SYLLABUS
PREFACE: PERSONALITY THEORIES 263

NOTE:  If you have not already sent me an e-mail confirming your enrollment in this class, please do so forthwith. We will not be using the ANGEL email system. An Orientation e-mail will be sent to you the first day of the course.
Click on the mailbox to send an e-mail confirmation to jjordan@lorainccc.edu

WELCOME

Internet instruction is a dynamic opportunity to learn from afar, without the restrictions imposed by land-based classes. Internet courses take advantage of the technologies, mixed with life style differences to make for an optimized learning experience. Specifically, my Internet courses occur entirely on-line. By that I mean all communications, submissions, tests, etceteras take place on the Internet---no visit to the College is required. The courses are time-framed for 8-weeks and are semi asynchronous.  Asynchronous means that the tests and paper submissions are not concurrent in time, the dates are flexible to fit your time. For example, the on-line tests may be taken within a 2-day window, whenever the time is good for you.

However, I should point out, having offered a dozen or so courses on the Web that two personality traits stand out as requisites for success. They are: Self-motivation and Self-discipline. A high degree of each is required, as the reinforcers provided in land-based classes are absent. Think about it.

Again, welcome to the idea of "Distance Learning".

INTERNET ACCESS

INTERNET ACCESS AND RELATED CONSIDERATIONS:

In order to communicate effectively and maximize success in this course, you will need to meet some basic suggested requirements:
One: Internet capabilities such as a commercial on-line service provider (ISP).
Two: Web browser. The two most popular are Netscape Navigator/Communicator and Microsoft Internet Explorer. Either will do, latest version is suggested.
Three: Modem, 28.8/56 kbps or broad band connectivity.
Four: Operating System: Windows 95/98/2000 or XP, Mac OS 8 or higher.
Five: Electronic Mail (e-mail), personal e-address.
Six: Word Processing Software: Microsoft Word (required) 7 or higher is suggested.
Seven: Basic information processing skills: sending/receiving mail, attachments, saving to files, grammar/spell check, using search engines and a basic vocabulary of the technology you will be using.

Notes:

· PLEASE DO NOT CHANGE YOUR E-ADDRESS UNLESS IT IS AN ABSOLUTE EMERGENCY!

· The College does not provide assistance with hardware or software matters as
associated with taking this course.

· The pages for this course are best viewed at 800x600 at 16 bit high color.

· I cannot accept "zipped" files.

INTRODUCTION
This syllabus is intended for students enrolled in Personality Theories-IT. It is designed to be used by you to strategically achieve an enjoyable learning experience, a "good" grade, and in addition, to get your money's worth.

COURSE DESCRIPTION: An introduction to major theories and research that describe and facilitate the understanding of the development of personality.  Emphasis is placed on the determinants of a healthy personality as it relates to self identity, emotionality and interpersonal relations.  In addition, assessment, personality disorders and therapy are covered.

Psychologists do not agree on a single definition of "personality."  Indeed, personality theorists have various ideas and thoughts on what personality psychologists ought to be studying.  Some theorists look to unconscious mechanisms, some to learning histories and some to cognitive activities to facilitate an understanding of personality.  Furthermore, is our behavior shaped by the environment or by the type of person we are?  Per the 9/11 tragedy, did the heroes behave the way they did because of the events of that day, or were their behaviors more the result of the kind of people they were before the terrorists' acts?

TOPICAL OUTLINE: (COMMON CORE TOPICS)

• Psychoanalytic Theory
• Neo-Psychoanalytic Theories
• Behavior and Learning Theories
• Trait Theories
• Biological Theories
• Humanistic and Existential Theories
• Cognitive Theories

COURSE OUTCOMES & ASSESSMENT:	(Tools, Methods, and Expected Results)
Outcomes	Assessment Method(s) *Most courses will address all three domains. In the instance when only two domains are addressed, include a justification in the Division cover letter.
1. Knowledge: Identify the key concepts and principles of the major theories of personality	Objective assessment of quizzes and tests (item analysis)
2. Knowledge Differentiate among the various theories of personality	Objective assessment of quizzes and tests (item analysis)
3. Knowledge Describe the major approaches to the assessment of personality	Objective assessment of quizzes and tests (item analysis)
4. Knowledge Describe the various applications of personality theory to psychotherapy	Objective assessment of quizzes and tests (item analysis)
5. Knowledge Evaluate past and current research within personality psychology as it relates to personality theories and their application	Essays on tests and/or written assignments evaluated by rubric
7. Knowledge Evaluate scientific and nonscientific explanations of human behavior	Objective assessment of quizzes and tests (item analysis)
8. Values Develop a sensitivity to differences among individuals and an openness to the factors that underlie those differences	Value scales (item analysis) and/or written assignments or reflective paper evaluated by rubric
9. Values Develop a positive attitude concerning the role of psychology in society	Value scales (item analysis) and/or written assignments or reflective paper evaluated by rubric

