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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 2010 BE

Faculty

Cardner, Patricia A.

Title

Assistant Professor of Psychology

Degrees/Certificates

PhD, Sam Houston State University
EdD Candidate, Argosy University
MEd, Texas Tech University; Licensed Professional Counselor - Texas

Office Location

Austin, TX

Office Hours

3:30-5:00 TTH and by appointment

Daytime Phone

512-385-7275

Other Phone

361-779-0953

E-Mail

pcardner@park.edu

Semester Dates

10/18/2010 thru 12/11/2010

Class Days

--T-R--

Class Time

8:00 - 10:40 PM

Credit Hours

3


Textbook:
Engler, B. (2009). Personality Theories, 8th Ed. Wadsworth. ISBN: 0-547-14834-8.

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:

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:
You need to take your quizzes in the week they are open. You should make every attempt to take the quiz as soon as possible after it opens, as I will not allow anyone to take the quiz after it has closed. They are open for 7 days. Technical problems are not an excuse, and if you have difficulties with e-companion, you should contact the help desk.

If your paper is turned in late, a 10 point penalty will be assessed (this if you earn a 90 and it was turned in late, your grade will be lowered 10 points to 80). You receive your paper assignment with the syllabus in the first class, and I recommend that you start considering topics from week 1. Your paper must be uploaded to the drop-box in the e-companion shell. If it is not, a 5 point penalty will be enacted.

As far as discussion and participation are concerned, you must attend class regularly and be on time. Additionally, you are expected to participate appropriately. If you miss a class, it is your responsibility to obtain the notes and materials from a classmate. I do not provide lecture notes to students who miss.


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.  
 
I have noticed that when one student asks a question or makes a comment, there is a tendency for others to start side conversations. This is not acceptable and your discussion/participation grade will be adversely affected.  If you have a question or comment, please raise your hand and then speak once you are acknowledged. I cannot stress enough that you will all learn more if only one person at a time speaks.
 
There is no recording of any kind allowed in my courses.
 
Please do not bring a full meal to class. Small snacks and drinks are acceptable as long as you clean up after yourself and do not disturb others.
 
Please do not engage in personal hygiene tasks in the classroom.
 
Please do not waste class time challenging quiz questions. If you have a concern about a question, please email me or see me in my office during office hours. Please realize that the weekly quizzes are used to assist you in your learning, and there are not "trick" questions. If there is a legitimate error in the construction of the question, then a regrade may be possible.
 
Please keep in mind that you are responsible for knowing when items are due (per the syllabus) and you are also responsible for obtaining any information you need (e.g. APA formatting) from the librarian or from internet resources. We cannot and should not waste class time on these matters. You will get more from the course if you learn how to take care of these matters yourself.

Course Topic/Dates/Assignments:

Week 1 Introduction and Freud
Week 2 Adler
Week 3 Horney & Fromm
Week 4 Erikson
Week 5 Skinner & Bandura
Week 6 Maslow & Rogers
Week 7 Ellis, Beck & Lazarus
Week 8 Zen Buddhism

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

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

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 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)
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:9/20/2010 5:15:11 PM