If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
PSYC-2314-003 Lifespan Growth & Development
Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(3 sem hrs; 3 lec)
Online Course
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (Online)
Course Schedule / Assignments
Fall I (8 Week), 2019
8/26/2019 - 10/18/2019
Welcome to Lifespan Growth & Development Psychology (Online)!
I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab. Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.
Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.
Also, please do not make the written assignments and the service learning project more complicated than they actually are. The service learning project instructions will appear complicated. However, when you break it down, you’re just simply answering a few questions. Again, do not make it more complicated than it actually is! Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.
In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments.
Critical Information on How To Use Email in This Course!
In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor.
There is one way to email your instructor. You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking. Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course. Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course).
Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis. The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account. These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.
If you do not follow these instructions, you email is at risk of getting lost. I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class. If you follow these instructions, your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner.
You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.
http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w
http://screencast.com/t/0jlcsuLrdj
Introduce Yourself
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions. Post your brief introduction in the “First Assignment: Your Introduction” discussion.
You must make this post by Friday August 30. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated.**
Summary / Overview of Course Assignments:
This summary provides an overview of all the assignments and due dates. Please take the time to look at all of these assignments ahead of time and plan your time so that you can complete them on time.
After you read this Summary / Overview of Course Assignments, please continue to read the Detailed Description of Assignments below. This part of the Course Schedule provides detailed instructions for each assignment in an attempt to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance.
I also want to alert you early in the semester that the Service Learning Project is due October 7. You should go ahead and get started on this project now so you will not be stressed at the end of the semester. I suggest you find your volunteer agency as quickly as possible so you will have plenty of time to complete the essay part of the assignment. Go to Unit Three in this document to see details for this assignment.
Overview of Assignments:
|
Unit 1 (8/26 – 9/11) |
Unit 2 (9/12 – 9/28) |
Unit 3 (9/29 – 10/15) |
|
Assignment One: The Study of Human Development Chapter 1 Chapter 2
Assignment Two: Birth and Infancy Chapter 4 Chapter 5 Chapter 6
Lecture: The Birth of a Child with a Handicapping Condition
|
Assignment Four Early Childhood Chapter 7 Chapter 8
Lecture on Asperger's Syndrome
Assignment Five Middle Childhood Chapter 9 Chapter 10
Assignment Six Adolescence Chapter 11 Chapter 12
Lecture on Costs and Benefits of Adolescent Employment |
Service Learning Project
Assignment Nine Early Adulthood Read and Outline: Chapter 13 Chapter 14
Lecture on Family Transitions
Assignment Ten Middle Adulthood Chapter 15 Chapter 16
Lecture on Loneliness in Adults
Lecture on Divorce, Remarriage, and Middle Adulthood
Assignment Eleven Late Adulthood Chapter 17 Chapter 18 Chapter 19
Lecture on Sex in Old Age
Lecture on Near-Death Experiences
|
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Assignment Three Unit One Discussion / (PBL) Problem Based Learning Assignment |
Assignment Seven Unit Two Discussion / (PBL) Problem Based Learning Assignment |
Assignment Twelve Unit Three Discussion / (PBL) Problem Based Learning Assignment
|
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Exam 1
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Exam 2
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Exam 3 Final Exam |
Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!
Detailed Description of Assignments for Unit One, Unit Two, and Unit Three:
Unit One (August 26 – September 11)
Unit One consists of Assignments 1 through 3 and Exam 1. These Assignments are to be completed between the dates of August 26 – September 11.
Assignment One
The Study of Human Development
Chapter 1 - Introduction
Chapter 2 - Theories of Development
*Go to Lessons and click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Ch 1 and Ch 2 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Note: Ch 1 study guide is a detailed (“filled in”) version of an outline for Ch 1; this detailed study guide is to be used as a model. All of the other study guides are not as detailed. You job is to go in and add more content to the study guides. This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 1 and Ch 2 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 1 and Ch 2 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Two
Birth and Infancy
Chapter 4 - Birth and Physical Development: The First Two Years
Chapter 5 - Infancy: Cognitive and Language Development
Chapter 6 - Infancy: The Development of Emotional and Social Bonds
Lecture: The Birth of a Child with a Handicapping Condition
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 4, Ch 5, and Ch 6 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 4, Ch 5, and Ch 6 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 4, Ch 5, and Ch 6 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Three
Unit One Discussion / (PBL) Problem Based Learning Assignment
In this assignment, as a way to stimulate interest in the topic of human develop your goal is to identify and write about five past events that have had an impact on your life. In your paper, provide your age at which each event occurred and provide a brief description of what happened. Then, you are to hypothesize and write about five future events that you believe will significantly affect your development. Be sure to apply one or more concepts from any part of the textbook to your life experience in this paper. It will be interesting for you to reflect on these events as you proceed through the course, learning more detail about human development across the lifespan. Be sure you give credit in the body of your paper to the authors of the textbook. Also, provide the page number. For example, if you were referring to page 174, it would look like this in the body of your paper: (Crandell, T. L., Crandell, C. H., & Vander Zanden, J. W., 2012, p. 174).
