INTRODUCTION TO SYLLABUS

PLEASE READ CAREFULLY

Before sharing the syllabus I would like to share my expectations. This is based on numerous years of teaching
and including aspects of the course where there are aspects of the course online. After reading this document,
including the syllabus, I ask that you send me an email ASAP at or letting me know that you have read
everything, that you know what is expected of you as a student in this course, and that you will work toward
meeting course objectives and expectations.


Here are a few suggestions I have in order for students to be successful in completing this course and not
falling behind.

It is expected that you have access to a computer or a laptop that is in good working condition and can
access Desire2Learn (D2L) via Microsoft Internet Explorer or FireFox. Smartphones and tablets may
not have the capacity to operate all aspects of D2L. If you are not using Wi-Fi it will take longer to
complete an exam and save answers. That might mean that you will have less time available than those
who do use a wireless system.

It is expected that you will test your computer to make certain that any difficulties are corrected before
exams and assignments are submitted. You can test your computer system by clicking on the link on
D2Ls home page. After completing the system check, there is an assignment posted for the first day of
class in order to give you an opportunity to complete and post a completed assignment in the dropbox on
D2L. This should give you an indication whether your system is working correctly.

It is expected that all assignments will be submitted using Microsoft Office Word. IUPs online system
is not set-up to open any other word processing files other than Microsoft Office Word. Make certain
that all files are saved as .doc or .docx files. If files are submitted that cannot be opened the student will
receive the score of 0. Only one assignment will be returned to be resubmitted using Microsoft Office
Word without penalty of points being subtracted. With a second and subsequent file that is not
submitted as a .doc or .docx file, the assignment may not be allowed to be resubmitted, and, if accepted
a lower grade may be assigned.

It is expected that a student has access to a copy of the assigned book, Theories of Personality by Feist,
Feist, and Roberts (2013) and has begun to become familiar with the organization of the chapters by
reading the preface, surveying the table of contents, and skimming a few chapters.

It is expected that students will read this syllabus and follow its organization and deadlines.

It is expected that students will put themselves on a schedule such that they will complete quizzes,
exams, assignments, and discussions by the deadlines given.


It is expected that students will closely follow the course syllabus. If any part of the course cannot be
completed by the deadline it is each students responsibility to contact the instructor via email or
telephone to provide an update on the status of coursework.

When a student contacts the professor it is imperative that a students name, class name, section number,
and specific assignment, quiz, or exam are all identified. I am teaching two sections of two classes;
2
therefore, there are many students to keep track of this semester. In your email or voicemail provide as
much information as possible.

It is expected that students will not wait until the last minute to post an assignment or discussion, or to
start a quiz or an exam. Glitches can happen at any time and especially when facing a deadline. It is
important to monitor the weather in your area so that a student is not caught trying to use a computer
during inclement weather. It may interfere with your ability to complete and submit work.

This course is based on an honor system. It is expected that the work completed and submitted is not
produced with the input of another or others unless permission is given by the instructor. All quizzes
and exams should be taken with the textbook closed and no materials for the course or on the
subject of personality. No books, notes, or other Internet and electronic materials should be
accessed when completing any quizzes or exams. Any assignment submitted should be a students
original work and not prepared with the assistance of another person and not borrowed.

It is expected that students will work independently.

All items on quizzes and exams are copyrighted and are not to be reproduced and/or shared under any
circumstance. For each chapter there is a Multiple Choice Quiz and True-False Quiz section. Neither is
graded. It is an opportunity to prepare for each exam. There are Learning Objectives, PowerPoint
Presentations, and a Student Study Guide provided for each chapter, too.

You are able to take each quiz and exam a maximum of two times. Each exam attempt will contain
different items and each student receives a different version of it. It is suggested that students do not
take both versions of an exam on the same day or in one sitting. Students might need to reread parts of
the chapter in order to improve an exam score. To that end, after completing a first attempt of an exam a
student should wait at least 30-minutes before attempting another version. Exams are graded
immediately by the computer. Scores on each exam are posted in the grade book immediately upon
completion. If the exam is taken more than once, the higher score is posted.

Discussions and written assignments are graded after the deadline.

Something to know is that D2L allows all writing assignments to be submitted to an anti-plagiarism
program for evaluation. It will be used for all writing assignments.

All assignments, quizzes, and exams will be opened each week. Students have an opportunity to take an exam
after completing reading and studying Chapter 7. Students are not able to work ahead. Each Discussion is
opened as we cover a particular chapter. Directions for the Discussion link are mentioned later in this
document. For the most part an Assignment or Discussion will not be graded until the deadline has passed.
Exams are graded immediately by the computer. Your scores on each exam are posted immediately upon
completion.

