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 Enrollment Center, Suite 700. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
PSYC-2314-001 Lifespan Growth & Development
Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(3 sem hrs; 3 lec)
Online Course
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (WEB)
Syllabus
6/5/2023 - 7/28/2023
Welcome to Lifespan Growth & Development Psychology 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. If you do not read these two documents, you will be lost in the course! Please read these two documents carefully, and let me know if you have any questions about the course.
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.
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 / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”
You must make this post by Sunday June 11. 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. **
Why Take a Course in Lifespan Growth & Development Psychology?
Developmental psychology courses are often required for many college majors including those going into psychology, education, and nursing. Why are such classes so important? Whether you want to take just one course or devote your entire education to studying the topic, there are plenty of great reasons to learn more about human development.
If you are majoring in psychology, education, or a medical field, some background knowledge of how people grow and change throughout life is essential. However, understanding how humans develop throughout the lifespan can be helpful for anyone. Here are five reasons you should consider studying human development.
1. Studying Human Development Helps You Better Understand Yourself
We were all kids once, so learning more about how children develop and grow can provide additional insight into how you have become the person you are. Studying human development can also help you learn more about your future. By understanding the aging process, you'll be better prepared when you face issues associated with growing older.
2. Studying Human Development Helps You Learn More About Your Children
Whether you are a parent now or are planning to become one in the future, studying human development can teach you a great deal about your children. In addition to learning things that can help make you a better parent, you can gain greater insight into how your children behave, think, learn, and feel. Development is a complex process, so learning more about how kids grow physically, socially, emotionally, and cognitively can lead to a deeper understanding of kids of all ages.
3. You'll Better Understand How to Interact With Kids
If you plan on having children or working with them at some point, studying human development can greatly improve your ability to interact with kids. Once you better understand the stages of development and what makes kids tick, you will feel more comfortable talking, playing, and working with them.
4. You'll Gain a Greater Appreciation of Development Throughout Life
When we think of human development, it's easy to think of it as a process that is largely complete once we hit early adulthood. It is important to realize, however, that development is an ongoing process that continues all throughout life.
As you enter adulthood, navigate middle age, and face the onset of old age, having a greater understanding of how people continue to grow and change as they get older can help you appreciate and manage all the stages of your life.
5. Studying Human Development Helps You Understand What's Normal, and What's Not
Another important reason to study development is that you can gain a greater understanding of what's normal. While every person is a little bit different, human development tends to follow a remarkably predictable pattern. Once you have studied development, you'll know what's typical at certain ages and stages.
Perhaps most importantly, studying human development makes it easier to spot possible signs of trouble. From problems with physical or cognitive development in early childhood to emotional struggles later in life, being able to identify potential problems is important. The earlier developmental problems are detected, the sooner intervention can begin. No matter what the situation, early detection, and treatment can lead to better outcomes.
COURSE NAME: Lifespan Growth & Development (ONLINE)
COURSE NUMBER: Psychology 2314
HOURS: 3 Credit Hours
FACULTY: Dr. 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:
Life-Span Growth and Development is a study of social, emotional, cognitive and physical factors and influences of a developing human from conception to death.
LEARNING OUTCOMES:
Upon successful completion of this course, students will:
TEXTS:
Kuther, T. (2020) Lifespan Development: Lives in Context., (2nd ed.) Sage Publishers ISBN: 978-1-5443-3227-7
* This is the 2nd edition and it will work fine for the course. It is less expensive than the 3rd edition. You can probably get it (2nd ed.) used on Amazon, Chegg and similar sites that sell used books.
OR
Kuther, T. (2020) Lifespan Development: Lives in Context., (3rd ed.) Sage Publishers ISBN: 978-1-0718-5194-4
* The AC Bookstore will sell you the 3rd edition. This book will also work fine for the course.
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
MENTAL HEALTH AND SOCIAL SERVICES AT AC
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/. Also, if you need 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 iswww.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
ADMINISTRATIVE DROP POLICY:
Students who do not attend class on or prior to the census date will be administratively dropped.
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.
EXAMS:
1. How many exams are there in this course?
There will be four multiple choice EXAMS. The exams will be taken online. Each exam is scored on a 100-point scale.
2. How do I prepare for the exams?
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 (First Year Seminar), which teaches important areas such as study skills, motivation, time management, and stress management.
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.
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.
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.
Please read "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. Click on “Study Skills (Handouts and Videos).
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.
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.
3. How many questions are on the exams? How much time do we have to take each exam?
4. What time do the exams open and close?
The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes.
