Psychology 265: Course Outline and Syllabus
Instructor: Amy Buckingham
Email: amy.buckingham@rrcc.edu
Office #: 1418 Phone#: 303-914-6270
Office Hours: M/T 12:15-2:45
Course Title and Number: PSY 265 001; Psychology of Personality
Semester: Fall 2012
Credit Hours: 3
Days/Time Taught: Tuesday 9:30-12:15
Classroom #: 2304
Important Dates:
Beginning Date: August 21, 2012
Ending Date: December 11, 2012
Drop Date: September 5, 2012
Withdraw Date: November 13, 2012
TEXT AND MATERIALS NEEDED:
Miserandino, Marianne, Personality Psychology: Foundations and Findings, Pearson
Publishing, 2012
iClicker
Recommended: Writing at RRCC resource guide
COURSE DESCRIPTION:
Examines the structure, function, and development of personality. Investigates the
major contemporary theories of personality. Covers psychodynamic, behavioral,
cognitive-social learning, humanistic, trait, and, optionally, neurobiological,
existential, and/or Eastern, perspectives. The underlying assumptions and research
support for these theories are appraised. Enables the student to gain an
appreciation of the value of alternative theoretical approaches to this subfield of
psychology.
COURSE OUTCOMES:
I.
II.
III.
IV.
V.
VI.
Distinguish the main theoretical perspectives and models for the
interpretation of personality.
Examine and critically evaluate each particular approach and the main
theorists associated with each model relative to the differentials in
emphasis.
Assess the import of each model’s concepts through investigation of
empirical research findings, as well as gain an appreciation of the
contribution that clinical case studies and empirical research can offer.
Describe the relationship of personality theories to specific counseling
methods.
Articulate reasons for choosing theories students find useful.
Relate various personality perspectives to personal beliefs and experiences.
RRCC POLICIES AND PROCEDURES:
Student Code of Conduct and Academic Integrity: Admission to the Red Rocks
Community College implies that you agree to respect the rights of others and
observe moral and civil laws. Interference with the normal processes of education
in the classroom or elsewhere on the campus will be regarded as unacceptable
conduct, warranting suspension or dismissal. Complete Student Code of Conduct is
at this web site: http://www.rrcc.edu/handbook/codeofconduct.pdf.
Special Needs Notification: Red Rocks Community College, in compliance with
federal guidelines, is committed to equal educational opportunity by assuring
otherwise qualified students with disabilities equal access to RRCC programs and
activities that are provided to students without disabilities. An otherwise
qualified person with a disability is a student who meets the academic and
technical standards required for admission or participation in all educational
programs and activities.
Eligibility
Red Rocks Community College will provide accommodations for qualified students
with disabilities. To request accommodations, contact the Office of Disability
Services at your earliest convenience. The Office of Disability Services is located
in the Learning Commons Room 1185. Please contact the office at 303.914.6733,
V/TDD at 303.914.6737, or email at ODS@rrcc.edu if you have any questions.
Grade of Incomplete: Incomplete: An "I" indicates that the course objectives are
not yet fulfilled. It is the responsibility of the student to request, if needed, the
assignment of an incomplete grade. The instructor's decision to authorize or not
authorize an incomplete grade is final. The student must have completed 75% of
the class with a C or better, and must complete the rest of the work with the same
instructor. Arrangement for the completion of the course must be made with the
instructor prior to the assignment of the "I" grade. This agreement must be
written on a Contract for Incomplete Grade Form. The instructor may allow up to
one full semester for the student to complete missing requirements. "I" grades
not changed by the end of the following semester will automatically become failing
grades (F). This instructor rarely gives incompletes.
Plagiarism: Plagiarism is grounds for failing an assignment or course and/or
disciplinary action from RRCC. DO NOT PLAGIARIZE. Plagiarism means copying
passages directly from the text or study guide or any other source, without
quotation marks and citations, even if it is only one sentence! Summarize or
paraphrase the information. If you paraphrase by rearranging the order of a
sentence or words, then give credit for the source. References should include the
author and page number where you found it. For example, “Central traits are traits
that are of major importance in understanding the person” (Miserandino, pg. 27).
No credit will be given for plagiarized papers.
METHODS OF CONDUCTING THE CLASS:
This course will generally be conducted through class lectures with PowerPoint
presentations, independent research, group discussions, testing, and other formats
that may prove to be appropriate.
Critical Thinking Papers: At the conclusion of each lecture topic, you will write a
1-2 paragraph critical thinking paper. In this paper you will critically relate the
new theory learned to YOU and YOUR personality, as you see it. In order to
successfully complete this assignment, you must focus on the following criteria:
1. Critically evaluate the theory. Do you agree or disagree, like or dislike the
current theory?