Your Unit One Discussion / (PBL) Problem Based Learning Assignment is due September 5. We will discuss this question at this time. Remember that part of the assignment is for you to respond to at least one of your classmate’s posting. Your peer response is due September 9.
To post your Unit One Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Please divide your 600 word discussion paper into paragraphs!
In terms of your 100 word peer response, I want to see that you gave their discussion some real thought. For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response. After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response. You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.
Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response. Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".
Example of using a book will have a citation that looks like this:
Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.
Henslin, J. (2016). Sociology: A Down-to-Earth Approach. Core Concepts (6th Edition). Pearson, page 102.
Example of using online source (website) you will have a citation that looks like this:
How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects
Be sure you cite your sources in the body of your text:
Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)
Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit One Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout the paper. |
7 Points Proper grammar and spelling used throughout the paper with major errors. |
5 Points Very poor grammar and spelling used through the paper. |
|
Peer Response |
30 Points Peer response meets the minimum 100 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. Uses APA Style in the body of the paper (peer response) to reference the source(s). The peer response paper also includes a bibliography. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.
|
0 Points Does not meet the minimum 100 word requirement. |
Exam One: The testing date is September 10 – September 11. Exam 1 opens 12:00 am (midnight) on September 10 and closes at 11:59 pm on September 11. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, and 2. This exam is taken online.
Unit Two (September 12 – September 28)
Unit Two consists of Assignments 4 through 7 and Exam 2. These assignments are to be completed between the dates of September 12 – September 28.
Assignment Four
Early Childhood
Chapter 7 - Early Childhood: Physical and Cognitive Development
Chapter 8 - Early Childhood: Emotional and Social Development
Lecture on Asperger's Syndrome
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 7 and Ch 8 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 7 and Ch 8 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 7 and Ch 8 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Five
Middle Childhood
Chapter 9 - Middle Childhood: Physical and Cognitive Development
Chapter 10 - Middle Childhood: Emotional and Social Development
Ch 9 and Ch 10 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 9 and Ch 10 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 9 and Ch 10 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Six
Adolescence
Chapter 11 - Adolescence: Physical and Cognitive Development
Chapter 12 - Adolescence: Emotional and Social Development
Lecture on Costs and Benefits of Adolescent Employment
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 11 and Ch 12 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 11 and Ch 12 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 11 and Ch 12 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Seven
Unit Two Discussion / (PBL) Problem Based Learning Assignment:
Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is to answer one of the 4 questions below. Each of the Discussion Questions relate to the readings and / or lectures in Unit Two.
Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is due September 23. We will discuss this question at this time. Remember that part of the assignment is for you to respond to at least one of your classmate’s posting. Your peer response is due September 26.
To post your Unit Two Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Please divide your 600 word discussion paper into paragraphs!
In terms of your 100 word peer response, I want to see that you gave their discussion some real thought. For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response. After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response. You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.
Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response. Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".
Example of using a book will have a citation that looks like this:
Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.
Henslin, J. (2016). Sociology: A Down-to-Earth Approach. Core Concepts (6th Edition). Pearson, page 102.
Example of using online source (website) you will have a citation that looks like this:
How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects
Be sure you cite your sources in the body of your text:
Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)
Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit Two Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 100 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. Uses APA Style in the body of the paper (peer response) to reference the source(s). The peer response paper also includes a bibliography. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.
|
0 Points Does not meet the minimum 100 word requirement. |
In order to increase the variety of questions answered, I would like to distribute the questions across the people in this class:
1. Parenting Styles
How would you explain the parenting style your parents used in raising you? Were they highly restrictive, permissive, or more democratic? In what ways has their approach affected your self-esteem / self-concept? If you are a parent, do you parent in the same way or differently? Relate your experience of how you were parented to two or three concepts in the textbook.
2. Adolescent Employment
What is your opinion about adolescent employment? Describe your employment experiences during high school. (If you were not employed during high school, then reflect on your observations of the other students working during this time.) What were the positive and negative effects of employment for you during high school? How did your experiences compare to the research findings discussed in Chapter 12? What changes could be made in adolescent employment situations that would emphasize the positive effects of employment and minimize the negative effects? What could be done to make adolescent work experience more useful in career decision making and more relevant to teenagers' later careers?
