PS 315 Theories of Personality
SP 2013 HO
Dr. Patricia A. Marsh
Associate Professor of Psychology
Ph.D. Social/Personality PsychologyM.S. Psychology; Graduate Certificate in Occupational Health PsychologyB.S. Psychology
Mabee Underground (MA) 208B; across from the Copy Center
MW 10 – 11 AM, M 1 – 3 PM, W 12 – 1 PM, T 4 – 5 PM, or by appointment
January 14 – May 10, 2013
3:00 - 4:15 PM in Mabee Underground—MA 222
PS 101: Introduction to Psychology
Textbook: Feist, J., & Feist, G. J. (2009). Theories of personality (7th ed.). New York, NY: McGraw Hill.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
ISBN-13: 978-1-4338-0561-5 (soft cover)
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
APA style (free) tutorial: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
McGraw Hill Textbook Companion website (Student Edition):
Park University’s eCompanion will be used with the submission of assignments, announcements, etc. in this course; therefore, students MUST access it on a weekly basis.
Other helpful materials:
Society for Personality & Social Psychology: http://www.spsp.org/
APA: http://www.apa.org/about/index.aspx (American Psychological Association)
APS: http://www.psychologicalscience.org/index.cfm (Association for Psychological Science)
Help with APA style: http://owl.english.purdue.edu/owl/section/2/10/
Park Online Writing Help: http://www.park.edu/support/writing.asp
Park’s Counseling Center: http://www.park.edu/studentlife/counseling/
University of Toronto’s How Not to Plagiarize: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize
LEO—Literacy Education Online: http://leo.stcloudstate.edu/research/apaintext.html
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/.
As a professional in the field of Psychology, I am dedicated to the mission of enhancing students’ learning. I set high expectations for myself and my students in our performance, professional behavior inside and outside of the classroom, and in the ethical and respectful manner in which we interact with each other. Research has shown that learning can be enhanced with activities that generate what Bjork (1994) had called desirable difficulties, because these tasks “trigger encoding and retrieval processes that support learning, comprehension, and remembering” (as cited in Bjork & Bjork, 2011, p. 58). Although learning should be challenging it can also be an enjoyable process. Structure, organization, and details are key elements of my teaching approach along with techniques such as conveying life stories, hands-on activities, “props” (e.g., the self-report surveys), having some flexibility (when there is a need or experience that meets an educational objective), and assignments/tests that require students to demonstrate their comprehension of material covered in the course.
Because learning is an ongoing process, students receive multiple forms of feedback and opportunities to engage in the learning process throughout the course. People learn at different paces, through different styles, and from different cultural/societal/family experiences. However, because the course is confined by preset start and end dates, students’ strategies for learning the course material will differ and this is to be expected.
Some students, who seek out additional assistance and/or advising with me, tend to extend the learning process beyond the scope of the course and into their professional development. Learning, mentoring, conducting and applying research, and providing my service to the profession are keys aspects of who I am as a social/personality psychologist. I am also very dedicated and passionate about my career and hope to inspire others to feel that way about their chosen profession.
Expectations I have for students associated with this course:
Assumed Knowledge & Skills (i.e., what students have walking into this course)
· Basic understanding of psychological concepts and theories of behavior.
· Some comprehension of research designs, statistical analyses, and findings conveyed in peer-review sources.
· Intellectual inquiry and skepticism.
· How to critically read a college level textbook; use of eCompanion; database searchers for academic sources (e.g., use of Park’s library services), and knowledge of university policies.
· Self-regulation of one’s learning (e.g., taking notes based on your methods of learning, identifying strengths and areas of improvement in your learning endeavors, receiving and incorporating constructive feedback into your learning process); ability to read/access and follow a course syllabus.
Junior level (assumed because the course is at the 300-level)
· How to properly cite and reference the source(s) of ideas, concepts, theories, findings, and terminology using APA style 6th edition (e.g., title pages, header and page numbering, main and sub-headings, references page, etc.).
· Avoid stealing, copying, or taking credit for information that you did not create (i.e., acts of plagiarism).
· Writing in a professional (non-conversational) manner. Professional writing includes, but is not limited to, the use of complete sentences, clear topic statements and supporting sentences, research or evidenced based rationales instead of unsupported opinions, transition sentences across paragraphs, integrating information from multiple sources, demonstrating multiple applications of critical thinking, and a concluding paragraph.
