General Psychology Syllabus for 2020-2021
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Dr. Alan Kee

Professor of Psychology

Amarillo College

 

General Psychology (WEB)

Course Schedule and Assignments

 

Fall II (8 Week), 2020

10/26/2020 - 12/18/2020

Welcome to General Psychology Online!

I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab.  Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.

Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document.  These two documents are your roadmap to the entire course!  Also, do not hesitate to call or email me if you have any questions regarding the policies in this course. 

This document, the Course Schedule / Assignments document, may appear intimidating when you first read it.  However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.

Please do not make the written assignments more complicated than they actually are. Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.

I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me. 

In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar.  This way you can see the big picture of how much time you have to complete all of the assignments. Please take the time to look at all of the assignments ahead of time and plan your time so that you can complete them on time. 

This Course Schedule / Assignments document is detailed in an attempt to minimize confusion.  This document should answer most of the questions that would typically come up.  Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have.  The papers that you write are NOT as difficult as all of the instructions appear at first glance. If you have questions please do not hesitate to ask me!

If you see an error in the Course Schedule, please text me as soon as possible so I can correct it!

Critical Information on How To Use Email in This Course!

In order to receive email from the instructor you must use your AC Connect Google Email account.  If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. 

There is one way to email your instructor.  You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking.  Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course.  Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course). 

Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis.  The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account.  These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.  

If you do not follow these instructions, you email is at risk of getting lost.  I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class.  If you follow these instructions, your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner. 

You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.

http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w

http://screencast.com/t/0jlcsuLrdj

Introduce Yourself

If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending.  This Introduction Assignment also allows me and your classmates to get to know you.  Please briefly tell the class your name, major, and your career plan.  You will post your response by clicking on Discussions.  Post your brief introduction in the “First Assignment: Your Introduction” discussion. 

You must make this post by Friday October 30. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE dropped from the course.  And, your financial aid can be terminated.** 

Do not stop reading here!  You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below!  Keep reading!

Unit One (October 26 – November 12)

Assignment One (10/26 – 10/28)

Read: How to Study by Summarizing and Marking the Text

Read: How Do I Prepare for the Exams?

Read: Study Skills Videos Youtube Links

*You will find these articles by clicking on “Lessons” (top left of home page).  Then scroll down until you see “Study Skills (Handouts and Videos).”  You are not tested over these articles on how to study.  However, they will help to improve your study skills.

Read: Chapter 1 - Thinking Critically with Psychological Science – (This is your textbook: Exploring Psychology by Myers) 

View: Lecture 1: What Is Psychology?

View: Lecture 2: Why Do Psychology?

View: Lecture 3: The Scientific Method

*You can access the lectures by going to “Lessons” on the Home Page and then click on “Video Lectures.”

*I have recorded the lectures with a PowerPoint show to help explain and reinforce the assigned reading.  Some of the lectures are not a reinforcement of the material in the textbook; these lectures are indicated as additional information.

I recommend that you make the time to take notes on the lectures and then read / outline (take notes) on the assigned readings.  The recorded lectures will help reinforce your learning in the assigned readings.  You do not turn in these notes to your professor.  Taking detailed notes is critical to your success in learning the material and preparing you for the exams.

Reading Quiz One.  This reading quiz is over the assigned reading and lectures in Assignment One.  Reading Quiz One is due by 11:59 pm on 10/28.

Note regarding all Reading Quizzes: After you listen to the lectures and read the assigned reading, you are ready to take the Reading Quiz.  All of the Reading Quizzes you take in this course are “open book, open notes” quizzes.  The reading quizzes are not timed, meaning that they stay open until the day that they are due.  You may take the reading quiz as many times as you need during the allotted time. The reading quiz can be thought of as a study guide, helping you to better understand the information and providing you with simulated practice exam questions.  The test questions on the exams will be similar to the reading quiz questions. 

Assignment Two (10/29 – 10/31)

Read: Chapter 2 - The Biology of Behavior – Myers

Read: Chapter 9 - Thinking, Language, and Intelligence (read only pages 316-317, The Brain and Language) – Myers

View: Lecture 1: Neural Communication

View: Lecture 2: The Nervous System

View: Lecture 3: The Endocrine System

View: Lecture 4: The Brain

Reading Quiz Two.  This reading quiz is over the assigned reading and lectures in Assignment Two.  Reading Quiz Two is due by 11:59 pm on 10/31.

