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PS 388 Learning and Motivation
Enloe, Joseph Mark


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 388 Learning and Motivation

Semester

F1AA 2011 LC

Faculty

Enloe, Joseph Mark

Title

Senior Instructor

Degrees/Certificates

BSOE in Occupational Education
M.S. in School Psychology and Marriage & Family Therapy
Licensed Specialist in School Psychology

Office Location

Classroom

Office Hours

15 minutes prior to class

Daytime Phone

210-289-7343

Other Phone

210-225-2406

E-Mail

Joseph.Enloe@park.edu

candm.enloe@yahoo.com

Semester Dates

15 Aug 11 - 09 Oct 11

Class Days

----R--

Class Time

4:45 - 10:10 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:

Below is the information for the book you will be needing for PS388.

 Title: Introduction To Learning & Behavior (3rd Edition) 2009

 Author: R. Powell

 ISBN: 978-0-495-59528-1

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

The internet.
 
The Psychologist's Book of Self-Tests Janda (1998).

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 388 Learning and Motivation: A survey of major theories and supporting research related to classical and operant conditioning, social learning, and motivational processes. Consideration of behavior modifications and applications in solving clinical, moti- vational, education and societal problems. Prerequisite: PS 101. 3:0:3.

Educational Philosophy:
The instructor's educational philosophy is one of interactiveness based on readings, dialogues, examinations, internet, videos, special projects, and writings. The instructor will engage each learner in critical thinking situations to encourage the lively exploration of ideas, issues, and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the major learning and motivational theories.
  2. Apply the general principles of learning and motivation theories in the ‘real world'.
  3. Demonstrate appropriate use and understanding of learning concepts; apply learning concepts to modify behavior in themselves and a computer simulated rat; and demonstrate understanding of personal motivations and measures.


Core Assessment:

CORE ASSESSMENT: PERSONAL PROFILE OF MOTIVATION

One of the requirements in this course is the submission of a reflective paper descriptive of your personal theory of motivation. The purpose for writing this paper is to describe, explain, and analyze your motivation and present a ‘motivation profile’.   

More specifically, begin your paper with an introduction of the paper and topic.  Next, present a brief discussion of the outcomes from the in-class scales.  Following this, create a Synthesis of motivational components and scales/ inventories into your profile of motivation (incorporate at least 5 scales/ inventories).  Next, present an Evaluation of the scales, e.g., which scales were descriptive and applicable, and why, and those scales that were not with an explanation.  Finally, Apply your profile to operant and classical conditioning.  In other words, demonstrate that you are able to detect aspects of operant and classical conditioning in your own behavior.  Complete your paper with a conclusion and summary.

Be sure to create a profile of motivation that is descriptive of you. If there are any missing “pieces” in the theory of your motivation, please address those. Who knows, you may stumble upon a great idea for a new scale or inventory.

Prepare your paper in APA style.  The length of the body of the paper should be at least 10 pages of text with the reference to at least 5 motivation scales or inventories as primary references.

If you need more information about the scales, please refer to the book, The Psychologist's Book of Self-Tests Janda (1998).

Scale/ Inventory

The Impostor Phenomenon Scale

Fear Of Success Scale

Locus Of Control Scale

Sensation-Seeking Scale Form V

Rational Behavior Inventory

Rathus Assertiveness Inventory

Interpersonal Dependency Inventory

Competitive-Cooperative Attitude Scale

Existential Anxiety Scale

The Argumentativeness Scale

Triangular Love Scale

Intimacy Attitude Scale - Revised

Romanticism Scale

The Self-Report Jealousy Scale

Sexual Attitudes Scale

Sensuality Scale

Link to Class Rubric

Class Assessment:

 

1.  Mid-Term Exam: there will be a 100 multiple choice question mid-term exam. You will be provided a study guide. This exam is over chapters 1-6 and is worth 25% of your grade. 
 
2.  Final Exam: there will be a 100 question multiple choice final exam. You will be provided a study guide. It is over chapters 7-12 and it is worth 25% of your grade.

