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PS 315 Theories of Personality
Marsh, Patricia


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 315 Theories of Personality

Semester

SP 2013 HO

Faculty

Dr. Patricia A. Marsh

Title

Associate Professor of Psychology

Degrees/Certificates

Ph.D. Social/Personality Psychology
M.S. Psychology; Graduate Certificate in Occupational Health Psychology
B.S. Psychology

Office Location

Mabee Underground (MA) 208B; across from the Copy Center

Office Hours

MW 10 – 11 AM, M 1 – 3 PM, W 12 – 1 PM, T 4 – 5 PM, or by appointment

Daytime Phone

(816) 584-6880

E-Mail

patricia.marsh@park.edu

Web Page

http://www.park.edu/psychology/

Semester Dates

January 14 – May 10, 2013

Class Days

-M-W---

Class Time

3:00 - 4:15 PM in Mabee Underground—MA 222

Prerequisites

PS 101: Introduction to Psychology

Credit Hours

3


Textbook:
Feist, J., & Feist, G. J. (2009). Theories of personality (7th ed.). New York, NY: McGraw Hill.
ISBN-13: 978-0-07-338270-8

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

Additional Resources:

APA style (free) tutorial:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

McGraw Hill Textbook Companion website (Student Edition):
http://highered.mcgraw-hill.com/sites/0073382701/student_view0/index.html

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 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 315 Theories of Personality: Examination of the major personality theories and contributing research evidence with particular emphasis upon motivation and dynamics of behavior. 3:0:3 Prerequisite: PS 101.

Educational Philosophy:

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.

Devoting Time

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

  1. Describe and differentiate among the major psychological approaches which explain personality.
  2. Define and apply key personality concepts, terms, and theories.
  3. Identify psychologists who have made major contributions to an understanding of personality.
  4. Explain research methodology and the ability to evaluate the merit of personality studies.
  5. Practically apply acquired insight of personality to one's own life


  Instructor Learning Outcomes
  1. Students will enhance their critical thinking and ethical writing skills at an advanced (junior-senior) level.
  2. Students will demonstrate their ability to make connections across multiple academic sources.
  3. Students will increase their understanding of inter- and intra-personal factors on personality theories and human behavior.
  4. Students will demonstrate a working knowledge of APA style (6th ed.).
  5. Students will enhance their technological skills with Microsoft Word (e.g., Track Changes and Comments) and eCompanion—the course management system (e.g., accessing and submitting assignments, quizzes, accessing grades and other documents, etc.).
Core Assessment:

PS315 Theories of Personality
Core 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.

Requirements:

  • Information must be organized, presented and referenced using APA style.
  • Research Reaction Paper should be 10 pages (plus title and reference pages).

Link to Class Rubric

Class 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.


Assignment
(Grade percentage)

Points

Brief description

Chapter Quizzes
(0%)

0

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.

 

Exams

(44.5%)

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
(22%)

100 points

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.

Group Presentation
(11%)

10 points

(individual part)

40 points

(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

(7%)

30 points

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
(4.5%)

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.

Pre/Post Assessments
(2%)

2 * 5 points

Online pre/post assessment surveys

Group Activities
(9%)

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.

Extra Credit

20 points

(maximum; lack of absences policy)

 

15 points

(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.

Total

450

 

 

Grading:

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

  • Core Assessment papers are to be uploaded in the Dropbox within eCompanion as a .doc, .docx, or .rtf file form by the start of class time (i.e., 3 p.m.) on the day they are due. Late papers will be subject to a 10-point deduction for each 24-hour period including weekends, holidays, etc.  The 24-hour period starts 2 minutes after the start of the scheduled class time.
  • Point-baring in and out of class activities can be made up if arrangements have been made with the instructor prior to or on the day of the absence. After 1 week these activity cannot be made up.
  • Exams 1 – 3 can be made up within 1 week of the absence; otherwise they can be made up on the day of the final exam.
  • Group Presentation, under extreme circumstances a group member may be able to make up a portion of the group-based points. Instructor must approve the absence and students MUST provide professional documentation (e.g., funeral pamphlet, doctor’s note, military orders, jury summons, etc.). The opportunity to make up a group presentation is NOT guaranteed; therefore a case-by-case judgment will be made.

