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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
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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-2315-002 Psychology of Adjustment
Study of the processes involved in adjustment of individuals to their personal and social environments.
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)
Hybrid
Dr. Alan Kee
Professor of Psychology
Amarillo College
Psychology of Adjustment (Hybrid)
Syllabus
Spring II (8 Week), 2020
T/Th 10:30 AM - 11:45 AM
3/23/2020 - 5/15/2020
Washington Street Campus, Dutton Hall 105
I want you to use the more user friendly version of the Course Syllabus in this course by going to the Lessons tab (upper left hand corner of Blackboard). Then click on the Course Syllabus.
Attendance by the Census Date
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” and then click on “First Assignment: Your Introduction.” Post your brief introduction in the “First Assignment: Your Introduction” discussion.
You must make this post by Friday April 3. 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.**
Critical Information on How To Use Email in This Course!
We will not be able to communicate if you do not set up your email! You will miss critical information about the course, exams, etc. if you do not set up your email account.
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
If you have trouble setting up your email, you can get help by calling technical support at 371-5429.
COURSE NAME: Psychology of Adjustment (On Campus)
COURSE NUMBER: Psychology 2315
HOURS: 3 Credit Hours
FACULTY: Dr. Alan Kee, Ph.D.
OFFICE: Dutton Hall 202N
PHONE: The best way to reach me is through email using your AC Connect Google Email account. If you need to contact me by phone, you are more likely to reach me by my cell #: 806-336-2143.
E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus. In those instructions, I indicate that you must use your AC Connect Google Email account. This way I will know which course you are in and I can keep track of our messages. If for some reason you cannot get your AC Connect Google Email account to work you may email me at jakee@actx.edu until you get your AC Connect Google Email account to work.
OFFICE HOURS: Due to the coronavirus there will be no in-person office hours for Spring II 2020.
COURSE DESCRIPTION :
Although psychology is a relatively new science, psychological researchers continue to explore many different aspects of human behavior, from our inner subjective experiences to interpersonal relationships and cultural differences. While many mysteries remain, psychologists continue to identify principals and techniques which individuals can use to better their lives. This course examines psychological principals and techniques which are relevant to human adjustment. Its goal is to give students the opportunity to learn how psychology can help them understand and cope with the challenges of their everyday life, and gain exposure to a variety of topics related to the psychology of adjustment. Topics covered will include personal learning & growth, reviewing your childhood & adolescence, autonomy and interdependence in adulthood, wellness, managing stress, love, relationships, communication, gender issues, sexuality, work & recreation, loneliness & solitude, death & loss, and meaning & values. While upon completion of this class students will be expected to demonstrate understanding important concepts in all these areas, this class is also meant to be practical. Students will learn about themselves, their own adjustment, and ways they can live happier and more productive lives.
LEARNING OUTCOMES:
For some students, this course will be their initial exposure to psychological research and concepts. Students who have already taken General Psychology will be familiar with some of the material. However, rather than an inclusive survey of important aspects of psychology, this course will focus on psychological knowledge relevant to human adjustment. The specific learning objectives include the following:
1. Students will be able to define key concepts and vocabulary important to the psychology of adjustment.
2. Students will be introduced to an understanding of a variety of topics important to the psychology of adjustment, and demonstrate their familiarity and understanding of these topics through exam responses and written response to assigned discussion essays.
3. Students will learn how psychological knowledge is relevant in their personal growth and development, including their understanding of their own patterns of feeling, thinking, and behavior (e.g., in areas such as interpersonal relationships, health, and work).
4. Students will learn strategies for changing their own behavior so that they can more successfully cope with the challenges of everyday life.
Texts:
Corey, G., Corey, M.S., and Muratori, M. (2017). I Never Knew I Had A Choice: Explorations in Personal Growth (11th ed.). Cengage Learning. ISBN: 978-1-305-94572-2 (paper). (You may buy the 10th ed. of this book instead of the 11th ed. if you wish. However, the 11th ed. is preferred.)
Adams, L. (1989). Be Your Best. Perigee Books. ISBN: 0-399-52626-9 (paper) This book is also available as an e-book: eISBN-13: 9780399526268. RedShelf. Check with the AC bookstore.
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
Mental Health and Social Services at AC
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 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 806-371-5450. The AC Advocacy & Resource Center website iswww.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
ADMINISTRATIVE DROP POLICY:
Students who do not attend class on or prior to the census date will be administratively dropped.
Tutoring Policy:
If a student scores below 70% on an exam or writing assignment, he or she will be required to attend tutoring per the instructor’s directions before being allowed to complete the next assigned work.
MAKEUP POLICY:
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
HOW DO I PREPARE FOR THE EXAMS?
1. This is a three hour course. An estimate of study time outside of class is 3 hours for every 1 hour in class. Therefore, you need to plan on spending at least 9 hours per week in studying for this class outside of class.
2. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.
3. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.
4. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
5. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
6. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.” This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.