3. The Social Worlds of Adolescents Compared to Those of Young Children
Adolescence is a time of great change in socialization. Often teenagers are thrown into situations for which they feel unprepared. Similarly, the period of early childhood (ages 2 to 6) involves changes and challenges in socialization as the young child moves from home to nursery school, kindergarten, and first grade. Compare and contrast the social worlds of adolescence and early childhood. What similarities and differences exist? Connect your observations to two or three concepts in the textbook.
4. Media Effects
In this assignment, your goal is to observe systematically a medium to which teenagers are regularly exposed (e.g., internet, television, popular movies, music videos, magazines, “Top 40” radio). This observation can be an effective way of examining specific cultural influences on adolescents. Possible topics for observation might include vocational roles of men and women on television, portrayals of love and sex in popular songs, parent-teenager relations on television, or images of physical beauty in teenage fashion magazine advertisements.
Select a topic (vocational roles of men and women on television, portrayals of love and sex in popular songs, parent-teenager relations on television, or images of physical beauty in teenage fashion magazine advertisements) that you want to focus on and then select the media (internet, television shows, movies, magazines, and/or songs ) you want to focus on. You may choose to concentrate on one or several television shows, movies, magazines, and/or songs.
After completing your observations, explain what effects the media characteristics you have observed might have on specific areas of adolescent development—how vocational roles on television might affect teenagers' own career aspirations, for example. Relate and describe what you observe in the media to two or three specific concepts in your textbook on adolescent development.
Exam Two: The testing date is September 27 – September 28. Exam 2 opens 12:00 am (midnight) on September 27 and closes at 11:59 pm on September 28. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Assignments 4, 5, and 6. This exam is taken online.
Unit Three (September 29 – October 16)
Unit Three consists of the Service Learning Project, Assignments 9 through 13 and Exam 3. These assignments are to be completed between the dates of September 29 – October 16.
Service Learning Project
This assignment is due October 7. You will be required to complete 3 hours of volunteer work in the community. I suggest you find your volunteer agency as quickly as possible so you will have plenty of time to complete the essay part of the assignment. All of the instructions look complicated, but in fact this assignment should not be difficult! The goal of this assignment is to get you connected to a real-life situation and apply your learning to that situation. You basically do 3 hours of volunteer work in the community and then answer a series of questions about your experience. You do not need to turn in a separate form from your supervisor indicating you completed your service.
There are several steps to complete for this Service Learning Project:
Step 1: Click on the Service Learning Project at the upper left hand corner of the Home Page for the course in order to access the required documents needed to complete the Service Learning Project.
Step 2: Open and read the document entitled “Service Learning Project Instructions.” This document will explain how to do the project and it provide instructions on the essay questions that you will have answer as part of the project.
Step 3: Open and read the document entitled “Reading Graphs and Charts.” This mini lecture will help you better understand how to interpret information on graphs and charts.
Step 4: Open and read the document entitled “Volunteer Opportunities for Service Project.” This document will give you information on possible places for you to consider for your volunteer work. You do not need to send a verification form from your agency.
Step 5: Open and read the document entitled “Service Learning Project Essay Template.” This is the template you use to answer the questions after you complete your 4 hours of volunteer service in the community. You MUST include the questions in your paper! I will have a very difficult time grading your answers if I cannot see each of the questions that you are answering.
Remember to SAVE YOUR DOCUMENT as a WORD file or a RICH TEXT FORMAT file on your computer. Do NOT submit your paper as a pdf. file.
Step 6: Once you click on the Service Learning Project Template, it will open in Word. You will then have to click on the “Enable Editing” button at the top of your screen. This will allow you to add your answers to the document. Be sure to save this document with all of your answers to your computer as a Word or Rich Text Format file.
Step 7: Instructions for uploading your Service Learning Project into the course.
Go to the Service Learning Project in the upper left hand corner of the Home Page. Click on the Service Learning Project Drop Box. Then, click on “Write Submission” and you will see the Text Submission box. Copy and paste your completed Service Learning Project Essay (Service Learning Project Essay Template) that you have already saved to your computer into this Text Submission box and not the Comments box. In order to paste your Service Learning Project Essay into the Text Submission box, you will first need to highlight your Service Learning Project Essay. Then hold the Ctrl button and press C to copy. Next, you will need to click your cursor inside of the Text Submission box. Then, hold the Ctrl button and press V to paste your Essay into the Text Submission box. Then click Submit and it will upload into the course. I will then go in at a later time and grade your Essay.