· Ability to work collaboratively in teams.
· Professionalism in one’s behavior and quality of work.
Students desiring to earn an "A" letter grade in this course will devote on average 6 - 9 hours per week, which includes attending class lectures/discussions. Depending on the number of Assumed Knowledge & Skills they have when entering into this course, individual students may need to devote fewer or significantly more hours to achieve their desired grade in this course.
Learning Outcomes: Core Learning Outcomes
PS315 Theories of PersonalityCore 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.
Link to Class RubricClass Assessment:
Unless otherwise stated, all assignments are to be completed/submitted/uploaded/ turned-in at the start of class (i.e., 3 p.m.) as indicated in the schedule portion of the syllabus.
Chapter quizzes should be completed, by the end of each lecture associated with the chapter, via the Textbook Publisher’s companion website (see link under Textbook—Additional Resources). Although no points are associated with the quizzes, they will assist with the learning of the course content.
4 * 50 points
All exams are worth 50 points. Exam questions may consist of multiple-choice, true/false, matching (i.e., formats that fit onto the bubble sheet provided by the professor). I reserve the right to keep the exams. The final is NOT cumulative.
Core Assessment [Research Reaction Paper Assignment]. A portion of the assignment will be submitted and graded prior to the final version; both parts will be graded. See class schedule for associated due dates.
(mean group score, assuming equitable distribution of duties and quality of contributions from each team member)
Students will be assigned to groups and each will randomly select from the list of chapters below, create a presentation with handout (or PowerPoint slides), and present the information in front of the class. Each group member MUST speak for up to 3 minutes. Quiz questions (10-15 items) will also be submitted to the professor in the format of MC, TF, and/or matching.
Eligible chapters: 3, 5, 6, 7, 8 or 18
Group Presentation Test Items
To ensure active learning during the Group Presentations, test questions will be added to the final exam cover the respective content of those chapters.
Discussion Thread Analysis: Evaluating the Usefulness of a Theory
2 * 10 points
Students will identify 1 criterion that relates to “What Makes a Theory Useful” (Chapter 1, pp. 8-11) from TWO separate theories, and demonstrate their understanding of whether or not the theory addresses the criterion selected. At the end of each chapter, Feist and Feist (2009) articulate how well/poorly a theory addresses each of the 6 criteria for a useful theory. Students will need to explain in full sentences with APA short and full citations, HOW the selected criterion was met/not met and provide EVIDENCE that supports that conclusion. Simply restating the critique at the end of the chapter will NOT be sufficient. Evidence beyond the critique portion of the chapter MUST be used.
Answers will be posted to a Discussion Thread within 1 week after the theory has been discussed in class; there will be a separate thread for each discussed chapter.
Chapters 1, 3, 5, 6, 7, 8 or 18 are NOT eligible for this assignment.
2 * 5 points
Online pre/post assessment surveys
40 points (maximum)
Various in and out of class activities; these might include pop quizzes. Must be present for in class activities to receive points, unless arrangements have been made with the professor PRIOR TO the missed work. For out of class activity descriptions and due dates, see Course Announcements within eCompanion.
(maximum; lack of absences policy)
(maximum; cumulative group presentations’ quiz and/or other opportunities)
In addition to the lack of absences extra credit policy, selected questions from the Group Presentations will be generated into an online (eCompanion) comprehensive quiz that can be completed for extra credit. Other opportunities may be possible.
Grades in the course are based on the number of points earned by the last day of class and points earned on the final exam. Adjustments on individual assignments/tests are rare and at my discretion. Adjustments to students’ total points at the end of the semester will NOT occur. For example, if students are 1 point away from the next letter grade, I will not simply move them up one point. I do not know what each student’s total points for the course are until I compile grades at the end of final’s week; therefore it is each students responsibility to keep track of his/her own total points and to increase performance during the semester if additional points are needed for the grade he/she wishes to earn in the course.
Final course grades will be determined as follows:
405 - 450+ A
360 - 404 B
315 - 359 C
270 - 314 D
< 270 F
Late Submission of Course Materials:
Assignments Eligible for Late Submission & Associated Point Reductions
Assignments NOT Eligible for Late/Make up Policy
Classroom Rules of Conduct:
Phone/Pagers: These items are to be placed in the silent, vibrate, or off mode during class. Use of these devices in class (e.g., text messaging) is both rude and disrespectful. At the professors discretion (i.e., decision), students may be subjected to a 25-point deduction in their final course points for each incident.
