern Science"

Assignments:

  • Quiz 2 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)
  • Resume (25 pts)

Week 3 – The Newtonian Psychologist; Physiology and Psychology

Reading/Viewing:

  • Chapter 5 – The Newtonian Psychologists
  • Chapter 6 – Physiology and Psychology
  • PowerPoints - Descriptive Psychological Terms

Assignments:

  • Quiz 3 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)

Week 4 – Theories of Evolution; Psychology in Germany

Reading/Viewing:

  • Chapter 7 - Theories of Evolution
  • Chapter 8 - Psychology in Germany

Assignments:

  • Quiz 4 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)

Week 5 – Psychology in America: The Early Years

Reading/Viewing:

  • Chapter 9 - Psychology in America: The Early Years

Assignments:

  • Quiz 5 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)

Week 6 – Functionalism, Behaviorism, and Mental Testing; Neobehaviorism, Radical Behaviorism, and Problems of Behaviorism

Reading/Viewing:

  • Chapter 10 – Functionalism, Behaviorism, and Mental Testing
  • Chapter 11 – Neobehaviorism, Radical Behaviorism, and Problems of Behaviorism

Assignments:

  • Quiz 6 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas(25 pts)
  • Theoretical Thread Groups (30 pts)

Week 7 – The Cognitive Revolution; Abnormal Psychology

Reading/Viewing:

  • Chapter 12 – The Cognitive Revolution 
  • Chapter 13 – Abnormal Psychology

Assignments:

  • Quiz 7 (20 pts)
  • Modern Media and Historical Ideas (25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)
  • Research Paper - (Core Asssessment, 300 pts)

Week 8 –  Social and Developmental Psychology; The Past and Future of Scientific Psychology

Reading/Viewing:

  • Chapter 14 – Social and Developmental Psychology
  • Epilogue - The Past and Future of Scientific Psychology

Assignments:

  • Quiz 8 (20 pts)
  • Modern Media and Historical Ideas(25 pts)
  • Modern Psychological and Historical Ideas (25 pts)
  • Theoretical Thread Groups (30 pts)
  • Resume (100 pts)
  • Final (200 pts

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
I take academic honesty seriously.  I will actively monitor student work to assure that it is indeed the student's work.  If I discover any academic dishonesty, at the very least the assignment in question will be given no credit.  If it appears that the academic dishonesty in question is part of a larger pattern of dishonesty, I will pursue more severe measures that include the possibility of expulsion from class and from the university.  I welcome any discussion or question about academic dishonesty.

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one's original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.

When a student comes to me with questions about plagiarism before an assignment is turned in it will not be dishonest.  If I discover plagiarism and then the student asks questions about it, the student will still have engaged in plagiarism which is one form of academic dishonesty.  If this occurs, I will proceed as I would in any case of academic dishonesty.

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.
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 2010-2011 Undergraduate Catalog Page 95-96

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)
Analysis & Evaluation                                                                                                                                                                                                                                      
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Differences and similarities between 3 or more schools or systems of psychology were outlined in comparison to the literature.  Paper contains 15 or more references from the literature.  The references were consistent with the topic being examined in the research paper. Differences and similarities between 2 schools or systems of psychology were outlined in comparison to the literature.
Paper contains 14 references from the literature.  The references were consistent with the topic being examined in the research paper.
 
Only 0-1 school or system of psychology was outlined in comparison to the literature.
Paper contains 13 or less references from the literature.
 
 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student identified how 3 or more schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

 
The student identified how 2 schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

The student identified how 2 schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

 
The student identified how 0-1 schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.  
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
1-2 APA errors.  The research paper meets expectations while including a student developed graphic or table.

 
3-5 APA errors.  The research paper will also include the following:
• Focus (arguable claim, original idea, & clear controlling idea)
• Development (full discussion, smooth style, & personal experiences)
• Organization (smooth transitions, clear paragraphing, & logical sequence of topics)
• Mechanics (proper grammar, punctuation, and spelling)

 
6 or more APA errors.  

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Last Updated:5/1/2011 6:55:08 AM