The syllabus is tentative and adjustments may be made with prior notice.

IT SUPPORT INFORMATION

I have taught this course numerous times both on-campus and online. This particular course was placed on
Desire2Learn (D2L) in Summer 2013. With this class I have updated it another time. Hopefully, any changes I
have made are uneventful. Please let me know immediately if there are any problems with course content, such
as assignments or exams. If there are any computer or technology course difficulties, please contact IT
3
Support for assistance. I do not have such expertise. Please do contact me if you are not able to meet a
deadline. Please let me know when there is a problem though. If you have any technology problems review
this link (where a student will be directed to relevant information. Please do contact me if you have any
questions regarding the course, or, if for any reason you are not able to complete work by a deadline. Please
send me an email at or and attach your assignment. Dont forget to include your name, course name, section
number, and name of assignment or exam.

Let me repeat myself since this is an important matter and I tend to receive the most emails regarding this since
discussions, assignments, quizzes, and exams are accessed via a computer. If there are any computer or
technology difficulties regarding accessing either quizzes, exams, discussions, or assignments, please do not
contact me regarding such a problem. Instead contact the IT Support office since I do not have that expertise.
Please do contact me if you have any questions about the course. In addition, please do contact me for any
reason you are not able to complete the work by the deadline. If there is an assignment that cannot be submitted
to D2L, please send it to me via an email attachment. Points may be deducted if it arrives late.


INTRODUCTION TO COURSE

I have taught this course enough times to know that for some of you this is your first time taking an online
course. And, this might be your first time using Desire2Learn (D2L). Even if this is not your first time taking an
online course there are a few points I wish to discuss with you before sharing the syllabus.

There is only one required book for this course. It is the 8
th
edition of a textbook titled Theories of
Personality (a school of fish is on the cover). It was written by Feist, Feist, and Roberts (2013) and it is
the latest version of this book. There are plenty of copies of older editions available from booksellers.
In the past I have used other editions of this book, such as the 7
th
edition (pears on the cover) and the 6
th
edition (sunflowers on the cover) and have been asked by students if an earlier version could be used. I
have always responded no when a student has asked permission to use either edition 6 or 7 Yes, I am
certain that there are some similarities between parts of any two editions written by the same authors, yet
I am certain there are enough major differences between editions to warrant an updated edition being
published. In the 8
th
edition there are many changes, including a different number of chapters. All
discussions, assignments, quizzes, and exams for this course are based on materials contained in the 8
th

edition.

It might seem as if there is a lot of work for this course. I used to have fewer exams and assignments;
however, I have observed that in any course an engaged student is an educated, informed, active, and
productive student. I have also found that most students are able to successfully complete all
discussions, exams, and assignments, and meet all deadlines. Very few students withdraw from this
course once they have started to complete the work and no student has ever received the grade of
Incomplete.

This course will move at a quick pace. If you fall behind or there are situations that will interfere with
your ability to complete an assignment or a discussion or take a quiz or an exam, it is your responsibility
to contact me via email ASAP so that any alternate arrangements might be made.






4
Important Deadlines:

Semester BeginsMonday, August 25, 2014

Official Drop/Add BeginsMonday, August 25

Labor DayMonday, September 1

Drop EndsTuesday, September 2

Add EndsTuesday, September 2

Mid-Term Grades AvailableTuesday, October 20 after 9 a.m.

Course Withdrawal DeadlineMonday, November 3

Thanksgiving RecessMonday, November 24-Sunday, November 30

Class EndsMonday, December 8

Final Exam ScheduleTuesday, December 9 thru Friday, December 12: Optional Final Exam

Culminating Experience (Required):

Section 001 on Wednesday, December 10 from 8:00 a.m.-10:00 a.m. in Room 114

Section 002 on Friday, December 12 from 10:15 a.m.-12:15 p.m. in Room 114

CommencementSaturday, December 13

Final Grades Deadline for FacultyWednesday, December 17 at 10 a.m.

Fall Grades AvailableFriday, December 19




5
COURSE SYLLABUS

Personality PSYC 320 001 9:05 a.m. 9:55 a.m. Fall, 2014
CRN 11310
PSYC 320 002 10:10 a.m. 11:00 a.m.
CRN 11311



Required Books and Websites:

Feist, J, Feist, G.J., and Roberts, T.-A. (2013). Theories of personality, 8
th
ed. Boston: McGraw-Hill.
(FFR)

Course Description and Orientation:

This course is designed to provide a critical analysis and overview of several theories and systems of
personality. This course takes a theorist-centered perspective in understanding the classic theories of
personality. A lecture-discussion format is utilized in order to impart information on various theories of
personality and the theorists who developed them. This course gives added attention to not only theorists and
the classic theories they introduced but attention is given to personality researchers who have furthered the
discipline by contributing to our understanding of theory, personality functioning, and research.