2. Formulate questions, develop arguments, and discuss alternate points of view
based on your critical evaluation.
3. Present your conclusions of the theory critically and in relation to yourself.
How does this theory help explain who you are? How does it not fit?
Remember, every theory does a great job at answering a specific set of
questions, but does not even attempt to answer others. Based on your
critical review, how is this true for you specifically?
We will discuss your papers at the start of the next lecture. Please be prepared
by coming to class ON TIME with your critical thinking paper! You will be graded
on participation AND content for these discussions.
Case Study/Journal Article Review: In order to better critically understand,
evaluate, and discuss the theories we will be covering in class, you will be assigned
four (4) journal articles to read throughout the semester. You should be prepared
to critically think about and discuss the articles in detail with your instructor and
classmates during the following lecture time. While reading the article, focus on
the following three questions to discuss in class:
1. How does the article relate to what we are discussing in lecture?
2. Why is this information important?
3. What might be some problems or limitations with the information?
You will also want to consider your critical opinion of the article, its author, and the
main message.
You will be given participation points in class for your contribution to this
discussion. Come prepared!
Assignment Instructions
1. Read the assigned article (see course schedule; article handouts will be provided
on the first day of class), and critically think about what you are reading.
2. We will be discussing these articles in class. So, here's some advice...


Read the assigned article the day before the reading is due. This will ensure
the information is fresh in your mind.
Do NOT spend more than 30-60 minutes reading each article. The idea is
not to become an expert on the article, but to extract enough information to
critically think about, and make a meaningful contribution to class
discussions.
Case Studies: You will write two 3-5 page case study papers. In each 3 to 5 page
paper, apply two (2) theories or perspectives of personality that have been covered in
the course to an understanding of one person. The person must be a real person, not
a fictional or mythological figure. Base your paper on a published biographical or
autobiographical book, yourself, or someone you know and have interviewed, in
addition to the text, case studies reviewed in class, and the internet. You should
include a biography of the person you are writing on. You should critically think about
and discuss all chosen theories in your paper, and the reason you chose them.
Be detailed in your discussion of what the theories are and how theoretical concepts
apply. Focus on how the theoretical concepts apply to the one person you are trying
to understand. Cite specific details to support your interpretations. Define
everything! Pretend that the instructor does not know what these theories are or
how they relate to individual personality.
Cite references that you use for direct quotations and for factual material.
Ordinarily, only two references will be necessary: the biography (or autobiography),
if you are using one, and the text. If you wish to do more detailed reading about
personality theory or about the biography, you may include more references (for
example from case studies reviewed in class). The purpose of this paper is to
demonstrate critical thinking and understanding of the theories, accurate and
appropriate application of the theories, and insight.
The two theories/perspectives you choose for each paper must be ones that we have
already covered in class. Theories include psychodynamic, behavioral, cognitive-social
learning, humanistic, trait, and neurobiological. If you have any concerns about the
theory that you are choosing to use to describe and explain your chosen person,
please speak to the instructor in advance!
The following grading rubric will be used to assess your case study papers:
Rubric Name: Case Study Grading Rubric
Criteria
Excellent
50 points
Good
25 points
Poor
0 points
Focus
You give a detailed
biography of your
person of interest and
you establish the two
theories you are
covering clearly and
effectively in the
opening paragraph. Your
rational for choosing
these two theories is
clear. This focus is
maintained throughout
the case study.
You do not give a
You do not give a
detailed biography or
detailed biography of
your person AND do not
your person OR you do
establish one or both of
not clearly establish one
the theories you are
or both of the theories
covering clearly and
you are covering in the
effectively in the
opening paragraph. You
opening paragraph. You
lose focus of these
fail to maintain the
details throughout your
focus of the case study
paper.
throughout your paper.
Conventions
Your paper is written in
grammatically correct
English; it has no
spelling or grammatical
errors.
Your paper is not
Your paper is written in
written in grammatically
grammatically correct
correct English for the
English, with few
majority of the paper.
spelling and grammatical
There are many spelling
errors.
and grammatical errors.
Organization
Your ideas follow and
relate to each other in
a logical effective way.
You have a clear
introduction, body, and
conclusion to your
paper.
Your ideas do not follow
Your ideas follow and
and relate to each
relate to each other in a
other in a logical
logical effective way
effective way for most
for most of your paper.
of your paper. You do
You do not have a clear
not have a clear
introduction, body or
introduction, body, and
conclusion to your
conclusion to your
paper.
paper.
Critical Thinking
Development
Overall Score
The degree to which
you demonstrate
critical thinking in your
case study. Your paper
explores two theories
of personality and the
application to the
individual you are
writing about. Such
critical insights should
not be implied but
revealed and developed
through good examples.
