PSY 203: PERSONALITY PSYCHOLOGY

Instructor: Connie Wolfe, Ph.D.
Office: 215 Moyer
Email: wolfe@muhlenberg.edu
Office Hours: see webpage
Phone: 484-664-3686

Note: You are required to visit the class web page. Check weekly/daily for revisions, updates, announcements, assignments, etc. http://www.muhlenberg.edu/depts/psychology/cwolfe/PSY203/PSY203.htm

Why Study Personality Psychology?

Are you shy? Outgoing? How much did your family contribute to who you are today? Will you always be this person you are, or will you change? In this class, we will be addressing all of those issues and more in our attempt to understand “personality.” We’ll be studying what personality is, how it functions, where it comes from and if it can change. In the first part of the course we will learn about theorists such as Freud & Rogers, as well as more contemporary theories of personality. In the last part of the course, we will apply that basic foundation to the topics that personality researchers are currently studying. Throughout the course we will be taking a largely empirical look at the discipline of personality psychology. Thus, our readings, discussions and assignments will all be geared toward understanding what researchers have to say about personality, but also toward evaluating that knowledge and understanding how we can learn more. The objectives of the course include increasing your critical thinking skills, giving you practice with public speaking and developing presentations, providing you with a historical background in personality research as well as a look at contemporary research, and (as in all my classes) encouraging your interest in psychology as a discipline that can (to be expansive) make the world a better place!

For our class to be an interesting and worthwhile experience, its important that you:
Required Readings

•  Pieces of the Personality Puzzle, 4th Edition. Funder & Ozer
•  Three Psychologies: Perspectives from Freud, Skinner & Rogers, 6th Edition, Nye

Additional Readings

•There will be additional required readings which will be available on Blackboard


Your Grade

OVERVIEW

You should be aware that this is a challenging course with challenging readings and numerous assignments. Keep up with readings and assignments. Your grade will be determined by your performance on each of the following:

*Note: You will not receive an "A" or equivalent on any homework assignment or paper that has more than three grammatical, formatting, punctuation or other syntax errors. Common errors are failing to follow assignment directions, noun-verb agreement, a confusion of "then" and "than," and failure to use apostrophes appropriately. Proof-read and spell check everything you hand in and work on these basic writing skills. Remember there are writing tutors at the Writing Center who can help (as can I). If you are working regularly with a writing tutor (or me) and I have documentation of this, I will be more lenient.

ASSIGNMENT DETAILS

EXAMS (2 @ 25% each = 50%): During the first portion of the course, we will have two exams composed of short answer and essay questions.  I'll be aiming for questions assessing your conceptual understanding and reflection on topics addressed in-class, from the reader, and from supplementary readings and activities. You should note that I like to ask questions that require you to apply theories and terms. While I sometimes do ask simpler "definitional" questions, I think learning the definitions of concepts is only the first step in really understanding the material. You will be provided with a list of all possible questions prior to each exam.

TOPIC PROJECT: During the last month of class, we will be having student-led discussions of topics from contemporary personality research (chosen from among the topics posted on Blackboard). In teams of ~4 students, you will be developing a lesson plan for one of those topics. There are several parts to this project. More detailed instructions for each of these assignments are (or will be) posted on the class web page.

TOPIC EXAM (TAKE-HOME; 15%):  A take-home exam consisting of short-answer essay questions from each of the topic discussion presentations will be given out on the last day of class and is due on the date indicated on the course schedule.  The questions will be chosen from those generated by the Topic Discussion teams. You are NOT allowed to discuss the answers you are preparing for the take-home exam with anyone other than me (even people not in the class). Doing so (or even vaguely sounding like you might be doing so) will result in a zero for the exam for everyone involved.

CLASS PARTICIPATION (5%): Large portions of this course (particularly the Topics portion) are seminar/discussion based. You must participate. I will be looking for overt evidence that you are engaged in the material, and that you are adding constructively to the learning of your classmates (and me!). The easiest way for me to gauge “participation” is by your presence in the class, your preparation of any readings, worksheets, or other assignments I have asked you to complete, the extent to which you ask and answer questions in class, and your respectful participation in class discussions and activities. Students who regularly attend class, but do not participate, will receive a "C" for participation.  (Showing up is half the battle... but only half.)