Assignment Nine
Early Adulthood
Chapter 13 - Early Adulthood: Physical and Cognitive Development
Chapter 14 - Early Adulthood: Emotional and Social Development
Lecture on Family Transitions
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 13 and Ch 14 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 13 and Ch 14 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 13 and Ch 14 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Ten
Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Chapter 16 - Middle Adulthood: Emotional and Social Development
Lecture on Loneliness in Adults
Lecture on Divorce, Remarriage, and Middle Adulthood
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 15 and Ch 16 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 15 and Ch 16 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 15 and Ch 16 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Eleven
Late Adulthood
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Chapter 18 - Late Adulthood: Emotional and Social Development
Chapter 19 - Dying and Death
Lecture on Sex in Old Age
Lecture on Near-Death Experiences
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 17, Ch 18, and Ch 19 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 17, Ch 18, and Ch 19 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 17, Ch 18, and Ch 19 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Twelve
Unit Three Discussion / (PBL) Problem Based Learning Assignment:
Your Unit Three Discussion / (PBL) Problem Based Learning Assignment is to answer one of the 5 questions below. Each of the Discussion Questions relate to the readings and lectures in Unit Three.
Your Unit Three Discussion / (PBL) Problem Based Learning Assignment is due October 8. We will discuss this question at this time. Remember that part of the assignment is for you to respond to at least one of your classmate’s posting. Your peer response is due October 11.
To post your Unit Three Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Please divide your 600 word discussion paper into paragraphs!
In terms of your 100 word peer response, I want to see that you gave their discussion some real thought. For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response. After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response. You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.
Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response. Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".
Example of using a book will have a citation that looks like this:
Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.
Henslin, J. (2016). Sociology: A Down-to-Earth Approach. Core Concepts (6th Edition). Pearson, page 102.
Example of using online source (website) you will have a citation that looks like this:
How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects
Be sure you cite your sources in the body of your text:
Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)
Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit Three Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 100 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. Uses APA Style in the body of the paper (peer response) to reference the source(s). The peer response paper also includes a bibliography. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.
|
0 Points Does not meet the minimum 100 word requirement. |
In order to increase the variety of questions answered, I would like to distribute the questions across the people in this class:
1. Love and Marriage
Talk to three people you would expect to have contrasting views on love and marriage (differences in age, gender, upbringing, experience, and religion might affect attitudes). Ask each the same questions and then compare their answers. Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.
2. Vocational Identity
Vocational identity is fluid in early adulthood. Talk with several people over age 30 about their work history. Are they doing what they expected when they were younger? Are they settled in their vocation and job? Pay attention to their age when they decided on their jobs. Was age 25 a turning point? Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.
3. Adult Issues
Views on love, cohabitation, divorce, marriage, working women, extramarital affairs, and child-rearing practices can be different in early adulthood from views in middle and later adulthood. Interview one person from early adulthood, one from middle adulthood, and one from later adulthood, asking each to describe his or her thoughts on each of these topics. Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.
4. Divorce
Interview two women and two men who have experienced divorced. These people must currently be in middle adulthood. Based on your interview, answer the following question: Are divorce and remarriage more difficult for women or for men? Explain. Evaluate the "work" of divorce and remarriage in relation to Erikson's and Levinson's stages of middle adulthood.
5. Death and Dying
Interview a person who has had the experience losing a person (or people) close to them. Relate the information that you gather from your interview to two or three specific themes in your text on late adulthood and/ or the end of life. In addition, reflect on these questions: If death is a natural part of life -- it's a natural progression of life, birth, growth, maturity, aging, and death -- then why do so many people regard death as bad? Also, would you fill out a do-not-resuscitate order or living will for yourself? Why or why not?
Exam Three: The testing date is October 13 – October 14. Exam 3 opens 12:00 am (midnight) on October 13 and closes at 11:59 pm on October 14. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Assignments 9, 10, and 11. This exam is taken online.
Comprehensive Final Exam: This exam covers all of the material assigned in the course. To get into an exam, click on Lessons and then click on Exams. The testing date is October 16. The Final Exam opens 12:00 am (midnight) on October 16 and closes at 11:59 pm on October 16. This exam is online.
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (Online)
Course Schedule / Assignments
Fall I (8 Week), 2019
8/26/2019 - 10/18/2019
Welcome to Lifespan Growth & Development Psychology (Online)!
I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab. Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.
Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.
Also, please do not make the written assignments and the service learning project more complicated than they actually are. The service learning project instructions will appear complicated. However, when you break it down, you’re just simply answering a few questions. Again, do not make it more complicated than it actually is! Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.
In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments.
Critical Information on How To Use Email in This Course!
In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor.
There is one way to email your instructor. You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking. Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course. Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course).
Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis. The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account. These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.
If you do not follow these instructions, you email is at risk of getting lost. I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class. If you follow these instructions, your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner.
You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.
http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w
http://screencast.com/t/0jlcsuLrdj
Introduce Yourself
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions. Post your brief introduction in the “First Assignment: Your Introduction” discussion.
You must make this post by Friday August 30. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated.**
Summary / Overview of Course Assignments:
This summary provides an overview of all the assignments and due dates. Please take the time to look at all of these assignments ahead of time and plan your time so that you can complete them on time.