Each chapter in the text is structured to address particular personality theorist(s) with specific attention given to
his/her personal history, view of personality development, key terms and basic concepts, an evaluation of the
theory, and his/her view of humanity. Although there is no way to give an equal amount of attention to every
theory, every effort is made to present a balanced representation of each theory or theorist covered.

A criticism of those whom have studied and/or developed personality theories is that the person in personality is
usually male and European-American. In addition, another criticism of personality theory is that the topics of
multiculturalism and cultural diversity are overlooked. The textbook has addressed these criticisms by
purposefully including the diverse contributions of a culturally varied group of theorists, researchers, and
research participants. In this edition, Tomi-Ann Roberts was added as a co-author to bring in the knowledge of a
psychologist expert on social and gender studies.

It is expected that students become familiar with the assigned readings before class in order to obtain as much
knowledge as possible from lectures and participate in in-class assignments. With the time limitation of any
course, there is no attempt at assigning every page in the book or at covering every theory of personality
included in the textbook in equal detail. Usually lectures/modules emphasize the theorists personal history,
major concepts, research produced, and theory applications. Students are expected to complete reading other
parts of the chapter as well in order to fully gain knowledge from the course and to prepare for coursework.

All dates included on this syllabus are tentative and are subject to change. Any change in the syllabus will be
mentioned in class and posted in an email. It is each students responsibility to remain current with his/her
work by meeting all deadlines.

Objectives of the Course and Writing Assignments:

1. To introduce students to classic and recent theories which have helped to shape the field of
personality.
6

2. To acquaint students to key terms, concepts, themes, and research methods in the field of
personality.

3. To present students with material and structured activities that will aid them in the development
of their evaluative, critical thinking, and writing skills.

4. To present students with online activities that are designed to test their ability to apply/use the
language and terminology associated with a particular theory.


Objectives of the Reading Assignments:

1. To interest students in identifying and analyzing their own personality and personality theory.

2. To elicit from students the realization that they already have a detailed and structured theory of
personality which they use in making decisions about their behaviors, attitudes, friendships, and
career choices, as well as other aspects of their life.

3. To introduce to students the personal and professional lives of theorists who developed classic
theories of personality in the field.

4. To introduce major themes and key concepts associated with specific theories of personality
which have contributed to our understanding of human behavior.

5. To acquaint students with multiculturalism and cultural diversity and how they impact on
personality development and functioning.

6. To expose students to information aimed at developing their critical and analytical thinking skills
by including these elements:

a. Differentiating between fact and opinion
b. Recognizing and evaluating author bias and rhetoric
c. Determining cause-and-effect relationships
d. Determining the accuracy and completeness of information presented
e. Recognizing logical fallacies and faulty reasoning
f. Comparing and contrasting information and points of view
g. Developing inferential skills and
h. Making judgments and drawing logical conclusions (Duffy, 2008, p. 1).
(Duffy, K.G., (Ed.). (2008). Personal growth and behavior, 26
th
ed. Dubuque, IA:
McGraw-Hill.)


Evaluation and Grading Policy:

With the recognition that students have different learning styles, grades are not dependent on one type of
assignment. Students are assigned several different types of assignments with the expectation that students have
an opportunity to complete assignments that tap into their strengths and that they are given opportunities to
improve any identified growing areas. Below is a listing of assignments and how grades are derived.

7
Periodically, students will be administered in-class and out-of-class assignments that are based on individual
effort. The assignments are distributed both in-class and online. In-class assignments are only available to
students present on that day. This work cannot be made-up. Oftentimes the assignments are designed to
accentuate lectures and reading assignments.

There is no major writing assignment for this class, although there are several mini-writing assignments.
Instructions are provided. It is each students responsibility to turn in assignments on the dates they are due.
Without prior notification, late papers may not be accepted or assigned a lower grade. Proper documentation
may be required in the event of an extended illness or the death of an immediate family member. Make certain
that the beginning of this document is read and understood in case there is a computer problem or a discussion,
assignment, quiz or exam cannot be completed by the deadline

Quizzes and True-False Items and Exams are available on D2L. For each chapter in the textbook there is a
study guide chapter. All quizzes and exams have multiple-choice items; they include material from lectures, the
textbook, and supporting materials on D2L. Quizzes and True-False Items are not required and they do not
count toward your course grade. Each Exam is computer generated so no two students will receive the same
exam. Students are given up to two opportunities to take a different version of an exam for a particular chapter.
Students are not required to take the exam more than once. If the exam is taken more than once, the exam grade
recorded is based on the higher score received on multiple attempts. There are no bonus points on assigned
exams. There is one chapter, Chapter 7 that is not assigned. It can be taken as a Bonus Exam to assist in
improving your course grade. None of the exams is cumulative, except the Final Exam which is optional. The
structure of the Optional Final Exam is described below.

