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