5. What are the basic instructions for taking the exams online?
I have opened the lockdown browser practice exam. You all need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions here in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
WHAT IS RESPONDUS LOCKDOWN BROWSER? (Camera Instructions)
All exams will be taken online. A web camera is required in order to take an exam. We will use Respondus LockDown Browser to ensure test security.
LockDown Browser is a locked browser for use with exams in Blackboard. It prevents you from printing, copying, going to another URL, or accessing other applications during an assessment. If a Blackboard exam requires that LockDown Browser be used, you will not be able to take the exam with a standard web browser.
LockDown browser records the student as they take their exams in order to ensure test integrity. If a different person from whom started the exam is spotted in the video, the incident is flagged. It will also alert the instructor to the use of unauthorized materials during the exam. No other person apart from the student should be involved in the test.
WHAT ARE THE STEPS I NEED TO TAKE IN ORDER TO USE MY CAMARA DURING AN EXAM?
1. Make sure you have a broadband Internet connection. Call your Internet provider if you are uncertain about which type of Internet connection you have.
2. A web camera is required for all exams. If your computer system does not have one, you will need to purchase one.
3. A computer microphone is required for all online exams. An embedded microphone is acceptable. Go to your computer settings or control panel to check your microphone settings.
4. Before you begin an online exam, make sure that LockDown Browser is the only open program on your computer.
5. LockDown Browser is required for all online exams. It is not required for the Reading Quizzes. To install the software, go to this link and follow the directions:
https://www.actx.edu/ctl/respondus-lockdown-browser-download-instructions
6. If you are having trouble with these procedures, you can call Student and Faculty Help Center (806.371.5429) for assistance. Visit the Underground website for hours of operation.
7. On a Mac, the LockDown Browser program will be located in the Applications folder. On a Windows PC, you can find the program in the Start menu. On a Chromebook, LockDown Browser is an extension of the Chrome browser and will be automatically activated when needed if installed properly.
8. If you try to log in to an exam through your regular browser, you’ll get an error message and a request for a password. If that happens, close your browser and run LockDown Browser.
9. The next task is to take the practice exam. This will allow you to become familiar with how taking an exam with LockDown Browser works and troubleshoot problems that arise. The practice exam is worth 5% of your final grade. The exam will not require any preparation other than installing LockDown Browser.
10. At the beginning of the exam, LockDown Browser will ask you to take a picture of yourself and then it will ask you to show your identification. You need to use either your driver’s license or your Amarillo college ID. You must show a valid photo ID to the web camera. If you fail to show a valid photo ID, you will receive no credit for the exam.
13. After you show your valid ID to the web camera, then you need to do a complete environment scan. Turn your web camera in a 360-degree pan to look at the room. Lift your webcam or laptop and slowly turn it around to give a 360-degree view of your exam environment. It is required for you to show each corner of the room and your desktop area. Do not move the camera too fast or it won't provide a clear video.
14. A student who has any music or audio recordings playing during exams, or who talks with anyone for any reason during the exam, will receive no credit for the exam. No one besides the student is allowed to be in the room during an exam or quiz. The student should alert family/friends of your need for privacy.
15. The only resource you are allowed to use during the exam is your notes. You may not use your textbook or any electronic devices other than the computer you are taking the exam on. If you are recorded with unauthorized material, you will receive no credit for the exam and potentially face additional disciplinary action.
1. You are not penalized for guessing. Remember to click the “submit” button at the end of your exam.
2. 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 3:00 pm. 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.
3. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
4. A student may be able to take a missed exam if he/she emails the instructor before the exam is given explaining the circumstances that require him or her to miss it. Being granted permission to make up a missed exam is not guaranteed: all excuses will be evaluated on a case by case basis, and how timely a student gets in touch with the instructor will be considered as well. Students should not casually miss exams: generally, only unavoidable and serious matters will be considered acceptable excuses.
6. Am I allowed to use notes on the exams?
Yes. You may use hand-written or typed notes on the exams. You may not use the textbook or other electronic device.
7. 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.
Honesty and ethical behaviors are imperatives in any career. Therefore, cheating will not be tolerated. Amarillo College’s “Student Code of Conduct” will apply to all work in this course. Cheating on an Exam includes, but is not limited to, all of the following:
8. 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 notes exams, simulated practice test questions, Discussion / Participation grade, and grade adjustments for each exam based on the number of questions missed by the class.
9. 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.
10. 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.”
11. 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.
12. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 65%, the LockDown Browser Practice Test is worth 5%, the Discussions / (PBL) Problem Based Learning Assignments are worth 20%, the Service Learning Project is worth 10%.