Assignments NOT Eligible for Late/Make up Policy

  • Discussion Thread Analysis
  • Pre/Post Assessments; once closed they will not be reopened
  • Extra Credit, unless otherwise stated
  • Final Exam; exceptions, such as in extreme circumstances, will be evaluated on a case-by-case basis.

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. 

    • Please do not be surprised or upset if you do not receive an immediate response to your emails. 
    • When sending an email to me (or any of your professors), you need to include your first and last name, course name, and the class time. Your professors/instructors teach multiple classes and, in some cases, multiple sections of the same course.  Therefore if you wish a professional response then you must provide sufficient information regarding your inquiry and identity.
    • Students MUST use @park.edu email to ensure I receive your communication; otherwise, I am not responsible for emails lost to the Park’s email spam filter.

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 BehaviorAt 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. 

Course Topic/Dates/Assignments:

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.

Week

Dates

Readings

Activities/Due Dates

Historical Foundation & Evaluation Criteria for Personality Theories

1

1/14

Ch. 1: Introduction to Personality

Introductions; what makes a theory useful

1

1/16

Ch. 1

Due: Online Pre Assessment Survey

2

1/21

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”

2

1/23

Chapters 1 & 19, in class exercise

Ch. 2: Freud--Psychoanalysis

Recommended: Complete Quiz for chapter 1 (McGraw Hill website)

3

1/28

Ch. 2

3

1/30

Ch. 4 Jung—Analytical Psychology

Recommended: Complete Quiz for chapter 2 (McGraw Hill website)

4

2/4

Ch. 4

Due:Discussion Thread Analysis for chapter 2

4

2/6

Ch. 4

Groups assigned; meet briefly to randomly select and discuss chapter presentation

 

Recommended: Complete Quiz for chapter 4 (McGraw Hill website)

5

2/11

Exam 1 (Chapters 1, 2, 4, & 19)

Modern Personality Theories

5

2/13

Ch. 12: May—Existential Psychology

Due:Discussion Thread Analysis for chapter 4

6

2/18

Presidents Day Holiday (no classes)

Finish Ch. 12 on your own

6

2/20

Ch. 13: Allport—Psychology of the Individual

Recommended: Complete Quiz for chapter 12 (McGraw Hill website)

7

2/25

Ch. 13

Due:Discussion Thread Analysis for chapter 12

7

2/27

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

8

3/4

Ch. 14

Due:Discussion Thread Analysis for chapter 13

 

Recommended: Complete Quiz for chapter 14 (McGraw Hill website)

8

3/6

Exam 2 (Chapters 12-14)

9

3/11

Spring Break (no classes)

Read on your own: Ch. 15, Skinner—Behavioral Analysis

Due:Discussion Thread Analysis for chapter 14

9

3/13

Spring Break (no classes)

Read on your own: Ch. 15

Recommended: Complete Quiz for chapter 15 (McGraw Hill website)

9

3/15

3/16

For Your Information: Friday/Saturday—Great Plains Psychology Convention (Omaha, NE)

http://www.greatplainsconvention.com/

At the end of spring break

10

3/18

Ch. 16: Bandura—Social Cognitive Theory

10

3/20

Ch. 16

Due:Discussion Thread Analysis for chapter 15

Recommended: Complete Quiz for chapter 16 (McGraw Hill website)

11

3/25

Ch. 17: Rotter and Mischel—Cognitive Social Learning Theory

11

3/27

Ch. 17

Due: Discussion Thread Analysis for chapter 16†

 

Recommended: Complete Quiz for chapter 17 (McGraw Hill website)

 

12

4/1

Exam 3 (Chapters 15-17)

 

Between Historical Foundation & Modern Personality Theories

12

4/3

Group Presentations

(Chapters 3 & 5)

Due: Groups’ Presentation Materials from today’s presenters

Due: Discussion Thread Analysis for chapter 17†

 

