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PS 315 Theories of Personality
Molina, Carmen


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

S1B 2011 BL

Faculty

Molina, Carmen

Title

Adjunct Faculty

Degrees/Certificates

B.S. Social Psychology
M.A. Mental Health Counseling, LPCI
PhD Candidate Clinical Psychology

Office Location

TBA

Office Hours

TBA

Daytime Phone

915-217-4648

Other Phone

915-782-6439

E-Mail

carmen.molina@park.edu

cmse11@hotmail.com

Semester Dates

Jan 10 - March 6 2011

Class Days

Monday and Wednesday

Class Time

7:40 - 10:10 PM

Credit Hours

3


Textbook:

Friedman & Schustack, Personality Classic Theories and Modern Research, 2nd Edition, 2003, Allyn and Bacon.    ISBN: 978-0-205-57968-6

Textbooks can be purchased through the MBS bookstore

Additional Resources:

www.APA.org Help with APA
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision
www.mypersonality.info

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 begins with the connection between student and teacher. The rapport that is developed between student and teacher facilitates the learning experience for both involved. This learning experience stays with us throughout our lives, thus making this a very important aspect in our career and in our professionalism. I believe in embracing change and in the promoting social change. Also, I believe that a true scholar is dedicated to the change within the communities we live and work in. Teaching is vital to this commitment to change for it leads students into enlightenment of not only self, but of those around us in our community. Teaching is a commitment to truth, to society and the stability of our future. A learning environment provides opportunities to voice opinions, to share ideas, and to agree or disagree. A learning environment should also maintain professionalism, ethic and a scholarly vision/goal. My commitment to my students is to uphold all aspects of my educational philosophy; therefore, creating a learning experience that will serve as a stepping stone towards positive social change.

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


  Instructor Learning Outcomes
  1. Identify theories at a personal level.
  2. Apply theories at a personal level
  3. Identify how personality theories overlap and intertwine
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:
Core assessment will be written in full APA format to include title page, abstract, references and in-text referencing. This paper will be written in 5 different phases. First part of paper will be due at the end of week 2 and the last will be due week 7.  This entire paper will be submitted in phases and then submitted as a full, seamless APA paper in week 7.  The purpose of this project is to gain insight of our own personality development throughout your life. Therefore, this paper should be written in first person and as a narrative of all aspects of personal experiences as they apply to the following phases:
 
Phases will consist of the following:
Phase I:  Psychoanalytic and Ego Aspects of Personality
Phase II:  Behavioral and Learning
Phase III:  Cognitive
Phase IV:  Trait and Skill
Phase V:  Humanistic and Existential 
 
Mid Term
Mid term will be done in a group setting. Each group will be assigned a movie character and group will present the character's personality according to all of the theories discussed that apply.
 
Weekly Question:
A discussion question will be posted every week (weeks 1-5) as a discussion thread.  All students are required to post their response online and to respond to at least one classmate. Discussions will wrap-up on Sunday of each week.
 
Final Exam:
Final exam will be comprehensive of all eight weeks. 

Grading:

300  Core Assessment (50pts each phase)
150  Weekly Question
175  Mid-term
100  Attendance/ Participation
275  Final Exam
_____________
1000 Total possible points
 
 
 
Grading Scale:
900<       A
800-899  B
700-799  C
600-699  D
599>       F

Late Submission of Course Materials:

Late submission of any assignment will result in a 5 point reduction for each day late.
 
Final submission of core assessment is due Sunday of Week 7 before midnight. Late papers will NOT be accepted or graded.

Classroom Rules of Conduct:

The classroom will uphold and encourage academic freedom at all times. Students are expected to respect the views and opinions of everyone in the classroom. The classroom is to be free of interruptions to ensure a productive learning environment. The following rules of conduct will be observed.

Ø      Cell phones, pagers will be set to silent mode. Telephone conversations will not be tolerated in the classroom during instruction. 

Ø      Debate is encouraged with special consideration to respect and academic freedom.

Ø      There will be a total of two breaks, please keep other interruptions to a minimum.

Ø      Students are expected to arrive on time and to refrain from leaving early (class will meet for the entire time assigned). Leaving early will affect your attendance.

Additional Information:

 All work must be written APA style. Please see me if you need further assistance with APA. 

Please log-in to your online classroom a minimum of three times per week. Updates, assignments, grades and additional information/resources will be available online.  

Course Topic/Dates/Assignments:

Week 1 What is Personality (Discussion)&APA 101 Nothing Due this week
Week 2 Psychoanalytic and Ego Aspects Phase 1 Due Sunday and Discussion Post
Week 3 Behavioral and Learning Aspects    Phase 2 Due Sunday & Discussion Post
Week 4 Cognitive Aspects Phase 3 Due Sunday & Discussion Post
Week 5 Trait and Skill Aspects    Phase 4 Due Sunday & Discussion Post Mid Term
Week 6    Humanistic and Existential Aspects    Phase 5 Due Sunday
Week 7 Application for Individual Diff         Final Core Assessment Due
Week 8 Discussion and Final Exam Final Exam

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:12/17/2010 1:24:29 PM