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.CoursePS 341 Positive PsychologySemesterS2T 2013 DLFacultyWaxse, Linda J.TitleSenior Adjunct InstructorDegrees/CertificatesB.S. English Education, New York UniversityM.S. Counseling Psychology, Avila CollegeOffice LocationDearing Hall #123, Parkville CampusOffice Hours8 am--4:30 pm Monday--Friday (15 August--15 May)Daytime Phone816-584-6237 (15 August--15 May)E-Maillinda.firstname.lastname@example.orgSemester DatesMarch 18--May 12, 2013Class DaysTBAClass TimeTBAPrerequisitesPS 101 Introduction to Psychology or permission of instructorCredit Hours3Textbook: There are 2 books required for this class:
1. Snyder, C., Lopez, S., Pedrotti, J. (2011) Positive Psychology, The Scientific and Practical Explorations of Human Strengths (2nd ed.). United States: Sage Publications, Ltd.
PS 341 Positive Psychology
S2T 2013 DL
Waxse, Linda J.
Senior Adjunct Instructor
B.S. English Education, New York UniversityM.S. Counseling Psychology, Avila College
Dearing Hall #123, Parkville Campus
8 am--4:30 pm Monday--Friday (15 August--15 May)
816-584-6237 (15 August--15 May)
March 18--May 12, 2013
PS 101 Introduction to Psychology or permission of instructor
Textbooks can be purchased through the MBS bookstore
APA style (free) tutorial: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
APA style (free) tutorial:
Help with APA style:
Park Online Writing Help:
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email firstname.lastname@example.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
My educational philosophy reflects the expectation that students are self-directed learners. This is especially true in the online format where there are not the same opportunities for face-to-face interaction, lectures, explanations, clarification and feedback for assignments. Because of the reduced opportunity for direct face-to-face contact, emails and questions from students in the “Office” section of the course are answered in a timely manner.
Reading the text(s), the Lectures and completing the assignments are essential to learning the content of the class and for success in this class. Detailed feedback for assignments is provided in the Gradebook of the course so that students have the necessary information to make the necessary changes on future assignments. That being said, it is expected that students read the Syllabus, the details for the assignments, grading rubrics, Assignment Expectations thread under Course Home and Gradebook feedback so they will have an understanding of the expectations of the assignments in the course.
Online learning, by design, necessitates effective time-management skills because of its 8-week accelerated format. It is important to recognize that deadlines for the assignments are important because an important part of online learning involves discussion. Late assignments will not be accepted because the class has moved on and students are not expected to return to previous weeks to read and respond to assignments that have been posted after the deadline.
As part of the online learning process, assignments and responses are expected to be supported by information from the text. Assignments and responses need to be more than personal observations, opinions and experiences—references to the text are an important way to learn and also to validate your observations.
Another aspect of my educational philosophy is that in order to utilize the most accurate and reliable source of information for assignments, students need to use the text(s) required for the class as the primary source of information to support assignments. Wikipedia, About.com and other similar sources are not to be used as references.
Learning Outcomes: Core Learning Outcomes
The length of the paper needs to be at least 10 pages of text with at least 10 references that support the areas of focus listed below. Each area of focus needs to have at least 1 empirical reference that supports your observations, is discussed critically, and relates to that particular area of focus. References need to be from empirical research journals. Textbooks, websites books and magazines are not to be used.
Paper needs to be organized using the Areas of Focus as section headings so the information can be easily identified.
Areas of Focus:
1. What major principles have you learned from the Positive Psychology course and according to the research why do you think these principles are important?
2. What changes do you notice in your emotional states, processes and experiences and according to the research why are these changes important?
3. What changes do you notice in your cognitive states and processes and according to the research why are these changes important?
4. Describe examples of how you are currently applying the information and what changes have you observed?
5. Describe your goals and plans for applying the information from the course in the future. (Include in your discussion how these goals and plans will build strengths in a multicultural environment.
6. How will you apply this information to prosocial behavior in your current workplace or future career to create a positive environment? What research supports these behaviors to be important?
A good starting point is to examine the area(s) in your Positive Psychology textbook for references and researchers associated with your topic. The references in the back of the book are examples of APA citation. Use this format for the references you use in your paper.
Link to Class RubricClass Assessment:
Discussion Topic—minimum of 300 words for each question--Due on Thursday of each week. See assignment for grading rubric
8 questions (15 points each)
Discussion Topic Response—2 responses each week to the assignment and question of another student—due Sunday of each week.
16 responses (3 points each)
Homework—minimum of 300 words for each question--Due on Sunday of each week. See assignment for grading rubric
2 questions (30 points each)
Homework—Compare/contrast Empirical Research—minimum 3 pages.
1 assignment (30 points)
Class Activity—2 well-developed paragraphs--Due on Thursday of each week. See assignment for grading rubric
6 activities (5 points each)
Class Activity Response—response to the Activity assignment of another student—due Sunday of each week.
6 responses (3 point each)
Journal 1—Reflection—1 well-developed paragraph for each topic—2 topics each week.
14 Reflection journal entries (2 points each)
Journal 2—Gratitude—1 well-developed paragraph for each gratitude entry—3 entries each week.
