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PS 404 History & Systems of Psychology
Umar, Frederick


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 404 History & Systems of Psychology

Semester

F2T 2012 DL

Faculty

Umar, Frederick

Title

Adjunct Faculty

Degrees/Certificates

Ph.D Biblical Counseling; Psychology
MACP Counseling Psychology, MM Music: Performance, MA Education, Counseling
BA Music: Performance

Office Location

New York

Office Hours

8:00-10:00 pm EST

Daytime Phone

716-218-8210

E-Mail

frederick.umar@park.edu

Semester Dates

10/22/2012-12/16/2012

Class Days

TBA

Class Time

TBA

Prerequisites

PS 101, and junior or senior standing or permission of the instructor

Credit Hours

3


Textbook:
Directed Reading

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.
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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 teaching philosophy reflects an interest in both collaborative methodologies and student-centered learning, with teaching that encourages learning by both students and teachers. I favor a classroom which encourages dialogue and fosters students’ personal discovery in addition to meeting curriculum and departmental requirements. I enjoy establishing a classroom in the form of a community, allowing students to learn in smaller groups that talk, think, experience, and write together, while at the same time formulating personal ideas and philosophies. I tend to use the portfolio grading method in writing courses and encourage students to write often as they learn, process, and grow in the knowledge of their field(s) of study. 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:

  • Popular Literature Review (Discussion Thread).

    Each student will be assigned to a group. Each group will identify an article, website, or report from popular literature that relates to the main points found in the assigned readings since the last presentation. The popular literature content must have been published within the last and can be from a website, magazine, or any other popular media. No group can use another’s content. As soon as the group has identified their Popular Literature content, they will enter the title and location in the discussion thread titled as “Popular Literature Review.” This will ensure that no other group will use it while the group is writing their analysis. Each group will be assigned a discussion thread for use in writing their review. Each student will be graded on their participation in their group discussion thread for each written review. Each group will write a review that summarizes the content from popular literature and where it is located, discuss how it relates to main points of the assigned readings, and identify any relationships between the content and the main points of the assigned chapters.

    Requirements

    Points Possible

    Summarize Popular Literature and provide the location of the article, website or report. Be sure to include APA style citations to identify all literature being analyzed and matching what references listed for research article location.

    5

    Identify any relationships between the Popular Literature and the main points found in the Assigned Readings (In Doc Sharing). Be sure to include APA style citations to identify all literature being analyzed and matching what references listed for research article location.

    10

    Each student will be required to contribute at least 5 responses in the group discussion thread. In order for the response to count, it will need to be a quality contribution. Each entry thread needs to add original information to the thread. Good job, interesting, and other non-information words or statement will not count. Content must be congruent with discussion under way. Frequency of Responses in the Group Discussion Thread – 5 response = 10 points, 4 responses = 8 points, 3 responses = 6, etc.

    10

    Total

    25

  • Scholarly Literature Review (Discussion Thread).

    Each student will be assigned to a group. Each group will identify a Scholarly Literature Research Report published within the last year of any kind that relates to the main points found in the assigned readings for the week and since the last presentation. No group can use another’s research report. As soon as the group has identified their Scholarly Literature Research Report, they will enter the title and location in the discussion thread titled as “Scholarly Literature Review. ” This will ensure that no other group will use the same report while the group is writing their analysis. Each student will be graded on their participation in their group discussion thread for each review. Each group will write a Scholarly Literature Review that summarizes the content of the research report and where it is located, discuss how it relates to main points of the assigned readings, and identify any relationships between the research report and the main points of the assigned chapters.

Requirements

Points Possible

Summarize the Scholarly Literature Report Location. Be sure to include APA style citations to identify all literature being analyzed and matching what references listed for research article location.

5

Identify any relationships between the Scholarly Literature and the main points found in the Assigned Readings (In Doc Sharing). Be sure to include APA style citations to identify all literature being analyzed and matching what references listed for research article location.

10

Each student will be required to contribute at least 5 responses in the group discussion thread. In order for the response to count, it will need to be a quality contribution. Each entry thread needs to add original information to the thread. Good job, interesting, and other non-information words or statement will not count. Content must be congruent with discussion under way. Frequency of Responses in the Group Discussion Thread – 5 response = 10 points, 4 responses = 8 points, 3 responses = 6, etc.

10

Total

25

  • Theoretical Threads (Discussion Thread). Each student will identify a basic theoretical idea such as free will, perception, stimulus-stimulus influence, etc. about human behavior which they will adopt throughout the semester. Each theoretical idea can only be used by one student. During the first week, each student will choose their theoretical idea by entering it in the discussion thread provided. Once a student chooses a theoretical idea, they will be required to stick with that idea throughout the semester.

    Each student will read the assigned readings for the week. While reading, they will identify any evidence of the presence of their selected theoretical idea, find a similar theoretical idea, or find an opposed theoretical ideas. They will then enter their analysis in the discussion thread. They will also identify any significant historical figures associated with the idea and how they contributed.

    Each student will then read two other student analysis entries and they will identify similarities and differences to their own findings.

    Requirements

    Points Possible

    Student Analysis of Their Theoretical Idea

    10

    Response to1st Student's Analysis

    10

    Response to 2nd Student's Analysis

    10

    Total

    30


  • 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:

Course grades are determined on the following bases.

Assignment

Points

Percentage

Grade

Weekly Quizzes

160

90-100%

A

Popular Literature Review

200

80-89%

B

Scholarly Literature Review

200

70-79%

C

Theoretical Threads

240

60-69%

D

Research Paper (Core Assessment)

300

0-59%

F

Resume

100

Final

200

Total

1400

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. This will only be awarded if the instructor is contacted regarding extenuating circumstances that the instructor deems extreme enough to warrant an extension. No course materials will be accepted after the last class meeting.

Course Topic/Dates/Assignments:
Weekly Schedule
To stay on track, try to accomplish each task by the day indicated.
No late assignments will be accepted after Sunday each week.

Weekly Schedule


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

Reading/Viewing:

  • Directed Readings in Doc Sharing
  • PowerPoints - "Science and Theory" and "The Greeks"

Assignments:

  • Quiz 1 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)

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

Reading/Viewing:

  • Directed Readings in Doc Sharing
  • PowerPoints - "Searching for the Good Life" and "The Beginning of Modern Science"

Assignments:

  • Quiz 2 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)
  • Resume (25 pts)

Week 3 – The Newtonian Psychologist; Physiology and Psychology

Reading/Viewing:

  • Directed Readings in Doc Sharing
  • PowerPoints - Descriptive Psychological Terms

Assignments:

  • Quiz 3 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)

Week 4 – Theories of Evolution; Psychology in Germany

Reading/Viewing:

  • Directed Readings in Doc Sharing

Assignments:

  • Quiz 4 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)

Week 5 – Psychology in America: The Early Years

Reading/Viewing:

  • Directed Readings in Doc Sharing

Assignments:

  • Quiz 5 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)

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

Reading/Viewing:

  • Directed Readings in Doc Sharing

Assignments:

  • Quiz 6 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)

Week 7 – The Cognitive Revolution; Abnormal Psychology

Reading/Viewing:

  • Directed Readings in Doc Sharing

Assignments:

  • Quiz 7 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)
  • Research Paper - (Core Assessment, 300 pts)

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

Reading/Viewing:

  • Directed Readings in Doc Sharing

Assignments:

  • Quiz 8 (20 pts)
  • Popular Literature Review (25 pts)
  • Scholarly Literature Review (25 pts)
  • Theoretical Thread Discussion (30 pts)
  • Resume (75 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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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:10/9/2012 8:47:34 AM