Assignment Three (11/1 – 11/3)

Read: Chapter 3 - Consciousness and the Two-Track Mind - Myers 

Read: Chapter 6 – Sensation and Perception (read only page 224) - Myers

View: Lecture 1: The Brain and Consciousness

View: Lecture 2: Sleep and Dreams

View: Lecture 3: Consciousness and Hypnotherapy

View: Lecture 4: Drugs and Consciousness

Reading Quiz Three.  This reading quiz is over the assigned reading and lectures in Assignment Three.  Reading Quiz Three is due by 11:59 pm on 11/3.

 

Assignment Four (11/4 – 11/6)

 

Read: Chapter 9 – Thinking, Language and Intelligence (read only pages 297 – 310 and 323 - 346) – Myers (note: we are covering Thinking and Intelligence only; we are not covering Language)

View Lecture 1: Thinking

View Lecture 2: Intelligence

View Lecture 3: Wisdom – note: this lecture is not a reinforcement of material in the text; this is additional information.

Reading Quiz Four.  This reading quiz is over the assigned reading and lectures in Assignment Four.  Reading Quiz Four is due by 11:59 pm on 11/6.

Assignment Five (11/7 – 11/9)

 

Read: Chapter 7 - Learning – Myers

View: Lecture 1: Classical Conditioning

View: Lecture 2: Operant Conditioning and Observational Learning

View: Lecture on Self-Control - note: this lecture is not a reinforcement of material in the text; this is additional information.

Reading Quiz Five.  This reading quiz is over the assigned reading and lectures in Assignment Five.  Reading Quiz Five is due by 11:59 pm on 11/9.

Unit One Discussion / (PBL) Problem Based Learning Assignment:

Your Unit One Discussion / (PBL) Problem Based Learning Assignment is due November 10.  Your assignment is to complete the discussion question below on Self-Control. 

                                                                                                                       

To post your discussion response, go to “Discussions / PBL (Problem Based Learning) Assignments” and then click on Unit One Discussion / PBL Assignment.  Remember, your discussion response to the question needs to be a minimum of 500 words in 12 point type size. I will not grade a paper that does not meet the 500 word requirement. 

This assignment on Self-Control is based on the lecture on Self-Control (see Assignment Five).  You will need to have completed the lecture on Self-Control in order to do this assignment.  A well-defined plan is critical in order to change a problem behavior. You need a well-structured plan and strong motivation. Your objective here is to identify one behavior you want to change. Examples of behavioral deficits include: poor study habits, lack of assertiveness, poor time management, poor eating habits, lack of exercise, lack of public speaking skills, lack of appropriate social skills, inability to relax, lack of positive thoughts. Examples of behavioral excesses include: being overweight, smoking cigarettes, substance abuse (for example alcohol abuse), negative thoughts, use of bad language, jealousy, overuse of caffeine, procrastination, too much stress, test anxiety, poor budget management. 

After you identify one behavior you want change, your goal is to write out your behavior change plan.  Remember to get specific and write out your plan for each step.  Your assignment is to copy and paste each of the 7 steps below into your paper.  Be sure you answer each of the 7 steps below in your paper.  Break your paper into at least 6 paragraphs to address each item below; do not make it one long paragraph!

1. Set a target behavior (goal) that is realistic and measurable.  For example, if you want to increase exercise, you need to specify what that means e.g., “I will walk for 30 minutes five days per week.”  Other examples of specific / measurable goals: “My goal is to lose 10 pounds.”  “My goal is to drink 1 cup of coffee per day.”  Your plan is less likely to work if your goal is vague.  It needs to be specific and measurable.   

2. Identify the potential benefits of reaching your target. Also identify the costs of not reaching the target!

3. Set up and describe a daily schedule that utilizes your favorite activities as rewards.

4. Enlist social support from family and friends who - describe how, when, where?

5. Identify the specific obstacles you're likely to encounter in reaching your target and construct strategies for overcoming them. Remember that the hardest part is minimizing the influence of immediate rewards and maximizing the impact of your rewards.

6. Use tracking (self-monitoring system) to keep you focused; describe what will your tracking system look like? What can you do to make sure you stay on track with your goal?  For example, when my goal is to outline a chapter in psychology, I have a file in my word processor where I state the date, the realistic goals for the day, and the rewards at the end of the day after I complete the goals.  I also track time on task, meaning I set a timer for 30 minutes. I stay on task for 30 minutes and then take a 5 minute break.  At the end of the day I add up my time spent (in 30 minute intervals) on task.  If you slip, keep trying; remember that behavioral change takes time.  4 out of 5 people experience backsliding.  It is worth the effort!

Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.

Rubric used to grade Unit One Discussion Assignment:

Criteria	Exceeds Expectation	Needs Improvement	Does not meet expectations
Knowledge	60 Points Contains clear, thorough responses to each of the 7 items identified in the assignment.  It provides evidence that the student has diligently applied concepts from the assigned reading.	40 Points Does not address all of the 7 items 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.	30 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	20 Points Information is clearly organized.	15 Points Information is loosely organized.	10 Points Information is present, but very difficult to understand due to poor organization.
Mechanics	20 Points Proper grammar and spelling used throughout written work.	15 Points Proper grammar and spelling used throughout written work with major errors.	10 Points Very poor grammar and spelling used through written work.

Exam One: The testing date is November 11 – November 12.  Exam 1 opens 12:00 am (midnight) on November 11 and closes at 11:59 pm on November 12.  To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, 2, 3, 4 and 5.

Unit Two (November 13 – November 29)

Assignment Six (11/13 – 11/16)

 

Read: Chapter 14 - Psychological Disorders – Myers

View: Lecture 1: Perspectives on Psychological Disorders

View: Lecture 2: Anxiety Disorders

View: Lecture 3: Other Psychological Disorders

Reading Quiz Six.  This reading quiz is over the assigned reading and lectures in Assignment Six.  Reading Quiz Six is due by 11:59 pm on 11/16.

Assignment Seven (11/17 – 11/19)

Read: Chapter 15 - Therapy – Myers

View: Lecture 1: Psychological Therapies (Psychoanalytic and Humanistic)

View: Lecture 2: Psychological Therapies (Behavioral, Cognitive, Group, and Family)

View: Lecture 3: Evaluating Psychotherapies

View: Lecture 4: The Biomedical Therapies and Prevention

View: Lecture on Hope - note: this lecture is not a reinforcement of material in the text; this is additional information.

Reading Quiz Seven.  This reading quiz is over the assigned reading and lectures in Assignment Seven.  Reading Quiz Seven is due by 11:59 pm on 11/19.

Assignment Eight (11/20 – 11/23)

In this assignment, I want to go deeper into one specific form of psychotherapy called Rational Emotive Behavior Therapy (REBT). The material in this assignment will help you learn how to cope more effectively with the stress in your life by teaching you to evaluate and change your thinking about events that lead to emotional and behavioral upset.

Read: REBT - Emotional Disturbance and Its Treatment in a Nutshell 

Read: REBT - Toward an Egoless State of Being

Read: REBT - Overcoming Self-Esteem

*The REBT articles can be found by going to “Lessons” and then click on “Supplemental Reading – REBT.”

View: Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

View: Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

View Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19

*You can access the lectures by going to “Lessons” on the Home Page and then click on “Video Lectures.” Scroll down until you find the videos.

There is a lot of overlap in these videos.  The video lecture on REBT/Covid will reinforce many of the ideas in the “REBT and Mentalization In Stressful Life Situations” lecture; it will also show how we can apply REBT to the stress of a pandemic. 

Read: REBT Healthy VS Unhealthy Emotion

* To view this handout go to “Lessons,” then to “Supplemental Reading – REBT,” and then to “REBT Healthy VS Unhealthy Emotion.” This handout summarizes in one handout all of the emotions covered in the REBT lectures.

Reading Quiz Eight.  This reading quiz is over the assigned reading and lectures in Assignment Eight.  Reading Quiz Eight is due by 11:59 pm on 11/23.

Unit Two Discussion / (PBL) Problem Based Learning Assignment:

Part 1:

In this Discussion Response, I want you to reflect on the REBT lectures and the REBT articles in Assignment Eight.  I want you to choose one to three major themes from any aspects of the REBT lectures and the REBT articles in Assignment Eight. I am not asking you to respond to several themes for each REBT lecture and several themes for each REBT Article!  I want you to make connections to any aspects of the REBT lectures 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 lectures and/or 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 lectures and/or reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the lectures and/or reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the lectures and/or reading assignments increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the lectures and/or reading assignments relate to your community, or your family?

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

REBT lectures and/or the REBT articles in Assignment Eight to your peer’s discussion response.  Here is the list of the references for the articles and lectures you have already studied in Assignment Eight:

Emotional Disturbance and Its Treatment in a Nutshell 

(Albert Ellis, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Toward an Egoless State of Being

(Arnold Lazarus, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Overcoming Self-Esteem

(David Mills, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

(Kee, 2000.  REBT and Mentalization In Stressful Life Situations Part 1)

Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 2)

Lecture 3: Help for Stressful Situations: An REBT Approach to Coping with Covid-19

(Kee, 2020.  Help for Stressful Situations: An REBT Approach to Coping with Covid-19)

In order to get credit, you must indicate in the body (text) of your peer response which article or lecture you are referring to.  Copy and paste the references you choose to use above into the body of your paper. The minimum length for this paragraph is 150 words. 