7. Students report that it is helpful to make a flash card for each paragraph of reading material. They ask a question on one side of the card and answer it in their own words on the other side of the card. Then, they have a way of testing their understanding of the content.
EXAMS:
1. How many exams are there in this course?
There will be four multiple choice EXAMS. The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. The four exams will be taken online. Each exam is scored on a 100 point scale.
2. Do I have to take the Final Exam if I am satisfied with my scores on Exam 1, Exam 2, and Exam 3?
You do not have to take the Final exam if you are satisfied with your scores on Exam 1, Exam 2, and Exam 3?
The lowest exam score out of the four is automatically dropped. Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam.
Because the lowest exam score is dropped, there will be no make-up exams. If you miss a scheduled exam for any reason, that exam will be the exam score that will be dropped. The purpose for the drop grade is so that you can miss an exam for any reason, such as death in the family, illness, vacation, having a baby, not able to get your books on time, not having access to a computer, having to work, forgetting to take an exam, etc.
3. How many questions are on the exams? How much time do we have to take each exam?
Each online exam will have 50 questions that will be randomly selected from a test generator. Each online exam will have a time limit of 75 minutes (approximately 1.5 minutes per test item), so you will not have much time to look up the answers. In other words, you will need to know the information well before you take the online exams.
4. What time do the exams open and close?
The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes.
5. What are the basic instructions for taking the exams online?
All exams will be taken online. You are allowed to use your notes on the exams. You will be able to see only one question at a time, and you will have one attempt for each question. You are not penalized for guessing. You will not be able to go back and review or answer questions. Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing. Remember to click the “submit” button at the end of your exam.
The computer will allow you to stop the exam at any given time during the time allowed. You can then go back into the exam and resume taking the exam. However, no matter how many times you stop and resume the exam, the timer NEVER STOPS. For example, let's say that you have an exam set for 75 minutes. You start taking the exam at 3:00pm. Again, no matter how many times you stop and resume the exam, the timer NEVER STOPS. (If you stop an exam, the timer will continue to run.) Therefore, your access to the exam will be over at 4:15 (75 minutes) no matter how many times you start and stop the exam.
Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
6. What is the penalty for cheating on an exam?
You may NOT have another person with you at the time that you are taking one of the online exams. If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from Amarillo College.
7. Do you release the tests or allow additional time to go back and review the exams?
For test security purposes I do not release the tests or allow additional time to go back and review the exams. I offset this policy with open book / open note exams, simulated practice test questions, participation grade, and grade adjustments for each exam based on the number of questions missed by the class. Also, there is a recommended study guide with many similar practice test questions.
8. Do you offer extra credit?
There is not an “extra credit” option. I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit. I want you to learn the study skills necessary to be successful as you continue taking courses in college. I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class. That course teaches you how to study and take exams so you can be successful in your future college courses.
9. Do you round up grades that are “borderline?”
Yes, I round up grades that are “borderline”, for example, 79.5 would be rounded up to a “B” and a 79.4 would round to a “C.”
10. Where do I go to check my grades?
In order to check your grades, you can go to “My Grades” on the Home Page for the course.
11. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 70%, the Discussion Assignments/Films/Participation are worth 30%.
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Final Exam = 0 (drop grade)
Discussion Assignments/Films/Participation (13 total): 80 + 100 + 70 + 100 + 80 + 100 + 70 + 100 + 70 + 100 + 100 + 100 + 100
Here is how you would do the math:
Average the Exam grades: 82 + 79 + 93 = 254. 254/3 = 84.67
Average the Discussions and Films grades (13 total): 80 + 100 + 70 + 100 + 80 + 100 + 70 + 100 + 70 + 100 + 100 + 100 + 100 = 1170/13 = 90
84.67 X .70 = 59.27 (Exams)
90 X .30 = 27.0 (Discussion Assignments/Films/Participation)
Now, add the numbers for each category: 59.27 + 27.0 = 86.27 = B (Course Grade)
12. What is the Grading Schema for the Final Grades?
89.5 to 100 = A
79.5 to 89.4 = B
69.5 to 79.4 = C
59.5 to 69.4 = D
0 to 59.4 = F
13. What are the weights of the assignments?
The Exams, Unit Assignments, and Critical Thinking Quiz are each worth 100 points. The Exams are worth 70% of the course grade, the Discussion Assignments/Films/Participation are worth 30% of the course grade.
15. Explain how Blackboard grades the exams. Blackboard is the software that runs the exams in your course.
The lowest exam grade out of the four exams will be automatically dropped. After you have taken exam 1, that test grade will NOT be calculated in the Course Average until you have completed exam 2. If you have only taken exam 1, then that exam score is being dropped for now, meaning that it will not show in the Course Average.
Let’s look at another example. Let us say that you have only taken exam 1 and exam 2 and that you made an 82 on exam 1, and a 79 on exam 2. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 82 at that time because it is automatically dropping the lowest exam grade (the grade of 79).
Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, and a 93 on exam 3. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 87.5 at that time because it is automatically dropping the lowest exam grade (the grade of 79). Here, Blackboard is averaging the 82 and the 93 to get an Exams Average grade of 87.5. Notice that Blackboard is NOT taking into account the Final Exam! It is only dropping the lowest exam grade out of Exam 1, Exam 2, and Exam 3 and giving you an average.
Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, a 93 on exam 3, and a 63 on the final exam. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 84.67 at that time because it is automatically dropping the lowest exam grade (the grade of 63). Here, Blackboard is averaging the 82, 79, and the 93 to get an Exams Average grade of 84.67.
Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, Discussion Assignments/Films/Participation grades, and Critical Thinking Quiz have been completed for the class. Therefore, you need to calculate your grade by hand to help determine your decision whether or not to take the final exam. When attempting to make a decision to take the Final Exam or not, you would count your Final Exam as a zero in your calculations, making it the exam grade that is dropped.
DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:
1. How do we participate in this class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assignment before you come to class. You need to be prepared to discuss your connections when you come to class.
The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading. This greater activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas. You need to bring your book and your notes that you took from the reading and lecture to each class.
2. Where do we go to post our response in the class?
See Course Schedule for details on posting your responses.
3. Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the instructions for each homework assignment.
4. Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.
5. How much will discussion count in terms of the overall grade in the course?
Active and engaged participation is critical for this class! It makes it more fun and interesting.
Each of the Discussions and Films will be worth 100 points. There are a total of 13 Discussions and Films. You will not be graded on the Reflection / Questions and Answer Times. However, I strongly recommend that you participate to help you in the learning process – see Course Schedule for details.
What rubric is used to grade the discussion assignments?
See the Course Schedule for grading rubrics.
How long should each response be?
See the Course Schedule for length of each connection (discussion) response.
Is there a penalty if my discussion does not meet the 400 word required minimum?
I will not take a paper that does not meet the 400 word required minimum. You may redo the paper and incur a 20 point penalty. Your word processor should give you a word count for your discussion papers.
What are the ground rules for group discussion in class?
The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.
Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
TECHNICAL PROBLEMS:
If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.
DROPPING/AUDITING THE CLASS:
If you are struggling with this course, please call me well before you drop the class! In many cases we are able to make some adjustments and get the student back on track. Please do not feel embarrassed to call me. In many cases we can find ways to keep you in the class. Withdrawing from a class should be a last resort only when all other options and interventions have been exhausted.
Check with your advisor to determine the last day to withdraw. You must first visit with your instructor in order to officially drop a class. Then, your instructor will set the process in motion with the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.
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
Psychology of Adjustment (Hybrid)
Revised Course Schedule / Assignments
Spring II (8 Week), 2020
T/Th 10:30 AM - 11:45 AM
3/23/2020 - 5/15/2020
Washington Street Campus, Dutton Hall 105
Welcome to Fall I (8 week) Psychology of Adjustment!
If you see any errors on the dates below in this document, please call me asap!
Why Take a Course in the Psychology of Adjustment?
This course is about helping you create a Self-Care plan that you can practice over the course of your life. If you can learn effective strategies for dealing with the stress in your life, you will experience greater well-being over the course of your life. You will suffer less. And you will also have more meaningful and loving relationships. However, let’s look at the research on stress to see what we are all facing.
Is stress really a problem? It’s no surprise that college can be a stressful time in a person’s life. What may be surprising is the degree and extent to which college students are affected by stress. The September 2015 edition of the Chronicle of Higher Education did a special report entitled Today's Anguished Students. Let me just give you a few highlights:
As you can see from these data, a student’s susceptibility to stress becomes a major concern. Stress arises when the combination of internal and external pressures exceeds the individual’s resources to cope with their situation. Students are very likely to experience some or many stressors which may test their ability to cope: adapting to a new environment, balancing a heavy work load, making new friends, becoming more independent, caring for children and families while trying to succeed as a student, financial problems and dealing with a myriad of other issues.
Stress can have a profound impact on college students’ well-being. It is critical to be able to identify the signs and symptoms of too much stress.
Physical symptoms:
Emotional / Behavioral symptoms:
Such feelings can be dangerous as students may turn to unhealthy choices to cope including alcohol or drug abuse, or worse. If the stress is not effectively managed, it could cause long-term health problems, including heart problems, high blood pressure, chronic pain, skin problems and long-term mental health problems such as depression, anxiety, and anorexia.
Stress is also related to learning. It takes a lot to be successful in college, and students have to be ready to learn. How prepared students are for learning determines how much and how well they learn, and influences persistence, retention, and graduation. And, a person’s overall health affects the ability of his or her brain to create or modify connections and networks among neurons, which is the critical first step in learning.
Mental health issues (such as stress, anxiety, and depression) and harmful health behaviors such as substance abuse can impair the quality and quantity of learning. For example, students with depression show flattened interest, affect, appetite, attention, and motivation, along with difficulty sleeping or concentrating. Researchers have also documented both functional and structural effects of depression in the brain, including suppressed activity in areas that are responsible for the formation of new memories.