You do not demonstrate
critical thinking in your
You critically think and
case study paper. You
write about only one
do not explore theories
theory of personality
of personality and/or
and how it applies to
does not apply it to the
the individual you are
individual you are
writing about. Your
writing about. Your
critical insights are
critical insights are not
revealed and developed
revealed and/or
through good examples.
developed through good
examples.
Your case study uses
specific, concrete
examples and
definitions to describe
the theories you are
writing about. Examples
and definitions from
the text, or any source,
should be clearly cited
(please see the syllabus
for a citation example).
Your case study uses
specific, concrete
examples and
definitions to describe
the theories you are
writing about only some
of the time. Examples
and definitions from
the text, or any source,
are not clearly cited
throughout your paper.
Excellent
225 or more
Good
175 or more
Your case study does
not use specific,
concrete examples and
definitions to describe
the theories you are
writing about. Examples
and definitions from
the text, or any source,
are not cited
throughout your paper.
Poor
0 or more
You will receive 10 points extra credit if you choose to use the writing lab for
tutoring. Please provide proof of attendance.
You must turn in papers in D2L, in the specific drop box.
Presentation: You will present your case study in class after your final paper is
due. You may do this in any way you feel is appropriate. You may use video tape,
voice recordings, PowerPoint, poster boards, or simply tell the class about the
theories you focused on and the conclusions that you came to about your subject.
Your class mates and instructor will provide feedback and ask questions regarding
your study and your use of theory. Questions will include, but will not be limited
to:
1. Why did you choose the particular theories you applied to this person?
2. Do you think the theories chosen represent the individual’s personality
accurately?
3. If you were to do this case study again, would you choose the same theory?
Why or why not?
Expect to give a 15-20 minute presentation.
Desire2Learn: Much of this class is available on-line through the Red Rocks
Community College website (www.rrcc.edu) through the D2L program. You will be
required to go to this site several times throughout the class. There are several
computer labs on the Red Rocks campus if you do not have a computer or internet
access from home. Also available on D2L are all of the PowerPoint presentations
used throughout the class, handouts, and the child development project. You will be
asked to go onto the site within the first few weeks of class to update your
information including your email address. IT IS HIGHLY RECOMMENDED THAT
YOU HAVE AN EMAIL ADDRESS. You will be able to get updates, reminders, and
know if class has to be cancelled or delayed for any reason. All case studies will
be turned in through D2L ONLY!
Tests on D2L: Both the midterm and the final will be given on D2L. You will come
to class for review, and have half of a class period off for tests. If you are having
ANY problems getting onto D2L or navigating the site, you can email
ehelpdesk@rrcc.edu or seek help in the library or computer labs. DO NOT ASK
ME FOR D2L HELP. Tests must be completed during the specified time unless
arranged with the instructor beforehand.
iClicker: The iClicker is required for this class. You must bring your device to
every class. This will be used throughout the semester to take attendance and
gauge your understanding of the material as well as participate in activities. High
participation with the iClicker will be considered if you are within 1-3% points of a
higher grade. For example, if you have earned a 78% by the end of the semester,
and if you have participated via your iClicker in at least 75% of the questions, you
would receive a B or 80% in the class instead of a C.
Participation: Your participation in class is mandatory. You will receive 10 points
(for a total of 150) for every class session you attend and actively participate in.
Participation points will be determined by your active participation in class
discussion, including critical thinking paper discussions, presentations, and case
study review discussions.
CLASS POLICIES:
Attendance: Attendance for this class is mandatory to facilitate class discussions, and
complete in-class activities. If you do not attend class on a regular basis you will not
pass the class. If you are not in class you will have a difficult time completing
assignments and will NOT be given the opportunity to do the extra credit assigned on
that day (not necessarily posted on the syllabus). General attendance requirements
follow RRCC attendance requirements in the college catalog. Please do not be late to class.
If you know you are going to be in late, please inform me, via email, in advance.
Class Meeting Requirements: Students are expected to attend all sessions of each course
in which they enroll. When circumstances make regular attendance impossible, students
should report such absences to the instructor as soon as possible and make up assignments
as the instructor requires. The instructor has the option of setting guidelines for
attendance in determining grades. However, each instructor shall inform students verbally
and /or in writing of his/her specific attendance requirements and students have the
responsibility for knowing the attendance policy. All class sessions will be held in order to
meet credit and contact hour requirements. Class cancellations will be made up at the
convenience of the instructor and students.
Cell Phones: Please have your cell phones turned off and put away when class starts.