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 answer to this second part.  You may want to reflect on one or more of the following: 1) How does your peer response relate to your life, experiences, feelings and ideas?, 2) How does your peer response increase your understanding of a particular issue? Did it change your perspective in any way?, 3) How does your peer response relate to your community, or your family?, 4) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.

To post your Unit Two Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on Unit Two Discussion / PBL Assignment.  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.”

Remember, your discussion response to the question needs to be a minimum of 500 words in 12 point type size, and your peer response need to be a minimum of 300 words (part 1 must be 150 words and part 2 must be 150 words).  I will not grade a paper that does not meet these minimal requirements.  Please divide your 500 word discussion paper into paragraphs! 

Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is due November 24.  Your peer response is due November 27.

Example Peer Response:

Susan, in your discussion you talked about how difficult it is to let go of rating yourself.  You mentioned that when you score well on an exam your perception of worth goes up and when you do not score well on an exam your perception of your worth goes down.  I want to apply an idea from Overcoming Self-Esteem by David Mills to your discussion (David Mills, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.).  This article really calls people out making one realize that “most people unfortunately believe that self-esteem must, in some way, be earned through accomplishments" (Mills, p. 2). I like how Mills challenges us to think about self-esteem in a different way.  Instead of attaching our self-worth to an outcome regarding how we perform, it is in our best interest to only rate our behavior. We can ask if our behavior is helping us to reach our goal or not.  This is more helpful than rating our total self.  It is helpful to realize that we do not have to beat ourselves up in order to get ourselves to become more productive.

Susan, on a personal note, I am now realizing that we are not the only ones in this world to believe the lies we were telling ourselves about self-esteem. I also placed my worth in the wrong things and this idea of my accomplishments creating my self-esteem has caused nothing but pain in my life.  As long as my self-esteem is contingent upon how well I perform, I notice that I have very little compassion for myself.  I am sorry to hear how you have created more suffering for yourself through the process of putting yourself down when you don’t perform well on something such as an exam.  I think it is amazing to know you have come to realize that your worth is not placed in those things. I hope life starts looking up for you, and things get better. You have already come this far, you can keep going – keep improving.  I’m looking forward to seeing how other things we learned in this class can help us to find greater self-compassion.

Rubric used to grade Unit Two 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 300 word requirement.  Demonstrates that the student gave their peer’s discussion some real thought.  The student relates ideas from another source to his or her peer’s response. The student provides the references used in the body (text) of their peer response.  After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response.	16 Points Peer response meets the minimum 300 word requirement.  The peer response does not relate ideas from another source to his or her peer’s response.  Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference in the body (text) of the peer response.	0 Points Does not meet the minimum 300 word requirement.

Assignment Nine (11/24 – 11/27)

Read: Chapter 10 – Motivation and Emotion (read only pages 367-382, Theories and Physiology of Emotion and Expressing and Experiencing Emotion) – Myers

Read: Chapter 11 – Stress, Health, and Human Flourishing – Myers

View: Lecture 1: Theories of Emotion

View: Lecture 2: Embodied Emotion

View: Lecture 3: Expressed Emotion

View: Lecture 4: Experienced Emotion

View: Lecture 5: Emotions (Stress and Health)

View: Lecture 6: Emotions and Promoting Health

View: Lecture on Happiness - note: this lecture is not a reinforcement of material in the text; this is additional information.

Reading Quiz Nine.  This reading quiz is over the assigned reading and lectures in Assignment Nine.  Reading Quiz Nine is due by 11:59 pm on 11/27.

Exam Two: The testing date is November 28 – November 29.  Exam 2 opens 12:00 am (midnight) on November 28 and closes at 11:59 pm on November 29.  To get into an exam, click on Lessons and then click on Exams.  Exam 2 covers Unit Two, consisting of Assignments 6, 7, 8, and 9.  This exam is online. 