Depression makes the brain less efficient, which in turn creates difficulties for learning. Students with depression can be expected to learn less, not to learn as well, and to learn more slowly than their peers. Moreover, depressed students have lower grade point averages (GPAs) and blunted levels of academic persistence and achievement compared with their peers who are not depressed.
The stress and suffering in our lives is not effectively managed by any single intervention. To manage stress effectively, you must create an entire lifestyle of self-care over time. This course is designed to help you make this a reality. It will take time, persistence, and practice. I hope you enjoy our journey!
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
If you have trouble setting up your email, you can get help by calling technical support at 371-5429.
Summary / Overview of Assignments: Unit One
|
Date |
Assignment |
|
Unit One |
|
|
T 3/31 |
Orient. / Study Skills Ch 1 Invitation |
|
R 4/2 |
REBT Lecture REBT Articles Discussion #1 |
|
T 4/7 |
Film REBT |
|
R 4/9 |
Ch 2 Child / Ch 3 Adult Discussion #2 |
|
F 4/10 – S 4/11 |
Exam 1 |
|
Unit Two |
|
|
T 4/14 |
Ch 4 Wellness / Ch 5 Stress Discussion #3 |
|
R 4/16 |
MBSR Full Catastrophe Living Discussion #4 |
|
T 4/21 |
Film Coping with Conflict In Relationships |
|
R 4/23 |
Ch 6 Love / Ch 7 Relationships Discussion #5 |
|
F 4/24 – S 4/25 |
Exam 2 |
|
Unit Three |
|
|
T 4/28 |
Ch 8 Becoming Woman or Man / Ch 9 Sexuality Discussion #6 |
|
R 4/30 |
Be Your Best Ch 1-8 Discussion #7 |
|
|
|
|
T 5/5 |
Be Your Best Ch 9-14 Discussion #8 |
|
R 5/7 |
Film Coping with Death and Dying |
|
T 5/12 |
Ch 12 Death & Loss / Ch 13 Meaning & Values Discussion #9 (Part I and Part II) |
|
R 5/14 |
Exam 3 |
|
T 5/19 |
Final Exam |
Tuesday 3/31
Orientation to the course.
Due to the coronavirus, this course will be delivered through remote-delivery (online). We will not meet in person. This schedule will show you how to proceed with this course. For each day, I provide you with step by step details on how to do each assignment. If you see any errors in the dates please email me and let me know asap!
Step One:
Please read the Syllabus and the Course Schedule carefully and thoroughly.
Step Two:
Attendance by the Census Date
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” and then click on “First Assignment: Your Introduction.” Post your brief introduction in the “First Assignment: Your Introduction” discussion.
You must make this post by Friday April 3. 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.**
Step Three:
Reflection / Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Tuesday 3/31 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Board tool to communicate at this time. You will need to have completed steps one through two above before we meet.
Today, I would like you first (before class) to have thoroughly read the Syllabus and the Course Schedule.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 3/31 Orientation.” This is a time to ask any questions you may have about the Syllabus and / or the Course Schedule. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
As you read each person’s post, you may respond to any person you wish. I will also be reading through the posts, and I will answer questions you have.
Step Four:
Read / Outline: Chapter 1: Invitation To Personal Learning And Growth (Corey, Corey & Muratori)
*We will not discuss this chapter – it is foundational background information on taking a course in personal growth and development.
Thursday 4/2
Step One:
View Recorded Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
View Recorded Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
Take notes on the online lectures; there will be several foundational questions submitted to the test generator. Also reflect on how this lecture applies to stressful situations in your life. You will find the REBT lectures by going to “Lessons” Tab on the Home Page of the course and then to “REBT and Mentalization Lectures.”
* You can fast forward through the details of the Healthy Negative Emotions vs the Unhealthy Negative Emotions in the lecture by viewing the summary sheet found by going to “Lessons” and then to “REBT and Mentalization Lectures” and then to “REBT: Healthy Negative Emotions vs the Unhealthy Negative Emotions.”
*If you are having difficulty opening the REBT Lectures, please try the following: You should first use Chrome as our browser. If that does not work, you will have to go to adobe.com and download Adobe Flash Player. If that still does not work, you need to call the tech support at 371-5992.
Step Two:
Read / Outline the following REBT Articles:
1. Emotional Disturbance & Its Treatment in a Nutshell
2. Toward An Egoless State of Being
3. Overcoming “Self-Esteem”
*These handouts are found by going to "Lessons Tab” and then go to “Supplemental Readings" and then go to “REBT Articles.”
