Death and Dying Syllabus for 2021-2022
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Instructor Information

Office Location

Dutton Hall 202N

Office Hours

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

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

Amarillo College Tutoring for Success Policy:

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.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

Privacy Statement

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 .

Course

PSYT-1325-001 Death and Dying

Prerequisites

Course Description

Study of the cultural and social norms, values, beliefs and behaviors associated with end-of-life experiences.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

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.

Hours

(3 sem hrs; 3 lec)

Class Type

Online Course

Syllabus Information

Textbooks

Supplies

No supplies available

Student Performance

Dr. Alan Kee

Professor of Psychology

Amarillo College

Death and Dying (WEB)

Syllabus

Fall 2021 (16 Week)

8/23/2021 - 12/17/2021

Welcome to Death and Dying Online!

To view the Syllabus and the Course Schedule / Assignments go to the Home Page for the course and then go to the Lessons tab.

Please take the time to read this Syllabus in its entirety! It contains important information on how this course operates.

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. Thus, students are responsible to check their AC Connect Google Email account on a daily basis.

In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect. Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next.

To send email to your instructor, do the following:

• Click Send Email in the course menu.

• Click All Instructor Users.

• Type a Subject, just like you would in an email.

• Type your message, then click Submit again.

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.

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

https://use.vg/XUPI9nWJm6A5

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 Tuesday September 7. 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.**

COURSE NAME: Death and Dying (WEB)

COURSE NUMBER: PSYT-1325

HOURS: 3 Credit Hours

FACULTY: Alan Kee, Ph.D.

OFFICE: Dutton Hall 202N

PHONE: 806-371-5183 is my office number. 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: I have online office hours Mon. – Thu. 8:00 am – 9:00 am; I prefer to meet by phone or zoom due to Covid. Please call me on my cell at 806-336-2143 to set an appointment by phone or zoom.

COURSE DESCRIPTION/PURPOSE AND GOALS OF COURSE:

This course will explore the social, psychological, cultural, and personal experiences of death, grief, and loss. Current theories and research regarding the study of death and dying will also be introduced and discussed. Attention is also given to appropriate coping strategies for dealing with death and for aiding others in the coping process.

LEARNING OUTCOMES:

1. To analyze contemporary attitudes and beliefs about death.

2. To understand the practices of dying and subsequent coping skills.

3. To understand the process and rituals associated with bereavement.

4. To explore the impact of death, dying, and bereavement on the family.

5. To understand legal and ethical issues associated with death and dying.

TEXTS:

Either the 12 ed. or the 11 ed. of Death, Society, and Human Experience is required for this course.

Kastenbaum, R. J. and Moreman, C. M. (2018). Death, Society, and Human Experience (12th Ed.). Pearson. This edition is preferred.

Death, Society, and Human Experience 12th edition 9781138292406 1138292400

Kastenbaum, R. J. (2012). Death, Society, and Human Experience (11th Ed.). Pearson. This edition will also work for this course.

Klicker, R. (2007). Funeral Service Psychology and Counseling. Thanos Institue. ISBN 978-0-964796-73-7 Thanos Institute 800-742-8257. This text is required for this course.

Klicker textbook

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: WARE 300B;
(806) 345-5639) 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 806-371-5439. The AC Advocacy & Resource Center website is www.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 contact the instructor to discuss how to help the student. The instructor and the student will also explore the option of tutoring. A plan to help the student is critical so that the student can be successful with regard to the upcoming 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 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. Then, I suggest you take practice exam questions.

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 a total of seven multiple choice EXAMS: Exam 1, Exam 2, Exam 3, Exam 4, Exam 5, Exam 6 and a Comprehensive Final Exam. All 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 6?

You do not have to take the Final exam if you are satisfied with your scores on Exam 1 - Exam 6.

The lowest exam score out of the seven is automatically dropped. Therefore, if you are satisfied with your scores on Exam 1 - Exam 6, then you have the option to not take the Comprehensive Final Exam. In this case, the Final Exam would count as your drop grade.

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 (midnight) 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 exam.

6. What is the penalty for cheating on an exam or paper?

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 or paper, 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 60% of your grade and the three Unit Discussions are worth 40% of the grade in the class.