Unit Three (November 30 – December 13)

Assignment Ten (11/30 – 12/3)

Read: Chapter 4 - Developing Through the Lifespan – Myers

View: Lecture 1: Childhood Cognitive Development

View: Lecture 2: Childhood Social Development

View: Lecture 3: Adolescence

View: Lecture 4: Adulthood

Reading Quiz Ten.  This reading quiz is over the assigned reading and lectures in Assignment Ten.  Reading Quiz Ten is due by 11:59 pm on 12/3.

Assignment Eleven (12/4 – 12/7)

Read: Chapter 10 – Motivation and Emotion (read only pages 347 - 359, Basic Motivational Concepts, Affiliation, and Achievement) – Myers

Read: Chapter 5 – Gender and Sexuality (read only pages 172 – 188 Human Sexuality) - Myers

View: Lecture 1: Motivation

View: Lecture 2: Sexual Motivation

View: Lecture on Love – note: this lecture is not a reinforcement of material in the text; this is additional information.

Read: REBT - How to Stop Being a Love Slob 

Read: REBT - Self-Interest and Assertion

*The REBT articles can be found by going to “Lessons” and then click on “Supplemental Reading – REBT.”

Reading Quiz Eleven.  This reading quiz is over the assigned reading and lectures in Assignment Eleven.  Reading Quiz Eleven is due by 11:59 pm on 12/7.

Unit Three Discussion / (PBL) Problem Based Learning Assignment:

Part 1:

In this Discussion Response, I want you to reflect on the Lecture on Love and the REBT Articles in Assignment Eleven. 

I want you to choose one to three major themes from any aspects of the Lecture on Love and/or the REBT articles in Assignment Eleven. I am not asking you to respond to several themes for the Lecture on Love and several themes for each REBT Article!  I want you to make connections to any aspects of the Lecture on Love and/or the REBT Articles that you wish. I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to any aspects of the Lecture on Love and/or the 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 lectures and/or 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 lectures and/or reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the lectures and/or reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the lectures and/or reading assignments increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the lectures and/or reading assignments relate to your community, or your family?

You may also choose from these question to help you create your connection response:

With regard to the How to Stop Being a Love Slob article:

• Do you see any "love-slob" in your personality? Or, are you the other extreme in that you are fiercely independent, keeping yourself at a distance in your close/romantic relationships?  What are your observations of others who show “love-slob” behavior or the other extreme of keeping extreme distance?  What is the healthy way to proceed in our romantic relationships?

With regard to the Self-Interest and Assertion article:

• Do you see yourself as assertive in your relationships with people in your work and in your personal life? Or, do you tend to allow people to take advantage of you too much? Are there aspects in these areas you would like to change?  Explain. 

With regard to the Love Lecture:

• Which form of attachment (secure, avoidant, and anxious) best reflects your observations of yourself or a person you know?  Does the description of this form of attachment accurately reflect your experience?  In what way does this help you think about your close relationships with others? 
• Describe what is meant by consummate love.  In your opinion, how realistic is it for couples to experience and maintain consummate love?  How would this work?  What are the barriers? 
• Do you agree with the lecture on Love with regard to what men and women look for in a mate? Do you observe differences in what men and women look for in a mate?  Explain. 
• What is the difference between passion and intimacy?  Do you believe it is a struggle for many men in our culture to fully experience intimacy?  Explain.
• What do you think about the three types of commitment and the functions of commitment?  How do you feel about commitment?  Why do you think it is so important?  Why does it seem to be difficult for many people to develop?  How is commitment different from passion and intimacy?  How does commitment connect to equity?
• As you review the suggestions provided on the lecture on Love regarding building close relationships (minding theory, carve out time to talk, handle conflict constructively, express admiration, show affection, and create shared meaning), describe which suggestions struck you as interesting or as strategies that you had not thought about.  Do you see couples practicing any of these suggestions?  Which suggestions do you want to apply in your life?

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

Lecture on Love and/or the REBT articles in Assignment Eleven to your peer’s discussion response.  Here is the list of the articles and the lecture you have already studied in Assignment Eleven:

Lecture on Love

(Kee, 2000. Lecture on Love)

How to Stop Being a Love Slob 

(Michael Bernard, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Self-Interest and Assertion

(Ruth Wessler, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

In order to get credit, you must indicate in the body (text) of your peer response which article or lecture you are referring to.  Copy and paste the references you choose to use above into the body of your paper. The minimum length for this paragraph is 150 words. 

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 answer to this second part.  You may want to reflect on one or more of the following: 1) How does your peer response relate to your life, experiences, feelings and ideas?, 2) How does your peer response increase your understanding of a particular issue? Did it change your perspective in any way?, 3) How does your peer response relate to your community, or your family?, 4) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.

