LE300 Integrative & Interdisciplinary Learning Capstone

for FA 2010

Printer Friendly

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.


PS 390 Selected Topics in Psychology:


FA 2010 HOZ


Cowley, Brian J.


Professor and Chair of the Psychology and Sociology Department


B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University at Carbondale
Ph.D. - Developmental and Child Psychology - University of Kansas

Office Location

Mabee 225B - Parkville Campus

Office Hours

T & R 9:00-10:00 AM & 11:30 AM-12:30  PM

Daytime Phone


Other Phone






Semester Dates

August 16, 2010 to December 10, 2010

Class Days


Class Time




Credit Hours



Man’s Search for Meaning—Victor Frankl—9780807014295

The Lucifer Effect: How Good People Turn Evil—Phillip Zimbardo—0812974447

The Hiding Place—Corrie Ten Boom—0800794052

Night—Elie Wiesel—0374500010

Dachau: The Harrowing of Hell—Marcus J. Smith—0791425268

Conscience and Courage: Rescuers of Jews During the Holocaust—Eva Fogelman--0385420285

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 390 Selected Topics in Psychology: Intensive study of an area of psychology selected by the instructor on the basis of student need or current interest. Variable credit: 1-3 hours. Prerequisite: PS 101 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.

  Instructor Learning Outcomes

  1. Discuss literary texts clustered around a central topic
  2. Articulate responses and interpret literary texts in extended written form
  3. Appraise or compare different texts against patterns of literary or cultural standards
Class Assessment:
  • Core Assessment(literary paper, exploration paper etc.) 25%
  • Read/Reflection Journal 25%
  • Weekly Quizzes 25%
  • Final 25%
Core Assessment (Course
All Park University courses will include a Core Assessment with rubric. This will include ¾ of the Core Learning Outcomes listed above. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and MLA documentation. The project will be completed in the final quarter of the term.
Competency Exceeds Expectation (3) Meets Expectation (2) Does Not Meet Expectation (1) No Evidence (0)
2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Interpretation of readings corporates personal and critical responses seamlessly with fresh insight and energy.  Interpretation of readings adequately incorporates both personal and critical responses.  Interpretation of readings lacks appropriate balance between personal and critical insight.  Does not turn in assignment. 
Incorporates primary and secondary sources using MLA Documentation Style perceptively and creatively in ways that contribute to new knowledge while still retaining personal voice.  Incorporates primary and secondary sources using MLA Documentation Style adequately without particularly fresh insights while still retaining personal voice.,  Primary and secondary sources rarely used if at all, without adequate MLA Documentation. Insights are predictable and do not contribute to new knowledge. Voice lacks appropriate personal voice.  Does not turn in assignment. 
2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Provides convincing connections between texts and offers clear and creative critiques through close readings to illustrate main point of essay.  Provides connections between texts that are obvious but nonetheless interesting. Writer adequately critiques the primary text through close readings, though does not offer critical insight.  Connections between texts remain vague and undeveloped. Presents a critique not supported by close readings.  ,Does not turn in assignment. 
Literary and critical terminology used appropriately and with ease throughout the paper.  Employs literary and critical terminology adequately in parts of the paper.  Rarely uses literary and critical terminology, misuses it, or omits it altogether.  Does not turn assignment. 
Content of Communication                                                                                                                                                                                                                                   
2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Includes carefully chosen passages from literary and critical texts as well as personal statements that illustrate point of essay, and helps reader see texts in new ways.  Adequately includes representative passages from literary and critical texts as well as personal statements to illustrate point of essay.  Rarely provides specific passages for analysis, instead offering plot summary with little or no interpretation of texts.  Does not turn in assignment. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Employs conventions of Standard Written English with grace and style in a well-organized, fully developed essay.  Employs conventions of Standard Written English in a well-organized, adequately developed essay.  Illogical statements, lack of development and organization, and persistent problems with use of Standard Written English interferes with reader's ability to understand the point of the paper.  Does not turn in assignment. 
First Literacy or Disciplinary Competency                                                                                                                                                                                                                  
Project gracefully integrates  interdisciplinary components with insight and clarity.  Project integrates interdisciplinary components with adequate detail.  Mentions interdisciplinary components but without meaningful detail.  Does not turn in assignment. 
Second Literacy or Disciplinary Competency                                                                                                                                                                                                                 
Illustrates convincingly and gracefully contemporary significance of project.  Adequately shows contemporary significance of project.  Fails to adequately show contemporary significance.  Does not turn in assignment. 


  • Course Project (creation of websites, literary paper, exploration paper etc.) 25%
  • Read/Reflection Journal 25%
  • Weekly Quizzes 25%
  • Final 25%

Late Submission of Course Materials:
Any assignment turned in after the date it is due can be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.

Classroom Rules of Conduct:

  • Attend class and be prompt. Roll will be checked during each class period. It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • 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.

E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:

PS 390

Purpose of the e-mail

Full Name

Course Topic/Dates/Assignments:

Week 1            Introduction to the Course

Week 2            Zimbardo

Week 3            Zimbardo

Week 4            Night

Week 5            Night

Week 6            Dachau: The Harrowing of Hell

Week 7            Dachau: The Harrowing of Hell

Week 8            Travel in Munich

Week 9            Frankl

Week 10          Frankl

Week 11          Conscience and Courage

Week 12          Conscience and Courage

Week 13          The Hiding Place

Week 14          The Hiding Place

Week 15          Presentation of Projects

Week 16          Presentation of Projects

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 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
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.

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 .


This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:8/16/2010 3:13:49 PM