The Final Exam is cumulative, yet optional. The Optional Final Exam is a multiple-choice exam that is based
on all of the other required multiple-choice exams. If a student wishes to attempt to improve his/her course
grade, then the student can opt to take the Optional Final Exam. On the other hand, if the student is pleased
with his/her course grade at the end of the semester, there is no reason to take the exam. Students are given two
opportunities to take this exam. Each version is different and the grade is based on the higher score. If the
student performs poorly on the final exam, it will not hurt the final grade for the course. In order for a student
to receive a higher course grade based on the Optional Final Exam, the grade on the exam must be higher than
the average course grade on required exams at the time of the final exam. The Optional Final Exam is not
recorded in the grade book; the grade will be manually added if it meets the above criterion.

It is expected that students will meet all scheduled test dates and any deadlines involving assignments. If an
assignment is late send it to the instructor as an attachment via email. If a student is not able to take an exam or
turn in an assignment or complete a discussion on the due date, it is the students responsibility to notify the
instructor via email regarding this matter in advance. If no contact is made the grade of F may be assigned.
If an exam or an assignment is missed because of an illness or the death of an immediate family member, a
make-up exam may be given if proper documentation is provided. Read the Undergraduate Catalog if
considering requesting an Incomplete.

In-class Participation is expected. The number of points possible each week is variable. Participation involves
completing the assigned work-either individually or in a group. In addition, students are expected to participate
in in-class discussions and ask and answer questions. Civil and collegial interactions are expected. The
expectation is that every student is respected and given the opportunity to share his/her ideas. Disrespect,
whether overt or covert, is never condoned and will be reflected in the grade assigned.

Online Participation, as a Discussion link, is expected with a minimum of 10-points possible for each
Discussion, for a total of 60-points. Participation involves interacting in online class discussions or answering
questions. Six topics or questions worth 10-points each are posted over the course of the semester. Students are
not allowed to work ahead on Discussions. The topics/questions are posted on a variable schedule. Points will
8
be accumulated by submitting a substantial response to the topic/question and by engaging in ongoing
participation in online discussions and demonstrating familiarity with readings and online lectures/modules
(worth a maximum of 6 points). Each student is to respond to at least two other classmates after reading posts
for each topic/question (worth a maximum of 4 points). Saying I agree with you is not considered a
meaningful or a substantial or appropriate response. If there is agreement with another student more than that
must be said in order to receive full credit. Again, civil and collegial interactions are expected. The expectation
is that every student is respected and given the opportunity to share his/her ideas. Disrespect, whether overt or
covert, is never condoned and will be reflected in the grade assigned for that discussion. When responding to a
specific students response, dont forget to mention the students name in your posting.

Assignments and Discussions are corrected in a timely fashion. Students should realize that the instructor takes
care in grading assignments and providing constructive feedback on all assignments, if possible. Grading is not
viewed as a speed task to be completed as quickly as possible.

Unless otherwise stated, any graded assignment is based on individual effort. IUP has an Academic Integrity
Policy (in the Undergraduate Catalog) and has in place procedures for violations of academic integrity (in the
Undergraduate Catalog). University procedures regarding academic violations will be followed. If you are in
doubt as to the types of academic violations recognized by the University, it is suggested that those pages
devoted to this in the Undergraduate catalog are reviewed.

The IUP Civility Statement is included on the inside front cover of the Undergraduate Catalog. Collegial
interactions are encouraged and expected. In that parts of this class are online course, all communications
between students and with the instructor are expected to be civil. As mentioned earlier, disrespectful
communications, whether overt or covert, are never condoned. If you violate this rule, participation points may
be deducted.

Points accumulated on all required activities, assignments or exams are assigned according to the following
distribution:

90% or > = A
80% - 89% = B
70% - 79% = C
60 % - 69% = D
59 % or < = F

All exams with the exception of the Bonus Examand the Optional Final Exam can be assessed for a
limited number of days. Each exam closes at 11:59 pm on specified listed days. Each student is given a
different version of the exam. Once students access/open an exam they are not able to exit and return or
to skip from one group of items to the next, then return to an earlier group of items. Students are given
five items at a time. If students exit the exam before completing it they will not be allowed to access the
exam again; and if students do not answer all five items before moving on to the next group of items, the
skipped item(s) will be counted as incorrect. Before beginning each exam reread the directions and
honor statements included here.