After you read this Summary / Overview of Course Assignments, please continue to read the Detailed Description of Assignments below. This part of the Course Schedule provides detailed instructions for each assignment in an attempt to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance.
I also want to alert you early in the semester that the Service Learning Project is due October 7. You should go ahead and get started on this project now so you will not be stressed at the end of the semester. I suggest you find your volunteer agency as quickly as possible so you will have plenty of time to complete the essay part of the assignment. Go to Unit Three in this document to see details for this assignment.
Overview of Assignments:
|
Unit 1 (8/26 – 9/11) |
Unit 2 (9/12 – 9/28) |
Unit 3 (9/29 – 10/15) |
|
Assignment One: The Study of Human Development Chapter 1 Chapter 2
Assignment Two: Birth and Infancy Chapter 4 Chapter 5 Chapter 6
Lecture: The Birth of a Child with a Handicapping Condition
|
Assignment Four Early Childhood Chapter 7 Chapter 8
Lecture on Asperger's Syndrome
Assignment Five Middle Childhood Chapter 9 Chapter 10
Assignment Six Adolescence Chapter 11 Chapter 12
Lecture on Costs and Benefits of Adolescent Employment |
Service Learning Project
Assignment Nine Early Adulthood Read and Outline: Chapter 13 Chapter 14
Lecture on Family Transitions
Assignment Ten Middle Adulthood Chapter 15 Chapter 16
Lecture on Loneliness in Adults
Lecture on Divorce, Remarriage, and Middle Adulthood
Assignment Eleven Late Adulthood Chapter 17 Chapter 18 Chapter 19
Lecture on Sex in Old Age
Lecture on Near-Death Experiences
|
|
Assignment Three Unit One Discussion / (PBL) Problem Based Learning Assignment |
Assignment Seven Unit Two Discussion / (PBL) Problem Based Learning Assignment |
Assignment Twelve Unit Three Discussion / (PBL) Problem Based Learning Assignment
|
|
Exam 1
|
Exam 2
|
Exam 3 Final Exam |
Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!
Detailed Description of Assignments for Unit One, Unit Two, and Unit Three:
Unit One (August 26 – September 11)
Unit One consists of Assignments 1 through 3 and Exam 1. These Assignments are to be completed between the dates of August 26 – September 11.
Assignment One
The Study of Human Development
Chapter 1 - Introduction
Chapter 2 - Theories of Development
*Go to Lessons and click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Ch 1 and Ch 2 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Note: Ch 1 study guide is a detailed (“filled in”) version of an outline for Ch 1; this detailed study guide is to be used as a model. All of the other study guides are not as detailed. You job is to go in and add more content to the study guides. This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 1 and Ch 2 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 1 and Ch 2 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Two
Birth and Infancy
Chapter 4 - Birth and Physical Development: The First Two Years
Chapter 5 - Infancy: Cognitive and Language Development
Chapter 6 - Infancy: The Development of Emotional and Social Bonds
Lecture: The Birth of a Child with a Handicapping Condition
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 4, Ch 5, and Ch 6 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 4, Ch 5, and Ch 6 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 4, Ch 5, and Ch 6 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Three
Unit One Discussion / (PBL) Problem Based Learning Assignment
In this assignment, as a way to stimulate interest in the topic of human develop your goal is to identify and write about five past events that have had an impact on your life. In your paper, provide your age at which each event occurred and provide a brief description of what happened. Then, you are to hypothesize and write about five future events that you believe will significantly affect your development. Be sure to apply one or more concepts from any part of the textbook to your life experience in this paper. It will be interesting for you to reflect on these events as you proceed through the course, learning more detail about human development across the lifespan. Be sure you give credit in the body of your paper to the authors of the textbook. Also, provide the page number. For example, if you were referring to page 174, it would look like this in the body of your paper: (Crandell, T. L., Crandell, C. H., & Vander Zanden, J. W., 2012, p. 174).
Your Unit One Discussion / (PBL) Problem Based Learning Assignment is due September 5. We will discuss this question at this time. Remember that part of the assignment is for you to respond to at least one of your classmate’s posting. Your peer response is due September 9.
To post your Unit One Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Please divide your 600 word discussion paper into paragraphs!
In terms of your 100 word peer response, I want to see that you gave their discussion some real thought. For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response. After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response. You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.
Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response. Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".
Example of using a book will have a citation that looks like this:
Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.
Henslin, J. (2016). Sociology: A Down-to-Earth Approach. Core Concepts (6th Edition). Pearson, page 102.