GENERAL EDUCATION REQUIREMENT: OUTCOMES AND ASSESSMENT (Tools, Methods, and Expected Results)

1. Develop the professional competencies to function effectively within their chosen academic disciplines and careers.

2. Develop technological literacy and demonstrate knowledge of the applications of technology in everyday life.

3. Understand and apply methods of scientific inquiry.

4. Develop an appreciation for and an understanding of the arts and humanities.

5. Develop an understanding of the history of the diverse social, economic, and political models of society.

6. Develop precision, clarity, and fluency in writing.

7. Develop accuracy, conciseness, and coherence in spoken communication.

8. Apply mathematical concepts to solve quantitative problems.

9. Develop critical thinking and reasoning skills for problem solving.

10. Develop an awareness and understanding of gender, ethnic, minority, multicultural, and global issues.

11. Develop an appreciation for and an understanding of the benefits of a healthy, active and well-balanced lifestyle.

General Education Outcomes	Assessment Method(s)
1. Professional Competencies	Assessment methods and course outcomes 1-4; 8-9
3. Scientific Inquiry	Assessment methods and course outcomes 5, 7
6. Writing	Assessment methods and course outcomes 5-6
9. Critical Thinking	Assessment methods and course outcomes 5, 7
10. Multicultural and Global Issues	Assessment methods and course outcome 8
11. Health and Well Balanced Lifestyle	Assessment methods and course outcome 6

ABOUT THE INSTRUCTOR

NAME:

James Jordan, MA

EDUCATION:

• B.A. Degree Youngstown State University
• M.A. Degree Ball State University
• Further study; Cleveland State University

PROFESSIONAL EXPERIENCE:

• Lorain County Community College, 1992-Present
• Northeast Care Center, 1989-Present 
• Cuyahoga Community College 2004-2006
• Psycho-Vocational Counseling Services, 1999-2004

PUBLICATIONS:

• Psychotropic Medication Efficacy Graphs, American Journal of Mental Retardation, April 1994.
• Psychotropic PRN Medications: Therapeutic Intervention vs. Chemical Restraint, National Association for The Dually Diagnosed Bulletin, March 2004.
• Chemical Restraint vs. Therapeutic Intervention: A Reply Paper. The National Association for The Dually Diagnosed Bulletin. September 2004.

ASSOCIATED PROFESSIONAL ACTIVITIES:

• Associative Member of the American Psychological Association
• Member of The Society for the Teaching of Psychology
• Member of The National Association for The Dually Diagnosed
• Public Lecturer.

PRESENTATIONS:

• Poster Presentation. What’s New in Autism Research: Usage of PRN Psychotropic Medications. American Psychological Association Annual Convention, August 17, 2005, Washington D.C.
• Poster Presentation. Incorporating Discussion of Dual Diagnosis in Abnormal Psychology Courses. American Psychological Association Annual Convention, August 17, 2005, Washington D.C.
• Poster Presentation. Incorporating Discussion of Dual Diagnosis in Abnormal Psychology Courses. 27^th Annual National Institute for The Teaching of Psychology Conference. St. Petersburg, Florida. January 2, 2005.
• Panel Discussion Participant. Usage of Psychotropic Medications in Individuals with Developmental Disabilities. American Association of Mental Retardation, Regional Conference, September 9, 2004. Columbus, Ohio.
• Keynote Speaker, Pop Culture in Today’s Society. Phi Theta Kappa Annual Awards Ceremony at LCCC. April 17, 2004.
• Paper Presentation. Usage of PRN Psychotropic Medications. National Association for the Dually Diagnosed Annual Conference, October 22, 2003, Chicago Illinois.

E-MAIL ADDRESS: Jjordan@lorainccc.edu

TELEPHONE NUMBER; ADDRESS:

440-366-7878

1005 Abbe Road North, Elyria Ohio 44035

OFFICE HOURS:

Monday: 4:00 – 7:00 pm

Wednesday: 5:00 – 7:00 pm

Tuesday & Thursday: 11:30 – 1:00 pm

MATERIALS

The materials required for this course are noted below:

TEXTBOOK - Personality, J. M. Burger, Wadsworth, 2004 (Required).  The text represents a multifaceted approach to the discipline, as personality psychology is the broadest branch of psychology.

