Schultz, Duane P. and Sydney Ellen (2004) A History of Modern Psychology, Eighth Edition, Belmont, CA: Wadsworth. (This edition comes bundeled w/ Infotrac. A used edition will not have Infotrac, but it does not matter because you can access Infotrac through the Bethel Library, so feel free to buy either old or new)
        Other materials as assigned.

This course examines  the historical roots of contemporary psychology.  Focus is on the influence of idea trends, people, and events upon the evolution of psychological questions, constructs, methods, and issues from the 17th century to the present.

A major goal of this course is to give students a better sense of psychology as a discipline in answering the following questions:
1. Why does psychology ask the questions it does in the manner it does?
2. What are the main figures and ideas that have shaped psychology?
3. Why are some ideas retained? Why do some names gain prominence? Is it all a matter of facts? How does a culture choose to remember things? How is history is composed and written?
4. How is psychology related to other disciplines such as philosophy, biology, medicine, theology? What is the role of the cultural environment and its paradigms?
As a result of these considerations, students will be better able to situate themselves within the field of psychology, to ask themselves questions pertinent to their identity and future vocation, questions such as:
1. What kind of psychologist am I? How do I situate myself within the field of psychology at this point?
2. How is that relevant to my vocational and personal understanding? How will I use psychology in my future professional and personal development?

Attendance and in-class participation.
Spotchecks throughout the term

This is a course that demands high in-class participation. There will be debates, discussions, group presentations and exercises.  Fridays will generally be an online day.

5%

Quizzes (weekly)
Chapter multiple-choice quizzes and study guides will be posted on Blackboard and become available when the material is covered. Work with the sudy guides is optional, but quizzes are required. Quizzes are based on the Schultz text only. They are comprised of 20 multiple choice questions. The time limit for them is 30 min. Use of books and notes is permitted. Quizzes can be taken three times --they have to be taken fully at each attempt, and the questions will be different each time as well.

20%

On-line assignments and in-class exercises:
An important component of the class is on-line. It will involve virtual field trips, discussions, projects and on-line research.
There will be in-class exercises as well such as debates, experiments, whole class and small groups exploration, discussion and presentations.

20%

Midterm:
Essay format. Covers reading, research and classroom material.

20%

Topical Project:
This project centers on the study of a particular psychologist's work, or on the history of a particular topic within psychology. The project involves a 3,000 words APA style paper. This includes an in-class presentation of the final project within a small group setting.

20%

Final exam:
Format: final integrative essay.

15%

A>=93.3%, A- 90-93.2%,
B+86.66-89.9%, B 83.3% to 86.65, B- 80-83.29%,
C+76.66-79.9%, C73.3-76.65%, C-70-73.29%,
D+66.6-69.9%, D63.3-66.59%,
F less than 63.3%

Attendance and communication : Attendance is required on Mondays and Wednesdays, and at all large group Friday meetings. In case of illness or other emergencies, please contact the instructor as soon as possible so arrangements can be made. Students are responsible for the class content of missed lectures, and any information or announcements. Students are responsible for checking the on-line course, and their PSY315 messages and e-mail for announcements concerning the course.

Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations are set up through the office of Disability Services. (Contact Kathy McGillivray, Director of Disability Services) A letter from the Disability Services office is needed to obtain accommodations.

Academic Integrity: A commitment to principles of ethical academic integrity is essential to your academic and professional life, and a part of your Christian walk as well.
Pay special attention to the documentation of your papers. Serious plagiarism (i.e. the lifting of materials from other sources w/o acknowledging them, the copying of sections from materials published on the web or in paper journals (other than a short quote), the use of someone else's paper) may result in your failing the course.
We will be using turnitin.com to generate "originality reports" as you submit papers and drafts. You will find that turnitin can be a good formative tool for your writing as well.

Appeals Procedure: Any concerns that you have either about the course, your grades, or the instructor should be handled in the following manner.

1. Communicate your concern clearly to the instructor as a first step.
2. If you are not satisfied with the instructor's resolution of your concern, talk to the department chairperson.
3. If you are still not satisfied, then you should make an appointment with Dean Harless to communicate your concerns. If this procedure is not followed, the rights and freedom of both the instructor and student are potentially violated.