To post your Unit Two Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on Unit Two Discussion / PBL Assignment.  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.”

Remember, your discussion response to the question needs to be a minimum of 500 words in 12 point type size, and your peer response need to be a minimum of 300 words (part 1 must be 150 words and part 2 must be 150 words).  I will not grade a paper that does not meet these minimal requirements.  Please divide your 500 word discussion paper into paragraphs! 

Your Unit Two Discussion / (PBL) Problem Based Learning Assignment is due December 8.  Your peer response is due December 11.

Rubric used to grade Unit Two 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 300 word requirement.  Demonstrates that the student gave their peer’s discussion some real thought.  The student relates ideas from another source to his or her peer’s response. The student provides the references used in the body (text) of their peer response.  After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response.	16 Points Peer response meets the minimum 300 word requirement.  The peer response does not relate ideas from another source to his or her peer’s response.  Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference in the body (text) of the peer response.	0 Points Does not meet the minimum 300 word requirement.

Assignment Twelve (12/8 – 12/10)

Read: Chapter 13 - Social Psychology - Myers 

View Lecture 1: Social Thinking

View Lecture 2: Social Influence (Conformity and Obedience)

View Lecture 3: Social Influence (Group Influence)

View Lecture 4: Social Relations (Prejudice)

View Lecture 5: Social Relations (Aggression)

View Lecture 6: Social Relations (Attraction, Altruism, and Conflict)

Reading Quiz Twelve.  This reading quiz is over the assigned reading and lectures in Assignment Twelve.  Reading Quiz Twelve is due by 11:59 pm on 12/10.

Service Learning Project

In essence, service learning is a way of learning that benefits not only the students but the surrounding community as well. It works by teaching concepts in the classroom, which can be applied within that community; as a result, it is mutually beneficial to everyone involved. Although this type of learning breaks away from the traditional classroom, it offers students a chance to connect what they are learning with action, while at the same time helping to improve the lives of others around them.

The Service Learning Project is due October 5.  This project has been adapted due to Covid.  In the past you were required to do three hours of volunteer work at a nonprofit agency. Because of Covid, the instructions have been modified.  Because of Covid-19, we are not physically going to agencies to volunteer.  You are not required to complete volunteer hours.  In this Service Learning Project you are to reflect on a time that you have volunteered and then answer the questions in the Service Learning Project Template. If you have never volunteered, please research a local agency and then answer the questions in the Service Learning Project Template.  Once you go through the steps below, this assignment should be clear.

There are several steps to complete for this Service Learning Project.  These steps serve as the instructions on how to complete the project:

Step 1: Click on the Service Learning Project at the upper left hand corner of the Home Page of the course in order to access the required documents needed to complete the Service Learning Project.

Step 2: Open and read the document entitled “Service Learning Project Template.” After you read this document, you will understand what you are required to do for this assignment. This is the template you use to answer the questions.  You MUST include the questions in your paper!  I will have a very difficult time grading your answers if I cannot see each of the questions that you are answering.

Step 3: Open and read the document entitled “Reading Graphs and Charts.”  This mini lecture will help you better understand how to interpret information on graphs and charts.  This mini lecture will help you to better understand how to answer the questions related to the graphs (question 5).

Step 4: Open and read the document entitled “Volunteer Opportunities for Service Project.”  This document will give you information on possible places for you to consider for your volunteer work. If none of these organizations interest you, feel free to research other agencies.  You can also google Volunteer Match Amarillo for more ideas!  

You do not need to send a verification form from your agency. 

Step 5: After you select an agency, proceed to answer the questions in the “Service Learning Project Template.” Remember to SAVE YOUR DOCUMENT as a WORD file or a RICH TEXT FORMAT file on your computer.  Do NOT submit your paper as a pdf. file.

Step 6: EDITING YOUR WORK: Good ideas require excellent writing to be understood! Please take time to EDIT your work carefully as you will be graded on your grammar, writing mechanics, organization of your thought and the "knowledge you possess" related to the data and graphs on poverty.  Write in complete sentences, remember punctuation and capitalization and proper grammar count!  JUST A NOTE: "I" is a proper noun and should BE CAPITALIZED! This is NOT A TEXT MESSAGE TO YOUR FRIENDS! It's a COLLEGE-LEVEL WRITING ASSIGNMENT! 

If you are not a strong writer, please submit your work prior to the due date to the WRITER'S CORNER for editing. You can contact them at the following web link and/or phone number: https://www.actx.edu/english/writerscorner or  (806) 345-5580. They are located in Ordway Hall, Room 102. 