SUPPLEMENTAL TEXT- Personality Theories Workbook, Donna Ashcraft, 2nd Edition, Wadsworth, 2003 (Required).  The workbook presents a series of case studies which will allow the student an opportunity to better learn/understand personality theories by applying the concepts/terms from the textbook.

SYLLABUS -You are currently viewing the course Syllabus online, I highly recommend that you print a hard copy for easy reference.

EVALUATION

COURSE STRUCTURE:  The course is divided into 3 MODULES with 3 SECTIONS each. Each SECTION begins with a Preview followed by a set of Objectives/Outcomes. Following the Preview and Objectives, a series of Learning Activities are designated for each SECTION. Learning Activities include: (1) Specific textbook reading references, (2) A Personality Test (3) Internet sites. Each MODULE is concluded with a required Case Study and a Self-Test.
Note:  Learning is related to change. Therefore, if a person has learned, then he/she must be different than before learning. Generally, learning results in three possible areas of change: (1) Cognitive: knowledge, understanding, (2) Affective: attitudes, values and beliefs, and (3) Psychomotor: skills. This course is primarily concerned with effecting change in regard to the first two areas. However, the criteria for testing will be limited primarily to the first area.

Your grade for this course will be based on your successful completion of the following:

EXAMS: There will be a 35 item multiple choice exam at the end of each MODULE. A 75 item COMPREHENSIVE FINAL EXAM will conclude the course. The test questions are, for the most part, text-based, some questions from the Case Studies. Tests will be taken on-line through "ANGEL."  Exams will be open book.  The results will automatically be forwarded to my e-mail. I will post your score to you, along with any incorrect items via e-mail within 3 days of receipt of your answers. In order to receive grades, you must have completed the Honor Code and the FERPA Forms---Click on the POLICIES button from the Menu OR SCROLL DOWN THIS PAGE.

CASE STUDIES: Complete a Case Study for each MODULE and submit at the end of that MODULE.  Three (3) Case Studies are required for the course. Case Studies are worth 10 points each.  ONE Case Study for each of the three MODULES is required.
The  length of the paper is ONE (1) to TWO (2) pages, 12 point font, double spaced, standard margins. Submit your papers as an MSWword document attached to an e-mail, and send it to:
jjordan@lorainccc.edu

INTERNET SITE REVIEWS. I have included hyper links to other PSYCH related sites (in each Section) that you might find of interest/relevance. Visit a site and send me 20 to 30 lines of information describing/assessing (REVIEW) your visit to the site.  Whenever possible, incorporate text material into the review by applying relevant theoretical concepts.  A total of twelve (12) Web-sites (one for each Section, 4 for each Module) must be REVIEWED as part of determining your grade. Each web review is worth 3 points (36 points total).  SUBMIT THE MODULE SITE REVIEWS AS YOU COMPLETE THEM (See Calendar), and send to: jjordan@lorainccc.edu.  Sometimes sites are "dead," it is the nature of a rapidly changing environment, choose a different web site from the list. Include the URL for each site visited and reviewed. Be sure to specifically label all submissions with you name, course, and in the case of web-site reviews, the Module and Section number.  A sample Web-site-review will be sent as part of the Orientation.  Re-read this paragraph--thanks.  Late reviews are docked one point a day.

A FINAL PAPER: There is a 2-3 page paper required for the course. The primary purpose of the paper is to extend your psychology vocabulary. Select a significant PERSON (yourself??) AND a THEORY of PERSONALITY, e.g., psychoanalytic, trait, cognitive and integrate it with who you are as a person. Describe, assess and discuss the person (YOU) in the context of the Theory of Personality you selected.  Be sure to use the vocabulary (terms and concepts) relative to the particular theory, at least 3-4 terms/concepts per page. Please Underline, HIGHLIGHT or bold the vocabulary terms/concepts in your paper. The papers must be typewritten, 12 point font, double spaced, standard margins. Submit the paper as a MSWord document attached to an e-mail and send it to: Jjordan@lorainccc.edu.  The paper is worth 20 points and due as indicated on your calendar.  Your paper will be docked 3 points every 24 hours past the due date.

EXPERIENCES: These self assessments are just for your self edification--do not count toward a grade.

Your Course grade will be based on the number of accumulated test points (180 pts.), points for the Paper (20 pts.), Case Studies (10 points each, there are 3 of them [30]) and Internet sites (36 points).  Total points equal 266.  Please note that grade determination is based on the "absolute scale" method where A = 90-100, B = 80-89, etc.  Assignments submitted LATE will be factored into a final course grade.