13

4/8 –

4/11

For Your Information:

Park’s Student Research and Creative Arts Symposium (Monday – Thursday)

http://www.park.edu/symposium/

 

13

4/8

Group Presentations

(Chapters 6 & 7)

Due: Groups’ Presentation Materials from today’s presenters

 

13

4/10

Group Presentations

(Chapters 8 & 18)

Due: Groups’ Presentation Materials from today’s presenters

14

4/15

Ch. 9: Erikson—Post-Freudian Theory

14

4/17

Ch. 9

15

4/22

Ch. 9

Ch. 10: Maslow—Holistic-Dynamic Theory

Recommended: Complete Quiz for chapter 9 (McGraw Hill website)

15

4/24

Ch. 10

Due:Discussion Thread Analysis for chapter 9

Recommended: Complete Quiz for chapter 10 (McGraw Hill website)

16

4/29

Ch. 11: Rogers—Person-Centered Theory

Due: Core Assessment (CA) – final version

16

5/1

Ch. 11

Due:Discussion Thread Analysis for chapter 10

 

Due: Online Post Assessment Survey

Recommended: Complete Quiz for chapter 11 (McGraw Hill website)

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.

5/8 (W), 3:15–5:15 PM      

  • Final Exam (Chapters 9-11, plus test items from group presentations)
  • Due: Discussion Thread Analysis for chapter 11
  • Make-up exams, if applicable

 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 95
Cheating 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.

  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 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 .

Additional Information:


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.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Student goes beyond identification of the major theory of personality to address the integration between various theories OR addresses specific, contemporary movements within a major conceptual framework.
 
Student correctly identifies and explains the major theory or theories of personality that underlie the research article.
 
Student inaccurately identifies the major theory OR fails to identify the most applicable theory.
 
Fails to use an empirical article relevant to theories of personality.
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Student identifies and summarizes key aspects of the empirical study without including unnecessary or unimportant information; uses their own language to explain technical findings.
 
Student accurately understands and summarizes an empirical research study.
 
Student inaccurately understands the research article OR fails to correctly summarize the key points of the article.
 
No summary of the research article.
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Student accurately critiques empirical findings or research methodology by going beyond the presented information to highlight original gaps, errors, inadequacies or unanswered issues.
 
Student accurately critiques empirical findings and methodology; focuses on the concerns that are specified in the article.
 
Student inaccurately critiques the research findings or methodology.
 
Fails to critique the findings/methodology.
 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student accurately and consistenly utilizes appropriate personality concepts that demonstrate a clear understanding of terminology.
 
Student accurately utilizes personality terminology to discuss the research article.
 
Student utilizes personality terminology inaccurately OR fails to consistently use personality terminology.
 
Utilizes no personality terminology.
 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Student shows detailed insight into the conceptual basis underlying major theories of personality; extends the basic conceptual information to show unique, contemporary or innovative applications.
 
Student shows an accurate understanding of the conceptual basis of major theories of personality as they are applied to contemporary research settings.
 
Student show inaccuracies in their understanding of major personality theories OR fails to utilize key concepts relevant to specific personality theories.
 
Failure to discuss or address the conceptual basis of major theories of personality.
 
Application                                                                                                                                                                                                                                                
Outcomes
1, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Student shows extensive insight and self-reflection as they apply the key concepts of personality theory to explain personality development and maintenance.
 
Student provides an accurate description of the relevance of personality theories to their own life and personality development.
 
Student is inaccurate in their application of personality theory to explain their own personality OR provides a self-reflection that is unrelated to the theory addressed by the research article.
 
Fails to provide an application of personality theory to own life.
 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Student utilizes APA style throughout paper with fewer than 3 errors.
 
Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style.
 
Student utilizes APA style but has 7 or more errors.
 
Student fails to use APA style.
 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Body of literature review is 11 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections
 
Body of literature review is 10 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections
 
Body of literature review is 7-9 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections OR missing 1-2 specified components
 
Body of literature review is less than 6 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections OR missing 3 or more specified components
 

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Last Updated:1/10/2013 11:11:13 PM