Let us say, for example, that you made an 82 on Exam 1, a 79 on Exam 2, a 93 on Exam 3, an 84 on Exam 4, a 91 on Exam 5, and an 83 on Exam 6. The Final Exam would count as your drop grade.

And, let us say you made a 100 on Unit One Discussion, a 70 on Unit Two Discussion, a 86 on Unit Three Discussion, a 100 on Unit Four Discussion, a 100 on Unit Five Discussion, and a 100 on Unit Six Discussion.

First take the average of the exam grades: 82 + 79 + 93 + 84 + 91 + 83 = 512/6 = 85.33. Then, multiply the average exam grade score by 60%: 85.33 x .60 = 51.19.

Then take the average of the six Unit Discussions grades: 100 + 70 + 86 + 100 + 100 + 100 = 556/6 = 92.66. Then, multiply this average score 40%: 92.66 x .40 = 37.00.

Add 51.19 + 37.00 = 88.19; your grade in the class would be a "B."

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 weight of the assignments?

The Exams and the Discussions are each worth 100 points. The Exams are worth 60% of the course grade and the Discussions are worth 40% of the course grade.

14. Explain how Blackboard grades the exams. Blackboard is the software that runs the exams in your course.

The lowest exam grade out of the seven exams will be automatically dropped. If you are happy with your scores on Exams 1 – 6, then you do not have to take the Final Exam. The Final Exam will be your drop grade. Be aware that Blackboard is dropping the lowest exam score as you take exams across time.

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) as you take exams across time.

Example:

Let us say you have the following exam scores: 90, 90, 90, 90, 90, 90 and you are wondering if you should drop the Final Exam. Here is how you would do the math:

90 + 90 + 90 + 90 + 90 + 90 = 540/6 = 90. In this case the “Exams AVG” would say you have a 90 BEFORE you take the Final Exam. When you factor in the Zero for the dropped Final Exam it would look like this: 90 + 90 + 90 + 90 + 90 + 90 + 0 (drop grade) = 540/6 = 90.

Example:

Let us say you have the following exam scores: 90, 90, 90, 90, 90, 50 and you are wondering if you should drop the Final Exam. Here is how you would do the math:

90 + 90 + 90 + 90 + 90 + 50 = 500/6 = 83. However, the “Exams AVG” would say you have a 90 BEFORE you take the Final Exam because it is dropping the lowest score (the 50) as you take exams across time. If you elect not to take the Final Exam, here is what your “Exams AVG” would be: 90 + 90 + 90 + 90 + 90 + 50 + 0 (drop grade) = 500/6 = 83.

Please calculate your final grade in the course by hand factoring in the Zero on the Final Exam before you make a decision as to whether or not to take the Final Exam.

GENERAL QUESTIONS AND ANSWERS:

When you go to Lessons Tab and then to Discussions, you will see General Questions and Answers. Here, you can ask a question or provide comments that the entire class (including your instructor) can see.

If you have general questions (and answers) that other students may benefit from, please direct them to the instructor (or class) by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in "General Questions and Answers", all students will be able to see my (and your) responses. If I fail to respond to your question that you post in the “General Questions and Answers,” please send me a direct email and remind me of your post. Students infrequently post questions in the “General Questions and Answers” discussion board so I do not check it daily.

DISCUSSIONS / PARTICIPATION:

How do we participate in this online 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.

The basic idea is that I will provide a discussion question prompt that you answer based on the reading assignments and/or lectures. 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 assigned chapter before you post your response.

Where do we go to post our discussion response in the class?

Participation occurs in this class by clicking on Discussions (on the Home Page for the course), and then click on the specific unit for the discussion question you are working on. You will then post your discussion response into the appropriate unit.

It is the student’s responsibility to make sure the discussion is posted. You should post directly into the Discussion for the assigned Unit. Do not post your discussion as an attachment. After the discussion is posted, it is the student’s responsibility to check to make sure that their discussion in fact was posted.

Where do we find the homework assignments?

All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).

What types of homework assignments will we have?

Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, and completing discussion assignments.

Are we required to respond to other student’s posts?