CALENDAR

THE COURSE IS TIME-STRUCTURED FOR 8 WEEKS.
Specific test dates and related submissions will be time-dated in an Orientation e-mail at the beginning of the course.  Be sure to print a hard copy of your calendar, you will refer to it frequently.

SIX POLICIES

1. HONOR CODE: psychology students will use only legitimate sources (textbook/notes/videos) of information in completing their exams and assignments, and will honestly report all sources of work submitted and will not assist or be assisted by unauthorized persons or references.  In addition to the Psychology Honor Code, please see LCCC's Code of Student Conduct, available in the College Catalogue.  See specifically:  A. Academic Issues.  I assume that students enrolled in my psychology classes are honest and will abide by this code. To accept this agreement, please affix your "signature" in the space below and then press the submit button.

Type in your name and class (psyc263):

Name and Class:
Your Email Address:

2. FERPA
Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act provides student access to information about themselves, permits students to challenge such information about themselves, and limits the release of such information about students without the students, explicit written consent. Procedural guidelines are available in appropriate College publications, and copies of procedures may be obtained from the Admissions or Records Office.

Since this course requires communication on academic matters via e-mail, and because there may be opportunities for parents or others to access or view a student's e-mail account, the Federal Government, Lorain County Community College and James Jordan require your signature and date in order to communicate to you your academic progress, as associated with your enrollment in this Psychology class. "Academic progress" is taken to be the results of course assessments, i.e., test scores/grades, assignments, etc.

To validate your consent, please type your legal name (signature), today's date and your course number in the spaces below and then press the submit button.

Name:

Date:

Course Number:

3.  Attendance/Comunication Policy: If I do not have periodic communications (e-mail) from you by the second Friday (the date of the first test) of the Term, you will NOT receive the Tests, nor assignment updates.  It is your responsibility to check your e-mail frequently and reply when appropriate!

4. COPYRIGHT: TESTS/EXAMS are for personal use only.  Students enrolled in Lorain County Community College's Psychology Internet classes are authorized to download and print tests subject to the following conditions: 1) The test documents may be used solely for personal and informational course related needs, 2) The test documents may not be modified, 3) Copying or redistribution of tests is strictly prohibited, 4) Any infringements of these conditions will be investigated and the offending party/student will be subject to both legal liability and the College's Disciplinary Policy.

5. Conditions under which an Incomplete be issued: The student was unable to complete the course due to circumstances and conditions beyond the control of the student AND there is a reasonable possibility that the student will be able to complete the course requirements within the required time. Conditions under which the work must be complete: A contract between the faculty and student must be negotiated and signed prior to final exams and issuing an "I."

(a.) In such cases, the student and faculty will sign a contract stating materials and activities the student must successfully complete and the date by which the student must complete those; (b.) Faculty will set the date to complete the course requirements considering the work to be done, his/her personal schedule and the schedule of the student.; (c.) If the student does not complete the course requirements within the allotted time, an "F" will be recorded for the course on the permanent record of the student.

6. WITHDRAWAL from courses begins on the eighth calendar day of the "term" and proceeds through 4:00 pm on Friday of the second from last week of the "term". Students wishing to withdraw from a course must complete a Withdrawal Form obtained at the Records Office (1-800-995-5222 ext. 4067).

7. DISCLOSURE OF DISABILITY: In accordance with college policy, if you have a documented disability and require accommodations to obtain equal access in this course, please contact the instructor at the beginning of the semester or when given an assignment for an accommodation is required.  Students with disabilities must verify their eligibility through the Office of Special Needs Service, which is located in the Learning Resources Center, Room 115.  Their telephone extension is 4058.  These privileges are not retroactive.

NOTE: This Syllabus does not constitute a binding contract.  To maintain the integrity of the learning experience, the professor reserves the opportunity and right therein to alter/change this Syllabus.  Should such changes/alterations occur, the professor will notify students by verbal or written addendum(s).

---

A special "thank you" to Cheryl Miltner, Melissa Siwinski, Linda Krystowski , Chris Nottingham, Larry O'Grady, Joe Querin, the Social Sciences/Human Services Division and Information Systems and Services of Lorain County Community College.

Enjoy.

Comments? Please contact James Jordan
© Copyright, Mark B. McKinley, 2002/3.  LCCC - 1-800-995-LCCC - 1005 Abbe Road North - Elyria, Ohio 44035-1691