EXTRA CREDIT: From any source, you may obtain a maximum of 3 percentage points of extra credit. These points will be added directly to your final average for the class. I will inform you of extra credit opportunities available to you as they arise (e.g., relevant talks on campus, etc.). Throughout the semester, however, you may also obtain extra credit by participating in the same studies the Introductory Psychology students participate in for L.O.C. credit. You will receive one-quarter of a percentage point added to your final grade in this course for each 20 minutes worth of research credit you participate in. To obtain this extra credit, you must turn in the same L.O.C. documentation required for the Introductory Psychology students (including the answers to the questions for each study). For information about the L.O.C. requirement and to download the proper forms, visit http://www.muhlenberg.edu/depts/psychology/loc.htm

Final Course Grades will be assigned as follows:
Excellent A+ (98-100%); A (93-97%); A- (90-92%)
Good B+ (88-89%); B (83-87%); B- (80-82%)
Acceptable C+ (78-79%); C (73-77%); C- (70-72%)
Poor D (60-69%)


OTHER IMPORTANT INFORMATION

Email, Blackboard, and Class Web Page
You are responsible for maintaining a functioning email account - preferably the account the college provided to you. Check your email often.  If you wish to send me email, please note that I have spam-protection software which may automatically delete your message if you are using a domain other than muhlenberg.edu (e.g., optline.net or comcast.net). 

Blackboard is an on-line computer program that I will be using to distribute some of your course readings to you. You can access Blackboard at the following web page: http://blackboard2.muhlenberg.edu/webapps/login/. Your username in Blackboard is your email user name (minus the @muhlenberg.edu). Your password the first time you log on to Blackboard is "changeme" and you should do just that under "personal information" once you are logged on. 

Note: You must also check the class web page regularly for schedule revisions, assignments, etc. (http://www.muhlenberg.edu/depts/psychology/cwolfe/PSY203/PSY203.htm)

Sustainability Practices
I encourage you to print all assignments double-sided or print on the back of scrap paper. As long as your work is legible and I have space to write comments (i.e., double-space most work), I encourage you to use whatever practices you can to reduce the amount of paper used on campus. Please also remember to recycle discarded paper AND to consider placing usable, one-sided discards in a scrap pile next to public printers so that others may also re-use paper. The printers in Moyer Hall may be loaded with scrap paper already; this practice is encouraged.

Teaching Philosophy

I want you to learn about psychology, and grow to love learning. I'll do my best to facilitate that. Please remember, however, that how much you get out of this class (or any class), is largely up to you. With respect to grading and assignments, I try to treat students fairly and provide as much information as I can regarding grading criteria, expectations and deadlines. However, I am also very strict regarding these issues. I will do my best to assist you but you must alert me to potential problems early on and stick to any alternate plans we make. I’m happy to discuss ideas, or review outlines or drafts for any assignment. I’m also happy to help you prepare for tests or double check your understanding of the material. However, please remember I can be much more flexible if you discuss problems with me before an assignment is due - not after. Please keep me informed of ways I can help you get as much as you would like to out of this class. I’d like this class to be a positive experience for each of you! I do have a few pet peeves involving some basic student responsibilities: Late Assignment Policy Academic Honesty
Personal Reactions to Topics
Sometimes certain material covered in a psychology class can bring up personal feelings and reactions you may want to talk over with an objective and sympathetic listener. If this is the case, you may want to contact one of the counselors on campus by calling 484-664-3178.

Classroom Needs
If you have any specific needs (e.g. related to vision, hearing, learning, or medical conditions, etc.) or any religious or cultural practices that I can help accommodate, please let me know by the second week of class so I can make the appropriate arrangements. In particular, if you feel you may need an accommodation based on the impact of a disability should contact me the first week of class to privately discuss your specific needs. You should also contact The Office of Academic Support Services (x3433). Remember, you need to tell me what you need and give me reminders in enough time to arrange it. I’d like to make this class one in which everyone can learn and develop a passion for psychology!