Example of using online source (website) you will have a citation that looks like this:
How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects
Be sure you cite your sources in the body of your text:
Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)
Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit One Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout the paper. |
7 Points Proper grammar and spelling used throughout the paper with major errors. |
5 Points Very poor grammar and spelling used through the paper. |
|
Peer Response |
30 Points Peer response meets the minimum 100 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. Uses APA Style in the body of the paper (peer response) to reference the source(s). The peer response paper also includes a bibliography. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.
|
0 Points Does not meet the minimum 100 word requirement. |
Exam One: The testing date is September 10 – September 11. Exam 1 opens 12:00 am (midnight) on September 10 and closes at 11:59 pm on September 11. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, and 2. This exam is taken online.
Unit Two (September 12 – September 28)
Unit Two consists of Assignments 4 through 7 and Exam 2. These assignments are to be completed between the dates of September 12 – September 28.
Assignment Four
Early Childhood
Chapter 7 - Early Childhood: Physical and Cognitive Development
Chapter 8 - Early Childhood: Emotional and Social Development
Lecture on Asperger's Syndrome
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 7 and Ch 8 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 7 and Ch 8 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 7 and Ch 8 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Five
Middle Childhood
Chapter 9 - Middle Childhood: Physical and Cognitive Development
Chapter 10 - Middle Childhood: Emotional and Social Development
Ch 9 and Ch 10 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 9 and Ch 10 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 9 and Ch 10 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Six
Adolescence
Chapter 11 - Adolescence: Physical and Cognitive Development
Chapter 12 - Adolescence: Emotional and Social Development
Lecture on Costs and Benefits of Adolescent Employment
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 11 and Ch 12 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 11 and Ch 12 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 11 and Ch 12 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Seven
Unit Two Discussion / (PBL) Problem Based Learning Assignment:
Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is to answer one of the 4 questions below. Each of the Discussion Questions relate to the readings and / or lectures in Unit Two.
Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is due September 23. We will discuss this question at this time. Remember that part of the assignment is for you to respond to at least one of your classmate’s posting. Your peer response is due September 26.
To post your Unit Two Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Please divide your 600 word discussion paper into paragraphs!
In terms of your 100 word peer response, I want to see that you gave their discussion some real thought. For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response. After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response. You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.
Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response. Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".
Example of using a book will have a citation that looks like this:
Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.
Henslin, J. (2016). Sociology: A Down-to-Earth Approach. Core Concepts (6th Edition). Pearson, page 102.
Example of using online source (website) you will have a citation that looks like this:
How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects
Be sure you cite your sources in the body of your text:
Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)
Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit Two Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 100 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. Uses APA Style in the body of the paper (peer response) to reference the source(s). The peer response paper also includes a bibliography. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.
|
0 Points Does not meet the minimum 100 word requirement. |
In order to increase the variety of questions answered, I would like to distribute the questions across the people in this class:
1. Parenting Styles
How would you explain the parenting style your parents used in raising you? Were they highly restrictive, permissive, or more democratic? In what ways has their approach affected your self-esteem / self-concept? If you are a parent, do you parent in the same way or differently? Relate your experience of how you were parented to two or three concepts in the textbook.
2. Adolescent Employment
What is your opinion about adolescent employment? Describe your employment experiences during high school. (If you were not employed during high school, then reflect on your observations of the other students working during this time.) What were the positive and negative effects of employment for you during high school? How did your experiences compare to the research findings discussed in Chapter 12? What changes could be made in adolescent employment situations that would emphasize the positive effects of employment and minimize the negative effects? What could be done to make adolescent work experience more useful in career decision making and more relevant to teenagers' later careers?
3. The Social Worlds of Adolescents Compared to Those of Young Children
Adolescence is a time of great change in socialization. Often teenagers are thrown into situations for which they feel unprepared. Similarly, the period of early childhood (ages 2 to 6) involves changes and challenges in socialization as the young child moves from home to nursery school, kindergarten, and first grade. Compare and contrast the social worlds of adolescence and early childhood. What similarities and differences exist? Connect your observations to two or three concepts in the textbook.
4. Media Effects
In this assignment, your goal is to observe systematically a medium to which teenagers are regularly exposed (e.g., internet, television, popular movies, music videos, magazines, “Top 40” radio). This observation can be an effective way of examining specific cultural influences on adolescents. Possible topics for observation might include vocational roles of men and women on television, portrayals of love and sex in popular songs, parent-teenager relations on television, or images of physical beauty in teenage fashion magazine advertisements.
Select a topic (vocational roles of men and women on television, portrayals of love and sex in popular songs, parent-teenager relations on television, or images of physical beauty in teenage fashion magazine advertisements) that you want to focus on and then select the media (internet, television shows, movies, magazines, and/or songs ) you want to focus on. You may choose to concentrate on one or several television shows, movies, magazines, and/or songs.