It depends on the assignment. Some of the discussion assignments require you to provide a peer response. I do believe that the class will be more interesting if you do make some genuine responses to other people's responses. (See Course Schedule for details about Discussions.)

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. Do NOT post your discussion as an attachment.

Is there a penalty if my discussion does not meet the required length or if it is late?

I will not take a discussion paper that does not meet the word required minimum. You may redo the paper and incur a 20-point penalty. You should use a word processor to write your discussion response. Your word processor should give you a word count for your discussion papers.

What are the ground rules for group discussion?

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 discussion 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 with some online aspect of the course, 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.

The last day to withdraw is 11/23/21. You must first visit with your instructor in order to officially drop a class. Then, your instructor will provide you with a signed drop form that you fill out. The next step is for you to submit the form to 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 which can hurt your chances of getting into academic program in the future.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

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".

Expected Student Behavior

Dr. Alan Kee

Professor of Psychology

Amarillo College

Death and Dying (WEB)

Course Schedule / Assignments

Fall 2021 (16 Week)

8/23/2021 - 12/17/2021

Welcome to Sociology of Death and Dying Schedule 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.

I also recommend that you take notes (outline) on the assigned reading. These notes (outlines) that you develop 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 and exams in 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.

Critical Information on How To Use Email in This Course!

To send email to your instructor, do the following:

• Click Send Email in the course menu.

• Click All Instructor Users.

• Type a Subject, just like you would in an email.

• Type your message, then click Submit again.

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.

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

https://use.vg/XUPI9nWJm6A5

Introduce Yourself

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!

*The course is divided into 6 units.

*Review the two handouts on studying: 1) How to Study by Summarizing and Marking the Text, and 2) How to Prepare for Exams. These handouts are found by going to Lessons.

*In the Lecture notes for the Kastenbaum text, I provide Learning Objectives for each chapter as well as reflections and additional commentary to help explain the chapter and provide context for many of the primary concepts in the chapter. Lecture notes are found by going to Lessons tab on the home page and then click on Lecture Notes for Kastenbaum.

*The Power Point Study Guides for the Kastenbaum text provide a study guide of the primary concepts for each chapter. The Power Point Study Guides are also found under Lessons.

I recommend that you refer to the Lecture notes for the Kastenbaum text and the Power Point Study Guides for the Kastenbaum text as you read and outline (take notes) the Kastenbaum text. The most important way to prepare for the exams is to take detailed notes on the assigned chapters.

*You will primarily be tested on the assigned readings from the textbook. You will not be tested heavily on the video lessons (Death and Dying Videos). These video lessons provide additional clarification and real-life examples of many of the concepts in the reading.

*There will be test questions in the test generator on the video lecture “Help For Stressful Life Situations: An REBT Approach To Coping With Covid-19” which is part of the Unit One Assignment. Power Point slides are available under Lessons for this video lecture.

*Practice Test Questions: I recommend you study the Death & Dying Example Test Questions which can be found under the Lessons tab. These practice exam questions will simulate the types of questions you will have on your exams. They are found under Lessons.

Unit One

The assignments for Unit One are to be completed between August 23 and September 10.

Read/Outline:

Chapter 1 - As We Think About Death (Kastenbaum)

Chapter 2 - What Is Death? (Kastenbaum)

Chapter 3 - The Death System (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: As We Think About Death

Lecture Notes and Power Point Study Guide: What Is Death?

Lecture Notes and Power Point Study Guide: The Death System

View:

Video Program 01: Go to the “Lessons” tab. Then click on the “Death and Dying Videos” folder and view the "01 What is Death?" video.

View:

Video Lecture: Go to the “Lessons” tab. Then click on “Help for Stressful Life Situations: An REBT Approach To Coping With Covid-19 Video Lecture.”

Unit One Discussion Assignment: (Help For Stressful Life Situations: An REBT Approach To Coping With Covid-19)

For this discussion assignment, please view (and take notes on) the video lecture entitled Help For Stressful Life Situations: An REBT Approach To Coping With Covid-19. You can find the Power Point slides for this lecture under Lessons. The objective of this video lecture is to introduce you to a specific approach in the world of counseling and clinical psychology called Rational Emotive Behavioral Therapy (REBT), and to apply this approach to the stress in your own life. If you can understand how to apply this approach to difficult situations related to Covid-19, then you should be able to apply it to other stressful situations in your own life. Also, this approach to counseling can also be applied to counseling people who have experienced trauma and loss.