Step Three:
Discussion #1
In this Discussion Response, I want you to reflect on the lecture “REBT and Mentalization In Stressful Life Situations” and the three REBT Articles above. I want you to choose one to three major themes from any aspects of the lecture “REBT and Mentalization In Stressful Life Situations” and/or the three REBT Articles. I am not asking you to respond to several themes for the REBT lecture and several themes for each REBT Article! I want you to make a connection to any aspects of the REBT lecture and/or REBT Articles that you wish.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to any aspects of the REBT lecture and/or REBT Articles. Your response is not a summary of the reading. No credit is provided for a summary of the reading.
You may want to ask yourself the following questions as a way to help you create a connection response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 1: REBT). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
There is not a peer response for Discussion #1. Discussion #1 is due Thursday 4/2.
Step Four:
Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Thursday 4/2 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Board tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on the lecture “REBT and Mentalization In Stressful Life Situations” and the REBT Articles. When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about the lecture “REBT and Mentalization In Stressful Life Situations” and/or the REBT Articles. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/2 REBT Lecture & REBT Articles.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
* In order to learn more about REBT (which will help you cope more effectively with your stress!), I recommend Dr. Matweychuk’s free website that offers many outstanding audio and video recordings. http://rebtdoctor.com/index.html
*I also recommend the following introductory books on REBT if you wish to continue to learn about this approach to helping you manage your stress: A Guide To Rational Living (Ellis & Harper) and How To Stubbornly Refuse To Make Yourself Miserable About Anything, Yes Anything! (Ellis).
Tuesday 4/7
Step One:
View Film on “REBT Overcoming Depression.” This film will demonstrate an actual psychotherapy session using Rational Emotive Behavior Therapy to treat a patient with depression.
Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life. This film will help reinforce and improve your understanding of REBT.
There is not a discussion due for this assignment. You will get full credit for this assignment by completing the film. We will be on the honor system; if you did not complete this film please send me an e-mail indicating that you are not able to complete it. I will assume everyone had the opportunity to complete the film unless I hear from you.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “REBT Overcoming Depression.”
Step Two:
Reflection / Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Thursday 4/7 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed step one above before we meet.
We will only focus on the video “REBT Overcoming Depression.” When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about the film REBT Overcoming Depression. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/7 “REBT Overcoming Depression Video.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Thursday 4/9
Step One:
Read and outline Chapter 2: Reviewing Your Childhood and Adolescence (Corey, Corey & Muratori)
Read and outline Chapter 3: Adulthood and Autonomy (Corey, Corey & Muratori)
*I’m asking you to read and take notes on chapter 2 and chapter 3 as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
Step Two:
Discussion Questions for Exam Review:
After you read and outline chapter 2 and chapter 3, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Step Three:
Discussion #2
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapter 2 and chapter 3 in the Corey, Corey & Muratori text. Your task is to choose one to three major themes from chapter 2 and chapter 3 that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters chapter 2 and chapter 3 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapter 2 and chapter 3 of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from any page of the Corey, Corey & Muratori text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings, thoughts, experiences, and observations as they relate to your classmate’s discussion response.
Make these two parts of your peer response into two separate paragraphs.
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 2: Childhood, Adolescence, and Adulthood). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
Your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count.
Discussion #2 (Part 1) is due Thursday 4/9. Your peer response (Part 2) is due Saturday 4/11.
Rubric used to grade Discussion #2 Discussion Assignment 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 address all of the sub-questions in 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. Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not provide both Part One and Part Two.
|
0 Points Does not meet the minimum 100 word requirement. The response is off-track and does not relate to the classmate’s discussion response. |
Step Four:
Reflection / Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Thursday 4/9 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on chapter 2 and chapter 3 in the Corey, Corey & Muratori text. When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about ch 2 and/or ch 3. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/9 ch 2 and ch 3.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Exam 1: The testing date is Friday 4/10 – Saturday 4/11. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers the material assigned in Unit One. This exam is online.
Unit Two
Tuesday 4/14
Step One:
Read and outline Chapter 4: Your Body and Wellness (Corey, Corey & Muratori)
Read and outline Chapter 5: Managing Stress (Corey, Corey & Muratori)
*I’m asking you to read and take notes on chapter 4 and chapter 5 as a way to help you learn the material and prepare for the exam. You do not turn in the outlines for grade.
Step Two:
Exam Review / Reflections Questions:
After you read and outline chapter 4 and chapter 5, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for a grade. They are another tool for study purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Step Three:
Discussion #3
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapter 4 and chapter 5 in the Corey, Corey & Muratori text. Your task is to choose one to three major themes from chapter 4 and chapter 5 that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters chapter 4 and chapter 5 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapter 4 and chapter 5 of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from the Corey, Corey & Muratori text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings, thoughts, experiences, and observations as they relate to your classmate’s discussion response.
Make these two parts of your peer response into two separate paragraphs.
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 3: Wellness and Stress). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
Your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.
Discussion #3 (Part 1) is due Tuesday 4/14. Your peer response (Part 2) is due Thursday 4/16.