3. Required Core Assessment
 (20%)

4. Participation and/or ABSENCES (10%): 
If you are absent you cannot participate and there are only 8 class meetings, therefore, you will lose 5 points (minus 10 maximum) for each class missed starting with the second absence even if it is an excused absence (excused absences require proper documentation). You may also lose points due to missing the quiz that night.
 
5. Quizzes:  There will be four quizzes containing 5 quick answer essay questions about the chapters covered that night of class (a study guide will be provided). Each quiz is worth 5 points (20% of overall grade total). If you are absent due to an unexcused absence, you will lose the 5 points (for that quiz) for that night. If you are absent due to an excused absence, you will make it up at the instructors discretion.

Grading:

Possible maximum score/points:
The final course grade will be determined using the following measurements.

100-92

 A (4.0 honor points)

Quizzes (5 points each)

20%

91-82

 B (3.0 honor points)

Required Core Assessment

20%

81-72

 C (2.0 honor points)

Mid Term Examination

25%

71-62

 D (1.0 honor point)

Final Exam

25%

Below 62

 F (no honor points)

Participation 

10%

Late Submission of Course Materials:

Make-up and/or late submission of exams and assignments must be coordinated with the instructor. Make-ups are given only for excused absences only.

Classroom Rules of Conduct:

Regular attendance with on time arrival. Courtesy to listen to and respect others points of view. Demonstrate a desire to take an active part in the learning process by coming to class prepared to discuss material, ask questions, and share insights with the class. Students are expected to complete all assignments by the due dates and appear for scheduled examinations. It is the student's responsibility to inquire when something is unclear in the texts or lectures. Do Not expect the instructor to present all the assigned reading in class.  Reading is the student's responsibility: The instructor's responsibility is to clarify, emphasize, give examples, put the topics into context, lead class discussions, and bring in additional related material to support and supplement the assigned reading. Tests may include questions over material from the assigned reading that was not covered in class. A student who does not read and study the assigned readings will not be able to get a good grade in this class.

Course Topic/Dates/Assignments:

Week One                  Introductions & Chapter 1 

Week Two,                   Chapters 2 & 3 (Quiz 1)

Week Three                 Chapters 4 & 5 (Quiz 2)

Week Four                   Chapter 6 and Mid Term Exam

Week Five                    Chapters 7 & 8

Week Six                      Chapters 9 & 10 (Quiz 3)

Week Seven                Chapters 11 & 12 (Quiz 4)

Week Eight                  FINAL EXAM   and   Core Assessment Due

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)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Assesses all of the scales/ inventories presented in class. Assesses 10 of the scales/ inventories presented in class. Assesses with fewer than 10 of the scales/ inventories presented in class. Does not assess the scales/ inventories presented in class. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Identifies and links more than 5 scales/ inventories Identifies and links content from 5 scales/ inventories Identifies and links research from 3-4 scales/ inventories Identifies and links research from fewer than 3 scales/ inventories 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Identifies and critiques more than 5 scales/ inventories Identifies and critiques 5 scales/ inventories Identifies and critiques 3-4 scales/ inventories Identifies and critiques 0-2 scales/ inventories 
Application                                                                                                                                                                                                                                                
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Applies more than 3 operant and classical conditioning concepts to personal profile. Applies 2-3 operant and classical conditioning concepts to personal profile. Applies 1 operant and 1 classical conditioning concepts to personal profile. Fails to apply operant and classical conditioning concepts to personal profile. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Content of paper has no errors of concept. Content of paper has 1 or 2 errors of concept. Content of paper has 3 or 4 errors of concept. Content of paper has more than 4 errors of concept. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Written paper has a text body of more than 10 pages.
APA Format is generally followed (1 class error: cover page, running head, internal citations, headings, references, etc.)
 
Written paper has a text body of 10 pages
APA Format is generally followed (2-3 class errors: cover page, running head, internal citations, headings, references, etc.)
 
Written paper has a text body of 8-9 pages
APA Format is generally followed (4 class errors: cover page, running head, internal citations, headings, references, etc.)
 
Written paper has a text body of less than 8 pages
APA Format is generally followed (5 + class errors: cover page, running head, internal citations, headings, references, etc.)
 

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Last Updated:6/30/2011 4:11:15 PM