The Tentative Schedule for Topics, Readings, Discussions, Homework Assignments, and Exam Dates (in-
class assignments and activities are not listed): Dates may change with notification

WEEK TOPIC/ASSIGNMENTS READING(S)

Week 1:
September 25
9
Week 1 Assignment 1What is Personality?
(Complete the above assignment on D2L before reading Chapter 1)
Introduction to Personality Chapter 1 (FFR)
See Discussion Link on D2L
Week 2
Labor Day
Monday, September 1
September 2
Freud: Psychoanalysis Chapter 2 FFR
Freud-WS
Week 3
September 8
Adler: Individual Psychology Chapter 3 FFR
Adler-WS
Week 3 Assignment 2Birth Order
See Discussion Link on D2L
Exam 1Chapters 1, 2, and 3

Week 4
September 15
Jung: Analytical Psychology Chapter 4 FFR
Jung-WS
Week 5
September 22
Klein: Object Relations Chapter 5 FFR


Week 6
September 29
Horney: Psychoanalytic Social Theory Chapter 6 FFR
Week 6 Assignment 3Tyranny of the Shoulds
See Discussion Link

Exam 2Chapters 4, 5, and 6

Week 7
October 6
Erikson: Post-Freudian Theory Chapter 8 FFR
Erikson-WS

Maslow: Holistic-Dynamic Theory Chapter 9 FFR
Maslow-WS
Week 7 Assignment 4Peak Experience
See Discussion Link

Week 8
October 13
Rogers: Person-Centered Theory Chapter 10 FFR

Exam 3Chapters 8, 9, and 10

10
Week 9
October 20
May: Existential Psychology Chapter 11 FFR

Allport: Psychology of the Individual Chapter 12 FFR

Week 10
October 27
McCrae and Costas Five Factor Trait Theory Chapter 13 FFR
See Discussion Link
Week 11 Assignment 5 Traits of Persons in Popular Media
Exam 4Chapters 11, 12, and 13

Week 11
November 3
Eysencks Biologically Based Factor Theory Chapter 14 FFR


Week 12
November 10
Buss: Evolutionary Theory of Personality Chapter 15 FFR


Skinner: Behavioral Analysis Chapter 16 FFR
Skinner-WS
Week 13 Assignment 6Schedules of Reinforcement
Exam 5 (Chapters 14, 15, and 16)

Week 13
November 17
Bandura: Social Cognitive Theory Chapter 17 FFR
See Discussion Link
Rotter and Mischel: Cognitive Social Learning
Theory Chapter 18 FFR

Week 14 Thanksgiving Recess
Monday, November 24 Sunday, November 30

Week 15
December 1
Kelly: Psychology of Personal Constructs Chapter 19 FFR
Week 15 Assignment 7Wrap-Up Assignment
Exam 6 (Chapters 17, 18, and 19)

Bonus Assignments
October 27December 8
Bonus Chapter 7
Fromm: Humanistic Psychoanalysis

December 9 December 12 Bonus Assignment

11
Optional Final ExamModules 1-19 (All Assigned Chapters except Chapter 7)


"A PRETTY GOOD STUDENT"

There once was a pretty good student,
Who sat in a pretty good class
And was taught by a pretty good teacher,
Who always let pretty good pass.
He wasn't terrific at reading,
He wasn't a whiz-bank at math,
But for him, education was leading
Straight down a pretty good path.
He didn't find school too exciting.
But he wanted to do pretty well,
And he did have some trouble with writing.
And nobody had taught him to spell.
When doing arithmetic problems,
Pretty good was regarded as fine.
Five plus five didn't always add up to 10,
A pretty good answer was nine.
The pretty good class that he sat in
Was part of a pretty good school.
And the student was not an exception,
On the contrary, he was the rule.
The pretty good school that he went to
Was there in a pretty good town.
And nobody there seemed to notice
He could not tell a verb from a noun.
The pretty good student in fact was
Part of a pretty good mob.
And the first time he knew what he lacked was
When he looked for a pretty good job.
It was then, when he sought a position,
He discovered that life could be tough.
And he soon had a sneaky suspicion
Pretty good might not be good enough.
The pretty good town in our story
Was part of a pretty good state,
Which had pretty good aspirations,
And prayed for a pretty good fate.
There once was a pretty good nation,
Pretty proud of the greatness it had,
Which learned much too late,
If you want to be great,
Pretty good is, in fact, pretty bad.


From "the Osgood File," copyright 1986, CBS, Inc.