Rubric used to grade Discussion #3 Discussion Assignment 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 address all of the sub-questions in 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. Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not provide both Part One and Part Two.
|
0 Points Does not meet the minimum 100 word requirement. The response is off-track and does not relate to the classmate’s discussion response. |
Step Four:
Reflection / Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Tuesday 4/14 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on chapter 4 and chapter 5 in the Corey, Corey & Muratori text. When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about ch 4 and ch 5. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/14 ch 4 and ch 5.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Thursday 4/16
Step One:
Read and Outline the following:
Chapter 1: You Have Only Moments To Live
Chapter 2: The Foundation of Mindfulness Practice: Attitudes and Commitment
Chapter 4: Sitting Meditation: Nourishing the Domain of Being
Chapter 26: Time and Time Stress
These chapters are from the book Full Catastrophe Living by Kabat-Zinn. These chapters can be found by going to "Lessons” and then go to “Supplemental Readings,” and then click on “Full Catastrophe Living.”
*I’m asking you to read and take notes on the chapters in Full Catastrophe Living as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
Step Two:
View Film “Stress Reduction with Jon Kabat-Zinn.” This film will introduce you to Mindfulness-based stress reduction (MBSR). Mindfulness-based stress reduction (MBSR) is an eight-week evidence-based program that offers secular, intensive mindfulness training to assist people with stress, anxiety, depression and pain. The developer of MBSR is Jon Kabat-Zinn, PhD. He is internationally known for his work as a scientist, writer, and mindfulness meditation teacher. Dr. Kabat-Zinn’s dedication has brought mindfulness-based stress reduction (MBSR), into the mainstream of medicine and society.
Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life. This film will help reinforce and improve your understanding of MBSR.
There is not a discussion due for this assignment. You will get full credit for this assignment by completing the film. We will be on the honor system; if you did not complete this film please send me an e-mail indicating that you are not able to complete it. I will assume everyone had the opportunity to complete the film unless I hear from you.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Stress Reduction with Jon Kabat-Zinn.”
Practice this guided Body Scan Meditation. This is an excellent practice recording you can use. https://www.youtube.com/watch?v=u4gZgnCy5ew
This guided meditation is about 10 minutes long; you may want to use this one as well for practice. https://www.youtube.com/watch?v=SkAMaCZtXUI
* If you wish to study MBSR in more depth on your own, you can use the free Online Mindfulness-Based Stress Reduction (MBSR) training at http://palousemindfulness.com/selfguidedMBSR.html
Step Three:
Discussion #4
In this Discussion Response, I want you to reflect on the chapters from the book Full Catastrophe Living by Kabat-Zinn and the Film “Stress Reduction with Jon Kabat-Zinn.” Your task is to choose one to three major themes from theses chapters and/or film that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the book Full Catastrophe Living and/or film on Stress Reduction. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of the chapters from Full Catastrophe Living and/or film on Stress Reduction.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 4: Full Catastrophe Living, MBSR). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
There is not a peer response for Discussion #4. Discussion #4 is due Thursday 4/16.
Rubric used to grade Discussion #4 Discussion Assignment 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 address all of the sub-questions in 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. |
|
|
|
|
|
Step Four:
Reflection / Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Thursday 4/16 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on the assigned chapters from the book Full Catastrophe Living by Kabat-Zinn and the Film “Stress Reduction with Jon Kabat-Zinn.” When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about the Film “Stress Reduction with Jon Kabat-Zinn.” You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/16 MBSR.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Tuesday 4/21
Step One:
View Film on “Dealing with Conflict in Relationships / Making Marriage Work.” This film will demonstrate an actual cutting edge research on how to cope effectively with conflict and foster healthy relationships.
Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life.
There is not a discussion due for this assignment. You will get full credit for this assignment by completing the film. We will be on the honor system; if you did not complete this film please send me an e-mail indicating that you are not able to complete it. I will assume everyone had the opportunity to complete the film unless I hear from you.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Dealing with Conflict in Relationships / Making Marriage Work.”
Step Two:
Reflection / Question and Answer Time
We will meet for “Question and Answer Time” during regular class time on Tuesday 4/21 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed step one above before we meet.
We will only focus on the video “Dealing with Conflict in Relationships / Making Marriage Work.” When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about the video “Dealing with Conflict in Relationships / Making Marriage Work.” You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/21 Dealing with Conflict in Relationships.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Thursday 4/23
Step One:
Read and outline Chapter 6: Love (Corey, Corey & Muratori)
Read and outline Chapter 7: Relationships (Corey, Corey & Muratori)
*I’m asking you to read and take notes on chapter 6 and chapter 7 as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
Step Two:
Discussion Questions for Exam Review:
After you read and outline chapter 6 and chapter 7, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answers to these questions, and you do not turn in answers to these questions for grade. They are another tool for study purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Step Three:
Discussion #5
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapter 6 and chapter 7 in the Corey, Corey & Muratori text. Your task is to choose one to three major themes from chapter 6 and chapter 7 that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters chapter 6 and chapter 7 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapter 6 and chapter 7 of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from any page of the Corey, Corey & Muratori text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings, thoughts, experiences, and observations as they relate to your classmate’s discussion response.