This lecture is divided into four modules. Module one will focus on the basic principles of the REBT model. In order to understand how REBT can help us to cope with our worst fears related to Covid-19, I first need to build a foundation of the model.

In module two, I will explain a primary concept in REBT which is understanding the difference between unhealthy negative emotion and healthy negative emotion. I’ll provide a detailed description of the eight primary emotions so that you can see how the principles apply to a wide range of adversity and not just coping with our anxiety related to Covid-19.

In module three, I will turn to describing the four categories of Irrational (Unhealthy) Beliefs and their Healthy Alternative Beliefs. The goal of REBT is to be able to replace our unhealthy thoughts with healthy, evidence-based thoughts.

In the fourth module, we will apply our comprehensive understanding of the

REBT model to the most stressful situations we feel related to the Covid-19 pandemic.

After you view the lecture, I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concepts or themes sound in the lecture.

Your response is not a summary of the lecture. No credit is provided for a summary of the lecture. I want you to take one or more concepts or themes from the lecture that relate to your life.

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 lecture 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 lecture that you choose) relate to problems in our present-day world?

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

4) Did the lecture increase your understanding of a particular issue? Did it change your perspective in any way?

5) How does the lecture relate to your community, or your family?

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. Then click on “Create Thread.” Next, give your discussion a subject such as “Unit One Discussion Assignment.” Then, copy and paste your discussion into the “Message” window. Then click on “Submit.”

Your discussion response for this assignment needs to be a minimum of 400 words in 12 point type size. Please divide your discussion paper into paragraphs!

I will not accept a paper with less than the minimum of 400 words. Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty. I will accept a late Discussion with a 20 point penalty.

Your Unit One Discussion Assignment is due September 8. Note, there is NOT a peer response for Unit One Discussion Assignment.

Rubric used to grade Unit One Discussion Assignment:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

60 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

20 Points

Information is clearly organized.

10 Points

Information is loosely organized.

5 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

20 Points

Proper grammar and spelling used throughout written and oral work.

10 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.

Exam One: The testing date is September 9 – September 10. To get into an exam, click on Lessons and then click on Exams. Exam One covers Unit One. This exam is online.

Unit Two

The assignments for Unit Two are to be completed between September 11 and September 29.

Read/Outline:

Chapter 4 - Dying (Kastenbaum)

Chapter 5 - Hospice And Palliative Care (Kastenbaum)

Chapter 6 - End-of-Life Issues and Decisions (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Dying

Lecture Notes and Power Point Study Guide: Hospice And Palliative Care

Lecture Notes and Power Point Study Guide: End-of-Life Issues and Decisions

View:

Video Program 02: Go to the “Lessons” tab. Then click on the “Death and Dying Videos” folder and view the "02 The Dying Person" video.

Video Program 04: Go to the Lessons tab. Then click on the Videos folder and view "04 The Deathbed" video.

Unit Two Discussion Assignment: (Reflecting on significant Losses in Your Life)

For this discussion assignment, please read ch 17 in the Klicker text, Funeral Service Psychology and Counseling. The goal is to reflect on the significant losses in your life. For this assignment, we want to include the deaths that you have experienced, including pets. We also want to consider other losses such as breakups, divorces and serious illnesses. First, create a loss time-line. Here is my time line to serve as an example:

1966 - birth

1971 - dog ran away

1973 – gradfather died

1975 - uncle died

1986 – friend died of AIDS (Jack)

1998 – father died

2006 – friend died (Doug)

2008 – divorce

2014 – friend died (John)

2016 – friend died (Arthur)

2017 – friend died (Watt)

2018 – friend died (Andy)

2019

After you create your loss inventory (loss time-line), select one or more losses to write about. For each loss, answer the following questions:

Did you have any anticipatory grief? If yes, how did you feel and respond physically, emotionally, and spiritually?
When the death occurred how did you feel and respond physically, emotionally, and spiritually?
What do you remember most about the experience?
What helped you in coping with each loss?
What did you learn from these experiences that can help you in counseling others?