Step 7: CITING SOURCES:  A part of your grade will be over proper citing of sources for this project.  Remember, in the items that are required to have a bibliography/reference section, be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title, any author, date, and the web address stating "Retrieved from".           

Examples: 

General Psychology textbook:

Myers, D. (2014) Exploring Psychology (9th Edition).  Worth, pages 35-39.    

Lifespan Development textbook:

Crandell, T., Crandell, C., and Vander Zanden, J. (2012).  Human Development.  McGraw Hill (10th Edition)., page 102.

Psychology of Adjustment textbook:

Corey, G., Corey, M.S., and Muratori, M. I Never Knew I Had a Choice.  Cengage (11^th Edition). page 45.

For an online source (particularly those related to your agency history) you will have a citation that looks like this:

High Plains Food Bank: About The Agency. Retrieved May 21, 2016 from https://www.hpfb.org/Hunger

As well, be sure you ALWAYS cite your sources in the body of your text where you use the reference: For example:

The purpose of the High Plains Food Bank is to help "food insecure" families get the nutrition they need in the 29 counties of the Texas Panhandle (High Plains Food Bank: About, May 21, 2016).

Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals.  This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.

HINT: IF YOU LOOK IN YOUR REFERENCE SECTION OF YOUR TEXTBOOK, you will find the proper FORMAT for any REFERENCE that you are using for this essay!

Step 8: Instructions for uploading your Service Learning Project into the course.  Go to the Service Learning Project in the upper left hand corner of the Home Page.  Click on the Service Learning Project Drop Box.  Then, click on “Write Submission” and you will see the Text Submission box.  Copy and paste your completed Service Learning Project Essay (Service Learning Project Essay Template) that you have already saved to your computer into this Text Submission box.  (DO NOT submit your paper into the COMMENTS section!) In order to paste your Service Learning Project Essay into the Text Submission box, you will first need to highlight your Service Learning Project Essay.  Then hold the Ctrl button and press C to copy.  Next, you will need to click your cursor inside of the Text Submission box.  Then, hold the Ctrl button and press V to paste your Essay into the Text Submission box.  Then click Submit and it will upload into the course. I will then go in at a later time and grade your Essay.