Texting during class is disrespectful to both your fellow classmates and the instructor and
will not be tolerated. If you must take a call during class please inform the instructor
ahead of time and excuse yourself to do so. You will be asked to leave class if texting is an
ongoing problem.
Late work: NO LATE WORK WILL BE ACCEPTED!! You know in advance of all
assignments and when they are due. There will be NO EXCEPTION TO THIS! There are
many opportunities for extra credit if you are unable to turn in a paper on time.
Extra Credit: There will be several extra credit options given throughout the semester.
Most of these options will be reaction papers about a particular film or topic. The papers
must be 1-2 pages in length and include a reference to the textbook. These papers are
generally worth 25 points each. There will be many opportunities for 5 points of extra
credit by volunteering for in-class activities and researching answers to questions brought
up in class. These opportunities will be announced during class. Do not look up the answer
in class! Anyone who emails the answer within 12 hours after class will get the extra
credit and the answer will be shared with the class. A maximum of 50 points will be
allowed as extra credit.
Writing Center Extra Credit: You may also earn extra credit by using the writing center
before turning in papers or written assignments. You will earn 10 points per paper/visit.
Getting in touch with your instructor: Email is the best form of communication to get in
touch with your instructor. YOU MUST USE YOUR RRCC EMAIL ADDRESS. There will
not be a response from your instructor to any other email addresses. You can access your
account by following this link: http://www.rrcc.edu/admis/studentemail.html .
Please email your instructor at amy.buckingham@rrcc.edu, NOT through the D2L email
address. When you do send an email, please include your first and last name and the
SPECIFIC class and section you are in.
METHODS OF DETERMINING GRADES:
Grading Scale:
100-90% = A
89-80% = B
79-70% = C
69-60% = D
59 > % = F
Assignments:
Case Studies
Mid-Term
Final Exam
Presentation
Critical Thinking Papers
Participation
Total = 1000 points available
Date
August 21
August 28
September
200 points each (400 points)
100 points
100 points
100 points
50 Points each (150 points)
150 Points
(+ up to 50 extra credit points)
Topic
Overview of class. Discussion of Course Outline;
explanation of assignments. iClicker registration.
Building Blocks of Personality
In class activity: Who Are You?
Personality Traits
The Big 5
In class activity: Colors
Personality Traits, cont.
Homework Assigned
Read: Chapter 1
Who Am I?
Read: Chapter 2 and 3
Read: Allport, “What Is a Trait of
4
September
11
September
18
In class activity: Birth Order
Critical Thinking Paper
Discussion of Article
Personality Assessment
MMPI
In class activity: Personality assessments
Self and Identity
In class activity: Self-esteem survey
Personality”
Read: Chapter 4
Read: Baumeister, et. Al., “Self-Esteem,
Narcissism, and Aggression: Does
Violence Result from Low Self-Esteem
or from Threatened Egotism?”
Read: Chapter 5
September
25
Discussion of Article
Genetics
Read: Chapter 6
October 2
Neuroscience of Personality
In class activity: Lemon Juice Experiment
Critical Thinking Paper
Read: Chapter 7
Case Study #1 Assigned: Pick 2
Theories or Perspectives covered in
Chapter 1-7
October 9
Intrapsychic Foundations of Personality
Film: Sigmund Freud Analysis of a mind
Midterm On Chapters 1-7 Available On-Line at
12:15 until October 16th at Midnight
Read: Chapter 8
October
16
October
23
October
30
No Class: All College Development Day
Neo-Freudians
In class activity: MBTI
Discussion of Article
Regulation and Motivation: Self-Determination
Theory
Humanistic Theory
Video: Carl Rogers and Gloria
Critical Thinking Paper
Finish your Midterm
Be working on your paper
Case Study #1 Due by Midnight!
Read: Horney, “The Distrust between
the Sexes”
Read: Chapter 9
November
6
Cognitive Foundations in Personality
Read: Chapter 10
Read: Dabbs, et. Al., “Testosterone
Differences among college Fraternities:
Well-Behaved vs. Rambunctious”
November
13
Gender and Personality
Sexual Orientation
In class activities: Kinsey Scale
Discussion of Article
Critical Thinking Paper
Read: Chapter 11 and 12
Case Study #2 Assigned: Pick 2
Theories or Perspectives covered in
Chapter 8-12
November
20
Resilience
In class activity: Resiliency Quiz
Presentations
Presentations
December
Final Available On-Line at 12:15 until
4
December 11th at Midnight
December Finish your Final!
11
No class: May be used for make up
This schedule is subject to change at the discretion of the
of any changes.
November
27
N
No Class: Fall Break
Read: Chapter 13
Case Study #2 Due by Midnight!
All Extra Credit Due by Midnight!
instructor. Students will be informed