Make these two parts of your peer response into two separate paragraphs.
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 5: Love and Relationships). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
Your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count.
Discussion #5 (Part 1) is due Thursday 4/23. Your peer response (Part 2) is due Saturday 4/25.
Rubric used to grade Discussion #5 Discussion Assignment 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 address all of the sub-questions in 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. Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not provide both Part One and Part Two.
|
0 Points Does not meet the minimum 100 word requirement. The response is off-track and does not relate to the classmate’s discussion response. |
Step Four:
Reflection / Question and Answer Time
We will meet for “Question and Answer Time” during regular class time on Thursday 4/23 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on chapter 6 and chapter 7 in the Corey, Corey & Muratori text. When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about ch 6 and ch 7. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/23 ch 6 and ch 7.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Exam 2: The testing date is Friday 4/24 – Saturday 4/25. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers the material assigned in Unit Two. This exam is online.
Unit Three
Tuesday 4/28
Step One:
Read and outline Chapter 8: Becoming the Woman or Man You Want to Be (Corey, Corey & Muratori)
Read and outline Chapter 9: Sexuality (Corey, Corey & Muratori)
*I’m asking you to read and take notes on chapter 8 and chapter 9 as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
Step Two:
Discussion Questions for Exam Review:
After you read and outline chapter 8 and chapter 9, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answers to these questions, and you do not turn in answers to these questions for grade. They are another tool for study purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Step Three:
Discussion #6
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on chapter 8 and chapter 9 in the Corey, Corey & Muratori text. Your task is to choose one to three major themes from chapter 8 and chapter 9 that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from chapters chapter 2 and chapter 3 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapter 2 and chapter 3 of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from any page of the Corey, Corey & Muratori text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings, thoughts, experiences, and observations as they relate to your classmate’s discussion response.
Make these two parts of your peer response into two separate paragraphs.
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 6: Gender and Sexuality). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
Your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count.
Discussion #6 (Part 1) is due Tuesday 4/28. Your peer response (Part 2) is due Thursday 4/30.
Step Four:
Reflection / Question and Answer Time
We will meet for “Question and Answer Time” during regular class time on Tuesday 4/28 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on chapter 8 and chapter 9 in the Corey, Corey & Muratori text.
When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about ch 8 and ch 9. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is also a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/28 ch 8 and ch 9.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Thursday 4/30
Step One:
Read and outline Chapters 1-8 of Be Your Best (Adams)
*I’m asking you to read and take notes on Chapters 1-8 of Be Your Best as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
* There is a study guide for Be Your Best. To open this study guide, go to “Lessons” and then to “Be Your Best Study Guide.”
This assignment will expand on the themes of Love and Relationships we covered in Unit Two. This book, Be Your Best, is a workshop that teaches you how to become more effective and take responsibility in both your personal and professional life. In addition to the communication skills and conflict resolution methods taught, this book offers training in assertive skills, how to handle anxiety, and how to set goals for becoming more fulfilled.
After completing your study of Be Your Best, you will learn how to:
Step Two:
Discussion #7
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on Chapters 1-8 of Be Your Best text. Your task is to choose one to three major themes from Chapters 1-8 of Be Your Best that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from Chapters 1-8 of Be Your Best of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of Chapters 1-8 of Be Your Best of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from any page of the Be Your Best text. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings, thoughts, experiences, and observations as they relate to your classmate’s discussion response.
Make these two parts of your peer response into two separate paragraphs.
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 7: Chapters 1-8 of Be Your Best). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
Your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count.
Discussion #7 (Part 1) is due Thursday 4/30. Your peer response (Part 2) is due Saturday 5/2.
Rubric used to grade Discussion #7 Discussion Assignment 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 address all of the sub-questions in 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. Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not provide both Part One and Part Two.
|
0 Points Does not meet the minimum 100 word requirement. The response is off-track and does not relate to the classmate’s discussion response. |
Step Three:
Reflection / Question and Answer Time
We will meet for “Reflection / Question and Answer Time” during regular class time on Thursday 4/30 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Board tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on Chapters 1-8 of the Be Your Best text. When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about Chapters 1-8 of the Be Your Best text. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 4/30 Chapters 1-8 of Be Your Best.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Tuesday 5/5
Step One:
Read and outline Chapters 9-14 of Be Your Best (Adams)
*I’m asking you to read and take notes on Chapters 9-14 of Be Your Best as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
* There is a study guide for Be Your Best. To open this study guide, go to “Lessons” and then to “Be Your Best Study Guide.”
Step Two:
Discussion #8
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on Chapters 9-14 of Be Your Best text. Your task is to choose one to three major themes from Chapters 9-14 of Be Your Best that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from Chapters 9-14 of Be Your Best of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of Chapters 9-14 of Be Your Best of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from any page of the Be Your Best text. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong to this second part. You are free to talk about your feelings, thoughts, experiences, and observations as they relate to your classmate’s discussion response.