Your discussion response for this assignment needs to be a minimum of 400 words in 12 point type size. Please divide your discussion paper into paragraphs!

Your Unit Two Discussion Assignment is due September 27. Note, there is NOT a peer response for Unit One Discussion Assignment.

Rubric used to grade Unit Two Discussion Assignment:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

60 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

20 Points

Organization

20 Points

Information is clearly organized.

10 Points

Information is loosely organized.

5 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

20 Points

Proper grammar and spelling used throughout written and oral work.

10 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.

Exam Two: The testing date is September 28 – September 29. To get into an exam, click on Lessons and then click on Exams. Exam Two covers Unit Two. This exam is online.

Unit Three

The assignments for Unit Three are to be completed between September 30 and October 18.

Read/Outline:

Chapter 7 - Suicide (Kastenbaum)

Chapter 8 - Violent Death: Murder, War, Terrorism, Disaster and Accident (Kastenbaum)

Chapter 9 - Euthanasia, Assisted Death, Abortion and The Right to Die (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Suicide

Lecture Notes and Power Point Study Guide: Violent Death: Murder, War, Terrorism, Disaster and Accident

Lecture Notes and Power Point Study Guide: Euthanasia, Assisted Death, Abortion and the Right to Die

View:

Video Program 06: Go to the “Lessons” tab. Then click on the “Death and Dying Videos” folder and view the "06 Sudden Death" video.

Unit Three Discussion Assignment (Reaction and Peer Response):

This Discussion Assignment has two parts.

Part 1:

Part 1 is based on chapters 7, 8, and 9 of the Kastenbaum text. Your task is to choose one to three major themes from chapters 7, 8, and 9 of the text 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 7, 8, and 9 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 7, 8, and 9 of the text.

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?

7) How does the reading relate to other books, films, web sites, or articles you have read? You must provide the references of the sources you use.

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 either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number. For example, let us say that your classmates provided a discussion response on the topic of children and death. In your peer response, you could describe what Dr. Klicker has to say about children’s understanding of death. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Klicker, p. 50). (In this part you are providing a small summary of an aspect of 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 and thoughts as they relate to your classmate’s discussion response.

Make these two parts of your peer response into two separate paragraphs.

Your Unit Three Assignment (Part 1) is due October 12. Your peer response (Part 2) is due October 15.

To post your discussion response, go to “Discussions” and then click on the specific unit for the discussion question you are working on. 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 400 words in 12 point type size, and your peer response needs to be a minimum of 100 words. I will not grade a paper that does not meet these minimal requirements. Your word processor should be able to provide you with a word count. I will accept a late Discussion with a 20 point penalty.

Rubric used to grade Unit Three 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

20 Points

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 either text (Dr. Kastenbaum or Dr. Klicker) to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response which text you are referring to and the page number: for example, (Klicker, p. 50).

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.

Exam Three: The testing date is October 17 – October 18. To get into an exam, click on Lessons and then click on Exams. Exam Three covers Unit Three. This exam is online.

Unit Four

The assignments for Unit Four are to be completed between October 19 and November 6.

Read/Outline:

Chapter 10 - Death In The World of Childhood (Kastenbaum)

Chapter 11 - Bereavement, Grief, and Mourning (Kastenbaum)

Chapter 12 - The Funeral Process (Kastenbaum)

Review:

Lecture Notes and Power Point Study Guide: Death In The World of Childhood

Lecture Notes and Power Point Study Guide: Bereavement, Grief, and Mourning

Lecture Notes and Power Point Study Guide: The Funeral Process

View:

Video Program 09: Go to the “Lessons” tab. Then click on the “Death and Dying Videos” folder and view the "09 Death Rituals" video.

Video Program 05: Go to the “Lessons” tab. Then click on the “Death and Dying Videos” folder and view "05 Fear of Death and Dying" video.

Unit Four Discussion Assignment (Reaction and Peer Response):

This Discussion Assignment has two parts.

Part 1:

Part 1 is based on chapters 10, 11, and 12 of the Kastenbaum text. Your task is to choose one to three major themes from chapters 10, 11, and 12 of the text 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 10, 11, and 12 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 10, 11, and 12 of the text.