Class Meetings: MWF 11:00 pm- 11:50 pm, VAC 1B20 Instructor: Dr. Chelsea Pierotti Email: Chelsea.Pierotti@colorado.edu Office Hours: M 9:30 am 10:30 am Thurs 12:30 pm 2:30 pm Teaching Assistant: Office: Muenzinger E230 Marianne Reddan, marianne.reddan@colorado.edu, o Office Hours: Tuesday 1:00 3:00 p.m. MUEN D158 Wager Lab Textbook Funder, D. C. (2016). The Personality Puzzle (7 th ed.). New York, NY: Norton. Course Goals: This course is designed to help you: Develop a thorough grasp of the basic concepts of personality psychology including its methods, theories, experimental findings, and their applicability to your world. Give you an understanding of the person as a whole in terms of structure, organization, and development. Improve your skills in reading psychological research articles. D2L Site and Readings: There are additional readings that will be posted on the course web site. Please read the assigned chapter/readings before attending lectures on the topic. Power point slides will not be available, however I do provide gapped notes which offer a detailed outline of each lecture and will include graphs, or complex tables that are too difficult to copy down during lecture. iclickers (required) : Please purchase an iclicker from the bookstore and register it for this course; they will be used to track participation, and answers to iclicker questions make up 10% of your grade in the course. Make sure your clicker is registered to you on MyCUInfo. Grading Scale Grades will be assigned based on the following percentages: A: 100%-93% A-: 92.4%-90% B+: 89.4%-88% B: 87.4%-83% B-: 82.4%-80% C+: 79.4%-78% C: 77.4%-73% C-: 72.4%-70% D+: 69.4%-68% D: 67.4%-63% D-: 62.4%-60% F: Below 60% Page 1
Assessment Writing Assignment (15%) There will be one written assignment in this class, which will count for 15% of your final grade. Essays are expected to be original work (please refer to academic integrity policy above). This paper is meant to give you the opportunity to explore your own personality (and what others think your personality is), demonstrate your understanding of the Big Five, gain a better understanding of the clues to your personality you show every day, and explore the ways technology and social media are affecting how we express our personalities. Details of the assignments will be discussed during class. Reading Responses (15%) One of the major goals of this course is to increase your familiarity and comfort with reading and interpreting psychological research journal articles. The assigned readings for the course are a mix of primary empirical articles, qualitative comprehensive reviews, and quantitative meta-analytic reviews. In addition to reading the articles to help answer test questions, you will be required over the course of the semester to show your comprehension of the assigned readings by answering quiz questions. These questions will be available to answer through D2L. There are four opportunities to fulfill this requirement during the semester and you can drop your lowest grade. Therefore they are each worth 5% of your grade. Class Participation (10%) Although lecture gapped notes will be posted online, they are meant to serve as an outline to the lecture and do not capture everything. Therefore participation is important to a successful semester and participation credit will be measured with periodic clicker questions during lecture covering both assigned readings and lecture material. Clickers can be purchased at the CU bookstore. Examinations (60%) There will be two exams during the semester (one midterm and one final). The midterm will count for 25% of your grade and the final examination will count for 35% of your final grade. Examination questions will come from lecture and assigned readings and the examination format will consist of short answer and short essay questions. Exams are not cumulative. Other than for reasons outlined in the policies above [religious accommodation reasons (agreed upon ahead of time in writing) or short term disabilities approved by disability services] make up examinations will not be given. Final Exam Date and Time: Monday, May. 2nd, 1:30 p.m. 4:00 p.m. Optional Term Paper (Can replace your midterm grade or act as extra credit) You may choose to write an optional term paper that can either replace your score on the midterm, or count for up to 3% of extra credit on your final grade (there are two versions, one much longer than the other depending on whether the paper is replacing the midterm or just extra credit). Further information will be available on D2L after the midterm. If you choose to do the paper, it is due on Friday, April 15 th (at 11:59pm) in the course dropbox. For this assignment, no papers will be accepted after the due date. Page 2
Policies Disabilities If you qualify for accommodations because of a disability, please submit a letter from Disability Services to me in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu. If you have a temporary medical condition or injury, see guidelines at http://disabilityservices.colorado.edu/general-information/temporary-injuries Also: if you're struggling in my class and don't know why, if you're trying to study but can't concentrate, if you're doing everything you can be to be a good student but you're still having difficulty, talk to disability services and/or your academic advisor about getting tested for learning disabilities. I know a lot of people are ashamed to reach out for help, but a diagnosis of a disability is not an admission of failure or a sign that you are worth less than others. Religious Observance Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, requests for special accommodations need to be presented in a timely manner: at least one week prior to scheduled exams or other deadlines. See full details at http://www.colorado.edu/policies/fac_relig.html. Final Exam Policy If you have three or more final exams scheduled on the same day, you are entitled to arrange an alternative exam time for the last exam or exams scheduled on that day. To qualify for rescheduling final exam times, you must provide evidence that you have three or more exams on the same day, and arrangements must be made with your instructor no later than the end of the sixth week of the semester (Friday, February 19, 2016). For the complete final examination policy, see the University of Colorado at Boulder Catalog. Late Assignments Policy Late assignments will be accepted, but there will be a 10% penalty for every day that the assignment is turned in after the deadline (in other words, an assignment that would have earned a 90% but is turned in 2 days late will instead earn a 70%). Academic Integrity All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://honorcode.colorado.edu Page 3