Drop Policy: In compliance with Park University’s policy. Students will be dropped from the course after two consecutive weeks of unexcused absences. Although faculty/instructors submit attendance on a weekly basis, being dropped is an administrative function of the attendance system and faculty members are not involved in that part of the policy.
Attendance Policy: Students are expected to attend all classes and this reflects expectations once they graduate (e.g., expectations of employers and graduate programs). To encourage the active engage and participation of students, extra credit points will be allotted to students at the end of the course based on their level of attendance throughout the semester. Regardless of the type of absence (i.e., excused vs. unexcused), students with 0 – 2 absences will earn an addition 20 points toward their total course points. Those with 3 – 5 absences will earn 10 points. Those with 6 or more absences will not earn any additional points.
Absences due to representing Park University (e.g., conference presentation, debate, fieldtrip for another class), taking a university test (e.g., exit exam for your major), will count as officially attending. For this policy to be validated, the instructor must be informed at least 24-hours before the start of class and/or have proper documentation (e.g., letter from another professor associated with the university-related event).
Obtaining lecture notes for missed classes is the students’ responsibility, which means contacting a classmate for the notes/materials. If you know in advance that you will miss class on a major due date or for long periods of time, please notify me immediately! Ideally any missed work is completed in advance of the due date. Attendance does NOT mean that you show up to class and read a newspaper or text message your friends. Individuals who exhibit behaviors that the professor considers disrespectful or a hindrance to the learning process will be asked to leave the classroom.
Email policy: Unless I am sick or out of town, I will usually respond to emails within a 48-hour period when regular classes are in session, Monday - Friday. Such policies do not apply during breaks (e.g., spring, summer, fall, or winter breaks), official Park holidays, or during school closings.
Be Respectful (both inside and outside of the actual classroom): As a student in this class, you should know upfront that you will encounter new ideas, topics, images and discussions, which may challenge your worldview. Some students may find this information personally offensive, uncomfortable, distasteful, or upsetting. Because the field of psychology addresses positive, neutral and negative aspects of human and animal behavior, we will discuss a broad range of topics that may not be pleasant for everyone. Please be respectful to your classmates and your instructor(s). Debates on relevant issues are encouraged, however no one should engage in personal attacks inside or outside of the classroom.
Student Behavior: At the instructor’s discretion, student behavior deemed disruptive to the educational environment will result in disciplinary action consistent with the university’s academic policy. Consequences of disruptive behavior include, but are not limited to, removal from the classroom and administrative withdrawal of the student from the course.
Students will receive a public warning to cease the activity. On the second occurrence the student will be instructed to leave the class room. If the student fails to leave the class room, Public Safety Officers (police) will be contacted and the student escorted from the class room.
Office Hours: Specific times for office hours are listed on the front page. Individual appointments are available upon request. Please take advantage of appointments. These times are set aside so that questions or concerns can be addressed, assistance and resources discussed, or for meetings about your professional development (e.g., academic and career).
Inclement weather/emergency closings: If we miss a class because of a snow/ice day, the exam schedule will remain as planned in the syllabus. The only exception is if a snow day occurs on an exam day. In that case, the exam will take place on the next day we return to class.
I reserve the right to keep this schedule flexible, which means small modifications might occur depending on circumstances throughout the semester. Such announcements are mentioned in class and may be conveyed in Course Announcements within eCompanion.
†Reminder: Only two Discussion Thread Analysis assignments need to be completed, even though the due dates will be appear multiple times in the syllabus; a separate due date for each discussed chapter.