After completing your observations, explain what effects the media characteristics you have observed might have on specific areas of adolescent development—how vocational roles on television might affect teenagers' own career aspirations, for example. Relate and describe what you observe in the media to two or three specific concepts in your textbook on adolescent development.
Exam Two: The testing date is September 27 – September 28. Exam 2 opens 12:00 am (midnight) on September 27 and closes at 11:59 pm on September 28. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Assignments 4, 5, and 6. This exam is taken online.
Unit Three (September 29 – October 16)
Unit Three consists of the Service Learning Project, Assignments 9 through 13 and Exam 3. These assignments are to be completed between the dates of September 29 – October 16.
Service Learning Project
This assignment is due October 7. You will be required to complete 3 hours of volunteer work in the community. I suggest you find your volunteer agency as quickly as possible so you will have plenty of time to complete the essay part of the assignment. All of the instructions look complicated, but in fact this assignment should not be difficult! The goal of this assignment is to get you connected to a real-life situation and apply your learning to that situation. You basically do 3 hours of volunteer work in the community and then answer a series of questions about your experience. You do not need to turn in a separate form from your supervisor indicating you completed your service.
There are several steps to complete for this Service Learning Project:
Step 1: Click on the Service Learning Project at the upper left hand corner of the Home Page for the course in order to access the required documents needed to complete the Service Learning Project.
Step 2: Open and read the document entitled “Service Learning Project Instructions.” This document will explain how to do the project and it provide instructions on the essay questions that you will have answer as part of the project.
Step 3: Open and read the document entitled “Reading Graphs and Charts.” This mini lecture will help you better understand how to interpret information on graphs and charts.
Step 4: Open and read the document entitled “Volunteer Opportunities for Service Project.” This document will give you information on possible places for you to consider for your volunteer work. You do not need to send a verification form from your agency.
Step 5: Open and read the document entitled “Service Learning Project Essay Template.” This is the template you use to answer the questions after you complete your 4 hours of volunteer service in the community. You MUST include the questions in your paper! I will have a very difficult time grading your answers if I cannot see each of the questions that you are answering.
Remember to SAVE YOUR DOCUMENT as a WORD file or a RICH TEXT FORMAT file on your computer. Do NOT submit your paper as a pdf. file.
Step 6: Once you click on the Service Learning Project Template, it will open in Word. You will then have to click on the “Enable Editing” button at the top of your screen. This will allow you to add your answers to the document. Be sure to save this document with all of your answers to your computer as a Word or Rich Text Format file.
Step 7: Instructions for uploading your Service Learning Project into the course.
Go to the Service Learning Project in the upper left hand corner of the Home Page. Click on the Service Learning Project Drop Box. Then, click on “Write Submission” and you will see the Text Submission box. Copy and paste your completed Service Learning Project Essay (Service Learning Project Essay Template) that you have already saved to your computer into this Text Submission box and not the Comments box. In order to paste your Service Learning Project Essay into the Text Submission box, you will first need to highlight your Service Learning Project Essay. Then hold the Ctrl button and press C to copy. Next, you will need to click your cursor inside of the Text Submission box. Then, hold the Ctrl button and press V to paste your Essay into the Text Submission box. Then click Submit and it will upload into the course. I will then go in at a later time and grade your Essay.
Assignment Nine
Early Adulthood
Chapter 13 - Early Adulthood: Physical and Cognitive Development
Chapter 14 - Early Adulthood: Emotional and Social Development
Lecture on Family Transitions
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 13 and Ch 14 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 13 and Ch 14 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 13 and Ch 14 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Ten
Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Chapter 16 - Middle Adulthood: Emotional and Social Development
Lecture on Loneliness in Adults
Lecture on Divorce, Remarriage, and Middle Adulthood
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 15 and Ch 16 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 15 and Ch 16 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 15 and Ch 16 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Eleven
Late Adulthood
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Chapter 18 - Late Adulthood: Emotional and Social Development
Chapter 19 - Dying and Death
Lecture on Sex in Old Age
Lecture on Near-Death Experiences
Lectures are found by going to Lessons tab and then click on Lectures. *Note: there may be discussion questions at the end of the lectures in this course. These discussion questions are for your reflection; you do not have to answer them, and you do not turn them in to your instructor.
Ch 17, Ch 18, and Ch 19 Study Guide:
Open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, have your electronic copy of your study guide open while you read and highlight the chapter. As you read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the chapter. Primary concepts in the study guide will not make sense to you unless you read the text and add this material to the final version of the study guide.