Class Behavior Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Faculty members have the professional responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. This classroom will thrive on respect. I promise to respect your time, intelligence, curiosity, and investment in your education by preparing and delivering the best, most thorough, and most interesting course that I can. In turn, please respect your fellow classmates, your TAs, your university, and me. To ensure that our class functions, please participate in class discussions respectfully and calmly and do not disrupt the class (with cell phones, conversations, obvious internet surfing, continuous texting, personal grooming, newspaper or book reading, indiscreet eating, or any other behaviors that will disrupt the class or others' ability to pay attention). Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code Discrimination & Harassment The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained athttp://hr.colorado.edu/dh/ Page 4
Theme Dates Topic Readings Tests/ Deadlines/ Notes Week 1 Jan 11 th What is Personality? Parts & Processes Week 2 Jan 18 th Week 3 Jan 25 th Introduction: What is personality and how do you measure it? Personality Structure & Personality Traits Funder (2016), Chapter 1 Chapter 2 pg. 21 44 Chapter 3 pg. 80-91 Greenhalgh (1997) Jordan & Zanna (1999) Chapter 4 Chapter 6 pg. 179-200 Dar-Nimrod et al. (2012) The Five Factor Model Chapter 6 pg. 200 219 John et al., (2008) No class MLK Day (Jan 18) Reading Response #1 Due Wed Jan 20 th Week 4 Feb 1 st How are Personalities Perceived? Chapter 5 Gosling et al. (2002). Dispositional & Environmental Influences on Personality The Big Five Model in Detail: Factors, Facets, and Applications Week 5 Feb 8 th Week 6 Feb 15 th Week 7 Feb 22 nd Week 8 Feb 29 th Week 9 Mar 7 th Week 10 Mar 14 th Mar 21 st Week 11 Mar 28 th Week 12 Apr 4 th Week 13 Apr 11 th Week 14 Apr 18 th Week 15 Apr 25 th FINALS Neuroscience, Genetics, and Evolution Personality Disorders Chapter 17 Chapter 8 pg 280 299 Chapter 9 Nettle (2006) Reading Response #2 Due Mon Feb 8 th Personality and Culture Chapter 13 Midterm: Wednesday Feb 24 th No class Friday Feb 26th Personality Development Chapter 7 pg. 221-232 Harris (1995) Putnam et al. (2002) Openness and Creativity Batey & Furnham (2006) Pg. 382-401 Extraversion and Humor Gelkopf (2011) Neuroticism and Emotion Agreeableness and Relationships Conscientiousness and Motivation Applications: Personality & Sport Applications: Personality & Crime SPRING BREAK DeSteno et al.(2013) O Boyle et al. (2010) Fletcher & Kerr (2010) Steel (2007) Ryan & Deci (2000) Tok (2011) Tenenbaum et al. (2007) O Riordan (2014) FINAL Monday May 2 nd 1:30p.m. 4:00 p.m. Paper Due Friday Mar 4 th Reading Response #3 Due Mon Mar 28 th Reading Response #4 Due Mon Apr 11 th Optional Term Paper Due Fri. April 15 th Page 5
Readings Weekly readings include selections from primary journal articles and a textbook. The journal article readings are available on the course D2L site. The full citations for the readings appear below. Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132, 355-429. Dar-Nimrod, I., Hansen, I. G., Proulx, T., Lehman, D. R., Chapman, B. P., & Duberstein, P. R. (2012). Coolness: An empirical investigation. Journal of Individual Differences, 33, 175-185. DeSteno, D., Gross, J. J., & Kubzansky, L. (2013). Affective science and health: The importance of emotion and emotion regulation. Health Psychology, 32, 474-486. Fletcher, G. J., & Kerr, P. S. (2010). Through the eyes of love: reality and illusion in intimate relationships. Psychological bulletin, 136(4), 627. Funder, D.C. (2016) The Personality Puzzle (7th ed.). New York, NY: Norton. Gelkopf, M. (2011). The use of humor in serious mental illness: A review. Evidence-based Complementary and Alternative Medicine, 2011. 1-8. Gosling, S.D., Ko, S.J., Mannarelli, T., & Morris, M.E. (2002). Room with a cue: Personality judgments based on offices and bedrooms. Journal of Personality and Social Psychology, 82, 379-398. Greenhalgh, T. (1997). How to read a paper: Papers that summarise other papers (systematic reviews and metaanalyses). British Medical Journal, 315, 672-675. Harris, J. R. (1995). Where is the child's environment? a group socialization theory of development. Psychological Review, 102, 458-489. John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big five trait taxonomy. In O. P. John, R. W. Robins, & L. A. Pervin (eds.): Handbook of personality: Theory and research, 3 rd. ed. (114-158). New York, NY: Guilford. Nettle, D. (2006). The evolution of personality variation in humans and other animals. American Psychologist, 61(6), 622-631. O'Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between emotional intelligence and job performance: A metaanalysis. Journal of Organizational Behavior, 32(5), 788-818. Putnam, S. P., Sanson, A. V., & Rothbart, M. K. (2002). Child temperament and parenting. In M. H. Bornstein (ed.), The Handbook of Parenting, Volume 1, Children and Parenting. Mahwah, NJ: Lawrence Erlbaum and Associates. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94. Tenenbaum, G., Bar-Eli, M. (2007). In Essential readings in sport and exercise psychology, by Smith, D. (Ed); Bar-Eli, M. (Ed), 102-120. Champaign, IL, Human Kinetics. Page 6