21 Gratitude journal entries (2 points each)
Mastery--Due Sunday of each week
Core Assessment—Due Saturday of week 7. Core Assessment assignment and rubric in Syllabus
Midterm Exam--Due Sunday of week 4
Final Exam—2 parts, 50 points for each part. Part 1—multiple-choice is taken in the course without a proctor. Part 2—essay is a Proctored exam to be taken by Friday of week 8 (see http://www.park.edu/online/proctoredform.asp?s=&c=online for additional information on requirements for proctored exam.) Both parts of the final exam are to be taken during week 8.
(Topic: 120 pts, Responses: 48pts)
Homework--Empirical Research paper
(Topic: 30 pts, Responses: 18pts)
(Journal 1--Reflection--2 entries per week: 28pts)
(Journal 2--Gratitude-- 3 entries per week: 42 pts)
A = 90%--744--826 points
B = 80%--661--743 points
C = 70%--579--660 points
D = 60%--496--578 points
F = 59%--495 points or less
Late Submission of Course Materials: This is an interactive class and not a correspondence class; therefore, assignments are expected to be posted by the deadline indicated for the assignment. It is not equitable to the other students in the class to permit late assignments to receive credit. Assignments that are posted after the deadlines will not receive credit unless prior arrangements have been made with the instructor and late assignments should be the exception and not become a pattern.
Learning in online courses is the most effective if assignments are timely. Not having face-to-face contact is a great challenge for this new medium of instruction and one way to feel a part of the class is to keep discussions going. The most optimal learning environment for an online class is when assignments are posted and responded to in the week they are due. After each week is completed, the class moves onto another topic and students are not expected to go back to read and respond to a late posting. If you enter the class late you are expected to be completely caught up by the end of the 2nd week and assignments need to be posted on time from that point forward.
POINT DEDUCTIONS. Points will be deducted for lateness as follows:
Assignments and Journals:
Thursday assignments after
Midnight on Thursday (Central Time) will not receive credit
Saturday assignments after
Midnight on Saturday (Central Time) will not receive credit
Sunday assignments after
Midnight on Sunday (Central Time) will not receive credit
midnight Central Time
will not receive credit
Midnight Central Time
- 5 points
no credit will be received (after this date the Midterm Exam cannot be accessed)
24-hour "grace" time
no credit will be received
Classroom Rules of Conduct:
Classroom Rules of Conduct:
Online Etiquette/Courtesy: Online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. It is important not to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which blocks learning. Here are online references that discuss online writing http://goto.intwg.com and netiquette http://www.albion.com/netiquette/corerules.html .
Looking At Psychology From A Positive Perspective
Welcome to Positive Psychology
Eastern and Western Perspectives on Positive Psychology
Discussion Topic (1 question)
Discussion Topic responses (2)
Class Activity—due Thursday
Class Activity response—due Sunday
due 2 different days during the week
due 3 different days during the week
Classifications and Measures of Human Strengths and Positive
Class Activity response (1)
Positive Psychology in Context
Positive Emotional States and Processes
Developing Strengths and Living Well in a Cultural Context
Living Well at Every Stage of Life
The Principles of Pleasures: Understanding Positive Affect, Positive Emotions, Happiness, and Well-Being
Positive Emotional States and Processes
Positive Cognitive States and Processes
Making the Most of Emotional Experiences: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling
Seeing Our Futures Through Self-Efficacy, Optimism, and Hope
Positive Cognitive States and Processes
Wisdom and Courage: Two Universal Virtues
Mindfulness, Flow, and Spirituality: In Search of Optimal Experiences
Abstract and Reference List for Core Assessment due for review and feedback
Empathy and Emotion: Portals to Altruism, Gratitude, and Forgiveness
Attachment, Love, and Flourishing Relationships
Love, Empathy and Friendship
Review Feedback for Abstract and Reference List for Core Assessment due
Understanding and Changing Human Behavior
Balanced Conceptualizations of Mental Health and Behavior
Interceding to Prevent the Bad and Enhance the Good
Good Work: The Psychology of Gainful Employment
The Me/We Balance: Building Better Communities
FINAL EXAM part 1 (taken in class—time limited)
FINAL EXAM part 2--(WITH PROCTOR)
To be taken Monday—Friday
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 2012-2013 Undergraduate Catalog Page 97
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 2012-2013 Undergraduate Catalog Page 95In addition to the information on plagiarism provided in the Syllabus, it is important to add additional information that will prevent problems that have occurred in previous classes.
Assignments are expected to use outside sources such as reliable websites, the textbook Doc Sharing and Webliography information to support your ideas, but this information needs to be integrated into the paper in appropriate ways to highlight and support your ideas, observations and conclusions. This information should not be the major part of your assignment or response. Information from outside sources needs to be evaluated and discussed critically. Outside information is not to be used instead of your own thoughts and observations.
The assignments must NOT contain large chunks of quotes. When outside sources are used, they need to be documented within the assignment and at the end. Direct quotes (used very sparingly) need to be in quotation marks. It is not acceptable to copy directly from the textbook or websites even if this information is documented at the end of your assignment. Assignments need to be in your own words indicating that you have read and understood the information. A report of the material is not acceptable—the information needs to be applied to the specific questions that are asked in the assignment.
Responses need to follow the above expectations as well. The information used from outside sources needs to be described and discussed as to why this information supports either the question or the assignment of another student. It is not enough to just provide a list with little description or discussion.
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2012-2013 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 .
Last Updated:2/28/2013 3:54:32 PM