The goal here is not to retype the entire textbook. The goal is to make the study guide understandable to you by adding more information to fill in the missing information. You want to make all of the primary concepts in the chapter understandable to you. Then, you can use this more complete study guide to study for exams. The study guide for each chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
Discussion Questions for Review
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Discussion Questions for Review” for Ch 17, Ch 18, and Ch 19 by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide / outline to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn this review of discussion Questions into your instructor. They are provided as an aid to help you study. Discussion Questions are provided for each chapter assigned throughout the course.
Practice Exam Questions
After you make your notes by filling out the study guide / outline of the assigned chapters, you can open the “Practice Exam Questions” for Ch 17, Ch 18, and Ch 19 by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Twelve
Unit Three Discussion / (PBL) Problem Based Learning Assignment:
Your Unit Three Discussion / (PBL) Problem Based Learning Assignment is to answer one of the 5 questions below. Each of the Discussion Questions relate to the readings and lectures in Unit Three.
Your Unit Three Discussion / (PBL) Problem Based Learning Assignment is due October 8. We will discuss this question at this time. Remember that part of the assignment is for you to respond to at least one of your classmate’s posting. Your peer response is due October 11.
To post your Unit Three Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Please divide your 600 word discussion paper into paragraphs!
In terms of your 100 word peer response, I want to see that you gave their discussion some real thought. For this assignment, your goal is to relate (connect) ideas from another source (such as the text, lecture, website, newspaper, article, book, etc.) to your peer’s response. After you relate ideas from some source to your peer’s response, you then also add your personal experience (observations) and opinions to your peer’s response. You must cite the source in the body of your peer response AND provide the reference (bibliography) after your peer response.
Use APA style when citing sources in the body of your peer response and when listing your reference at the end of your peer response. Basically the idea here is to be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title , any author, date, and the web address stating "Retrieved from".
Example of using a book will have a citation that looks like this:
Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.
Henslin, J. (2016). Sociology: A Down-to-Earth Approach. Core Concepts (6th Edition). Pearson, page 102.
Example of using online source (website) you will have a citation that looks like this:
How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects
Be sure you cite your sources in the body of your text:
Example: There are numerous physical effects of marijuana such as increasing heart rate, increase bleeding, lower blood pressure, blood sugar issues, and increased risk of lung cancer (How Does Marijuana Affect You? WebMD Retrieved May 21, 2016 from http://www.webmd.com/mental-health/addiction/marijuana-use-and-its-effects)
Example: Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit Three Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 100 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. Uses APA Style in the body of the paper (peer response) to reference the source(s). The peer response paper also includes a bibliography. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not relate ideas from another source (such as the text, lecture, website, newspaper, article, magazine, book, etc.) to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference after the peer response.
|
0 Points Does not meet the minimum 100 word requirement. |
In order to increase the variety of questions answered, I would like to distribute the questions across the people in this class:
1. Love and Marriage
Talk to three people you would expect to have contrasting views on love and marriage (differences in age, gender, upbringing, experience, and religion might affect attitudes). Ask each the same questions and then compare their answers. Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.
2. Vocational Identity
Vocational identity is fluid in early adulthood. Talk with several people over age 30 about their work history. Are they doing what they expected when they were younger? Are they settled in their vocation and job? Pay attention to their age when they decided on their jobs. Was age 25 a turning point? Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.
3. Adult Issues
Views on love, cohabitation, divorce, marriage, working women, extramarital affairs, and child-rearing practices can be different in early adulthood from views in middle and later adulthood. Interview one person from early adulthood, one from middle adulthood, and one from later adulthood, asking each to describe his or her thoughts on each of these topics. Relate the information that you gather from your interview to two or three specific themes in your text on adulthood.
4. Divorce
Interview two women and two men who have experienced divorced. These people must currently be in middle adulthood. Based on your interview, answer the following question: Are divorce and remarriage more difficult for women or for men? Explain. Evaluate the "work" of divorce and remarriage in relation to Erikson's and Levinson's stages of middle adulthood.
5. Death and Dying
Interview a person who has had the experience losing a person (or people) close to them. Relate the information that you gather from your interview to two or three specific themes in your text on late adulthood and/ or the end of life. In addition, reflect on these questions: If death is a natural part of life -- it's a natural progression of life, birth, growth, maturity, aging, and death -- then why do so many people regard death as bad? Also, would you fill out a do-not-resuscitate order or living will for yourself? Why or why not?
Exam Three: The testing date is October 13 – October 14. Exam 3 opens 12:00 am (midnight) on October 13 and closes at 11:59 pm on October 14. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Assignments 9, 10, and 11. This exam is taken online.
Comprehensive Final Exam: This exam covers all of the material assigned in the course. To get into an exam, click on Lessons and then click on Exams. The testing date is October 16. The Final Exam opens 12:00 am (midnight) on October 16 and closes at 11:59 pm on October 16. This exam is online.
10/28/19 2:12 PM
10/28/19 2:15 PM