GRADING RUBRIC FOR YOUR SERVICE PROJECT ASSIGNMENT

	Levels of Achievement
Criteria	EXCEEDS EXPECTATIONS	MEETS EXPECTATIONS	MEETS MOST or SOME EXPECTATIONS & NEEDS IMPROVEMENT	DOES NOT MEET EXPECTATIONS	DID NOT ANSWER QUESTION
KNOWLEDGE QUESTION #1 Weight 20.00%	20 Contains clear, thorough responses to each of the parts of EACH of the questions identified in the assignment. It provides evidence that the student has diligently researched the history of the agency the agency/organization, the social issue the agency is concerned with, and the specific intervention(s) used to help the issue. It provides evidence that the student has diligently identified the tasks. Provides proper citation.	17 Addresses almost all of the parts of the questions, and answers ALL the questions identified in the assignment. Provides some evidence that the student has researched the history, social issues and specific interventions of the agency with which they were involved. Provides at least one reference that is appropriate with citation in text.	14 Does not address all of the parts of the questions in the assignment, or skipped one of the questions. It provides minimal evidence that the student has diligently researched the history of the agency, the social issue the agency is concerned with and the specific intervention used to help the issue, the social issue the concerned with and the specific intervention used to help the issue. Fails to provide clear evidence that the student has diligently identified the tasks at the chosen agency.  Failed to provide appropriate reference and/or citation and bibliography.	10 Minimally addresses and or fails to answer some of the questions in item #1. It does not provide evidence that the student researched the history of the agency, the social issue the agency is concerned with or the specific intervention used to help the issue. It doesn’t provide evidence that the student has diligently identified the tasks at the chosen agency. Failed to provide reference and citation and bibliography.	0 Did not provide an answer.
KNOWLEDGE QUESTION # 2 Weight 10.00%	10 Contains clear, thorough responses to the question identified in the assignment. It provides evidence that the student has diligently reflected on experiences, prior knowledge and new knowledge learned while working at the chosen agency.	8 Addresses the question identified in item #2, in a minimal manner and/or provides some evidence that the student has done some reflection on their experiences, as well as discussing previous and new knowledge gained while working at this agency. Needs improvement and some added depth.	7 Addresses some of issues raised by the question in item #2 in a perfunctory manner. It provides minimal reflection from the student regarding their experiences, prior knowledge and new knowledge gained in this experience. Needs a quite a bit of improvement and depth of reflection on the experience.	5 Minimally addresses the items in the assignment. Provides very little, if any, evidence that the student has reflected on experiences, prior knowledge and new knowledge gained in this experience. Needs much more depth of reflection and improvement in communicating that experience.	0 Did not provide an answer.
KNOWLEDGE QUESTION #3 Weight 20.00%	20 Contains clear, thorough responses to each part of the question identified in the assignment. It provides evidence that the student has diligently applied or related concepts from at least 2 specific concepts from their textbook to their experience in their agency. Cited sources in the text and within the bibliography section.	17 Contains a minimum required response to the question identified and its parts. Provides some evidence that student applied and/or related at least 1 concept from the textbook to their experience at the agency. Cited source in text and within bibliography section.	14 Does not address all of the parts of question in the assignment and/or responses lack clarity and depth. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied or related 1 concept from their textbook in this class to their experience in their agency. Fails to cite source in text or bibliography.	10 Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no specific indication that the student applied or related any concepts from their textbook in this class to their experience in their agency. Fails to cite source(s) in text and bibliography.	0 Did not provide an answer.
KNOWLEDGE QUESTION #4 Weight 10.00%	10 Contains clear, thorough responses to the question identified in the assignment. It provides evidence that the student has diligently described the impact he or she hopes to have by continuing to volunteer at their selected agency. If the student chose not to volunteer at their selected agency, then he or she described in detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life.	8 Contains minimal response to the question identified in the assignment. Provides some evidence that student described the impact he or she hope to have by continuing to volunteer at selected agency. If the student chose not to volunteer at the agency, then he or she gave a brief but not specific description of at least one action step if that they are willing to do to apply some aspect of "social responsibility" that they learned in their volunteer work in their life.	7 Does not address all of the parts of the questions in the assignment. It provides minimal evidence that the student has diligently described the impact he or she hopes to have by continuing to volunteer at their selected agency. If the student chose not to volunteer at their selected agency, then he or she described one general and somewhat vague action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life.	5 Minimally addresses the items in the assignment. It does not provide evidence that the student has described the impact he or she hopes to have by continuing to volunteer at their selected agency or, if the student chose not to volunteer at their selected agency, then he or she failed to describe in any detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life	0 Did not provide an answer.
KNOWLEDGE Empirical Data Question #5 Weight 25.00%	25 All five questions and all parts are correct indicating that the student has mastery over understanding empirical and graphical representation of data in social and behavioral sciences research	21 Four of the 5 questions were correct, and/or the student missed a few of the components in a couple of the questions, indicating student has an understanding of empirical and graphical representation of social and behavioral science research.	18 Three of the five questions were correct, and/or student missed multiple components within some of the questions, indicating that the student has difficulty and lacks a complete understanding of empirical and graphical representation of social and behavioral science research.	13 Two or less of the five questions were correct, and student missed multiple components within these questions, indicating that the student lacks understanding of empirical and graphical representation of social and behavioral science research.	0 0 points Did not provide an answer.
Organization Weight 5.00%	5 Information is clearly organized throughout the four questions on the essay, ideas flow nicely.	4 Some sections of the are well organized while others are loosely organized, lacking flow	3 Information is loosely organized throughout and there is a lack of flow of ideas.	2 Information is present, but very difficult to understand due to poor organization.	0 Did not provide an answer.
WRITING MECHANICS Weight 10.00%	10 Proper grammar and spelling used throughout the answer to the question. Minimum word count is exceeded.	8 Generally, grammar and spelling used are correct with a few errors. Minimum word count is reached.	7 Proper grammar and spelling used throughout the answer to the question with major errors. Minimum word count is reached or fell a little short at points.	5 Very poor grammar and spelling used throughout the answer to the question. Minimum word count is not reached.	0 Did not provide an answer.

Exam Three: The testing date is December 12 – December 13.  Exam 3 opens 12:00 am (midnight) on December 12 and closes at 11:59 pm on December 13. To get into an exam, click on Lessons and then click on Exams.  Exam 3 covers Unit Three, consisting of Assignments 10, 11, and 12. This exam is online. 

Comprehensive Final Exam: This exam covers all of the material assigned in the course.  To get into an exam, click on Lessons and then click on Exams.  The testing date is  December 16.  The Final Exam opens 12:00 am (midnight) on July 28 and closes at 11:59 pm on July 28. This exam is online.