Historical Foundation & Evaluation Criteria for Personality Theories
Ch. 1: Introduction to Personality
Introductions; what makes a theory useful
Due: Online Pre Assessment Survey
Martin Luther King Jr. Holiday (no classes)
Finish Ch. 1 and read Ch. 19 on your own
Link to chapter 19 is on the McGraw Hill Textbook’s companion website (see page 2 of the syllabus), click on “A Final Word PDF”
Chapters 1 & 19, in class exercise
Ch. 2: Freud--Psychoanalysis
Recommended: Complete Quiz for chapter 1 (McGraw Hill website)
Ch. 4 Jung—Analytical Psychology
Recommended: Complete Quiz for chapter 2 (McGraw Hill website)
Due:Discussion Thread Analysis for chapter 2†
Groups assigned; meet briefly to randomly select and discuss chapter presentation
Recommended: Complete Quiz for chapter 4 (McGraw Hill website)
Exam 1 (Chapters 1, 2, 4, & 19)
Modern Personality Theories
Ch. 12: May—Existential Psychology
Due:Discussion Thread Analysis for chapter 4†
Presidents Day Holiday (no classes)
Finish Ch. 12 on your own
Ch. 13: Allport—Psychology of the Individual
Recommended: Complete Quiz for chapter 12 (McGraw Hill website)
Due:Discussion Thread Analysis for chapter 12†
Ch. 14: Eysenck, McCrae, and Costa’s Trait and Factor Theories
Recommended: Complete Quiz for chapter 13 (McGraw Hill website)
Due: Core Assessment (CA) part 1
Due:Discussion Thread Analysis for chapter 13†
Recommended: Complete Quiz for chapter 14 (McGraw Hill website)
Exam 2 (Chapters 12-14)
Spring Break (no classes)
Read on your own: Ch. 15, Skinner—Behavioral Analysis
Due:Discussion Thread Analysis for chapter 14†
Read on your own: Ch. 15
Recommended: Complete Quiz for chapter 15 (McGraw Hill website)
For Your Information: Friday/Saturday—Great Plains Psychology Convention (Omaha, NE)
At the end of spring break
Ch. 16: Bandura—Social Cognitive Theory
Due:Discussion Thread Analysis for chapter 15†
Recommended: Complete Quiz for chapter 16 (McGraw Hill website)
Ch. 17: Rotter and Mischel—Cognitive Social Learning Theory
Due: Discussion Thread Analysis for chapter 16†
Recommended: Complete Quiz for chapter 17 (McGraw Hill website)
Exam 3 (Chapters 15-17)
Between Historical Foundation & Modern Personality Theories
(Chapters 3 & 5)
Due: Groups’ Presentation Materials from today’s presenters
Due: Discussion Thread Analysis for chapter 17†
For Your Information:
Park’s Student Research and Creative Arts Symposium (Monday – Thursday)
(Chapters 6 & 7)
(Chapters 8 & 18)
Ch. 9: Erikson—Post-Freudian Theory
Ch. 10: Maslow—Holistic-Dynamic Theory
Recommended: Complete Quiz for chapter 9 (McGraw Hill website)
Due:Discussion Thread Analysis for chapter 9†
Recommended: Complete Quiz for chapter 10 (McGraw Hill website)
Ch. 11: Rogers—Person-Centered Theory
Due: Core Assessment (CA) – final version
Due:Discussion Thread Analysis for chapter 10†
Due: Online Post Assessment Survey
Recommended: Complete Quiz for chapter 11 (McGraw Hill website)
5/8 (W), 3:15–5:15 PM
Full final exam schedule can be found in: http://www.park.edu/Spring2013ClassSchedule.pdf
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 95Cheating on examinations and/or plagiarism of written material, REGARDLESS OF WHETHER THE ACTS WERE INTENTIONAL OR UNINTENTIONAL, will be handled in a manner consistent with the university's academic honesty and plagiarism policies. Students who are caught cheating, plagiarizing, or (un)knowingly providing false information may be reprimanded with a (a) failure grade on assignments or exams, (b) failure of the course, or (c) potentially other disciplinary actions. Again, these consequences can occur for unintentional, intentional, or other reasons for such acts.
Park University's Resources on Plagiarism: http://www.park.edu/cetl/quicktips/plagiarism.html
Plagiarism.org (Learning More about Plagiarism; http://www.plagiarism.org/)
University of Toronto's How Not to Plagiarize: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize
LEO—Literacy Education Online: http://leo.stcloudstate.edu/research/apaintext.html
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 98(Additional) Attendance Policy:
ATTENDANCE WILL BE COLLECTED DURING THE FIRST 10 MINUTES OF CLASS. If you are late to class you will be marked late, which will be counted as an Excused Absence and it will count as an absence toward the extra credit points associated with lack of absences; see Course Policies.
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 .
Reference cited in this syllabus
Bjork, E. L., & Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York, NY: Worth Publishers.
Last Updated:1/10/2013 11:11:13 PM