Make these two parts of your peer response into two separate paragraphs.
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 8: Chapters 9-14 of Be Your Best). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
Your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count.
Discussion #8 (Part 1) is due Tuesday 5/5. Your peer response (Part 2) is due Thursday 5/7.
Rubric used to grade Discussion #8 Discussion Assignment 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 address all of the sub-questions in 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. Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the page number you are referring to in the text.
Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. |
16 Points Peer response meets the minimum 100 word requirement. The peer response does not provide both Part One and Part Two.
|
0 Points Does not meet the minimum 100 word requirement. The response is off-track and does not relate to the classmate’s discussion response. |
Step Three:
Reflection / Question and Answer Time
We will meet for “Question and Answer Time” during regular class time on Tuesday 5/5 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on Chapters 9-14 of the Be Your Best text. When we meet on the Discussion Board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about Chapters 9-14 of the Be Your Best text. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 5/5 Chapters 9-14 of Be Your Best.” I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Thursday 5/7
Step One:
View Film “On Death and Dying / Morrie Schwartz.” Renowned journalist Ted Koppel conducted a series of interviews with former Sociology professor Morrie Schwartz during the last year of his life after being diagnosed with ALS (Lou Gehrig’s Disease). This series is among the most requested and widely discussed Nightline series of the last 25 years. Watching the night they aired was Schwartz’s former student and sportswriter Mitch Albom who was then inspired to reconnect with his former professor and write the best-selling book Tuesdays With Morrie.
Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life. This film will help reinforce and improve your understanding of issues related to death and dying.
There is not a discussion due for this assignment. You will get full credit for this assignment by completing the film. We will be on the honor system; if you did not complete this film please send me an e-mail indicating that you are not able to complete it. I will assume everyone had the opportunity to complete the film unless I hear from you.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “On Death and Dying / Morrie Schwartz.”
Step Two:
Reflection / Question and Answer Time
We will meet for “Question and Answer Time” during regular class time on Thursday 5/7 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed step one above before we meet.
We will only focus on the video “On Death and Dying / Morrie Schwartz.” When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about the video “On Death and Dying / Morrie Schwartz.” You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 5/7 On Death and Dying Video.” I may provide some additional commentary on this material as well.
Tuesday 5/12
Step One:
Read and outline Chapter 12: Death And Loss (Corey and Corey)
Read and outline Chapter 13: Meaning And Values (Corey and Corey)
*I’m asking you to read and take notes on chapter 12 and chapter 13 as a way to help you learn the material and prepare for the exam. You do not turn in the outlines / notes for a grade.
Step Two:
Discussion Questions for Exam Review:
After you read and outline chapter 12 and chapter 13, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Step Three:
Discussion #9
For this final discussion, I would like you to take one final look over the entire course and describe what you have gotten out of the course. In other words, what are some of the pathways (themes, skills, and / or strategies) in this course that you have found most meaningful and helpful in your life? Then, explain which specific pathways (themes, skills, and / or strategies) you are interested in committing to (i.e., to continue to develop) in your future? Describe how you will accomplish this. What will you do to stay focused on your new goals?
In order to post your response, go to “Discussions” on the home page of the course and click on the appropriate chapter (Discussion 9: Death, Loss, Meaning, Pathways). Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
There is not a peer response for Discussion #9. Discussion #1 is due Tuesday 5/12.
Step Four:
Reflection / Question and Answer Time
We will meet for “Question and Answer Time” during regular class time on Thursday 5/12 from 10:30 am to 11:45 am (regular class time). We will not meet in person. Instead, we will be using the Discussion Forum tool to communicate at this time. You will need to have completed steps one through three above before we meet.
We will only focus on chapter 12 and chapter 13 in the Corey, Corey & Muratori text.
When we meet on the Discussion board at 10:30 am, please provide one comment that speaks to what you thought was interesting and helpful about chapter 12 and chapter 13. You are also encouraged to respond to at least one other student’s post by connecting your personal experience and/or observations to their response. I will respond selectively to your posts as well. This is a time for you to ask clarifying questions about this material. I will address any questions about the material that you have.
In order to attend this class, go to “Discussions” and then go to “Reflection / Question & Answer Time for 5/12 ch 12 and ch 13.” [You may have click on “Show All” at the bottom right hand corner of the page to see “Question & Answer Time for 5/12 ch 12 and ch 13.”] I may provide some additional commentary on this material as well. In the thread of this conversation, I believe Blackboard will identify me as Jeffery Kee.
Exam 3: The testing date is Thursday 5/14. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers the material assigned Unit Three. This exam is online.
Comprehensive Final Exam: The testing date is Tuesday 5/19. To get into an exam, click on Lessons and then click on Exams. The Final Exam covers all the material covered in the course. This exam is online.
06/29/20 11:31 AM
06/29/20 11:35 AM