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 85; Exam 3 = 93; Exam 4 = 90
LockDown Browser Practice Test = 100
Discussions / (PBL) Assignments: 100, 100, 100, 100
Service Learning Project = 100
Here is how you would do the math:
Average the Exam grades: 82 + 85 + 93 + 90 = 254. 350/4 = 87.50
LockDown Browser Practice Test = 100.00
Average the Discussions / (PBL) Assignments: 100 + 100 + 100 + 100 = 400/4 = 100.00
Service Learning Project = 100
87.50 X .65 = 56.90 (Exams)
100 X .05 = 5.00 (LockDown Browser Practice Test)
100.00 X .20 = 20.00 (Discussions / (PBL) Assignments)
100 X .10 = 10.00 (Service Learning Project)
Now, add the numbers for each category: 56.90 + 5.00 + 20.00 + 10 = 91.90 = A (Course Grade)
** As you can see from this example, you do not have to make As on all of the exams in order to make an A in the course, if you put the work in on the Discussions and the Service Learning Project!
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 / (PBL) Problem Based Learning Assignments are each worth 100 points. The Exams are worth 65% of the course grade, the LockDown Browser Practice Test is worth 5% of the course grade, and the Discussions / (PBL) Problem Based Learning Assignments are worth 20% of the course grade, and the Service Learning Project is worth 10% of the course grade.
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:
1. How do we participate in this online class?
Students participate in this course by doing the Discussions / (PBL) Problem Based Learning Assignments and the Service Learning Projects. Your Course Schedule / Assignments (found in the Lessons Tab) will give you the instructions for each Assignment as you proceed through the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assigned chapter before you post your response.
The reason for assigning the discussions (participation homework) is because it will help you become more actively involved in the reading. This activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
1. Where do we go to post our Assignments in the class?
The Course Schedule / Assignments will give you specific directions as to how to post each Assignment. Do not post your paper as an attachment. After the paper is posted, it is the student’s responsibility to check to make sure that their Assignment in fact was posted.
2. Where do we find the homework assignments?
All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).
3. What types of homework assignments will we have?
Homework assignments consist of using the guided notes to further outline the assigned reading material, taking the exams, completing Discussions / PBL Assignments, and completing a Service Learning Project. I recommend you outline (take notes) on the reading assignments, but you do not turn in the outlines to your instructor.
4. Are we required to respond to other students posts?
Yes, depending on the assignment. The Course Schedule / Assignments will give you the instructions for each Assignment. Please refer to your Course Schedule for the minimum word count for each written assignment. No credit is given for a peer response that does not meet the minimum word requirement for the written assignment. Your word processor should give you a word count for your discussion papers.
5. Do we need to save a copy of our responses?
You should save an electronic copy of your paper 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 paper as an attachment.
6. How will the Discussions / (PBL) Problem Based Learning Assignments and the Service Learning Project be graded?
The details / instructions for the Discussions / (PBL) Problem Based Learning Assignments and the Service Learning Project and the rubric for each of these assignments are found in the Course Schedule / Assignments. A rubric is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.
7. Is there a penalty if my Discussions / (PBL) Problem Based Learning Assignments and/or Service Learning Project does not meet the required length or if it is late?
I will not accept a paper that does not meet the minimum word requirement. If you turn in a paper below the minimum required word count, you may redo the paper and incur a 20-point penalty. You should use a word processor to write your papers. Your word processor should give you a word count.
If you turn in any of these assignments late, you can still get partial credit and incur a 20-point penalty. I will not take any late work past July 24.
8. 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 7/19/23. You must first visit with your instructor in order to officially drop a class. Then, your instructor will set the process in motion with the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (WEB)
Course Schedule / Assignments
6/5/2023 - 7/28/2023
Welcome to Lifespan Growth & Development Psychology (Online)!
If you have any concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
I want you to use the 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.
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.
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 / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”
You must make this post by Sunday June 11. 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. **
*Service-Learning Project
*I also want to alert you early in the semester that the Service Learning Project is due July 17. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph per week. This approach will prevent you from the stress of doing all at the last minute! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Summary / Overview of Course Assignments:
This summary provides an overview of all the assignments and due dates. Please take the time to look at all of these assignments ahead of time and plan your time so that you can complete them on time.
After you read this Summary / Overview of Course Assignments, please continue to read the Detailed Description of Assignments below. This part of the Course Schedule provides detailed instructions for each assignment in an attempt to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance.
Overview of Assignments:
|
Unit 1 (6/5 – 6/17) |
Unit 2 (6/18 – 6/30) |
Unit 3 (7/1 – 7/13) |
Unit 4 (7/14 – 7/26) |
|
Assignment One: Foundations of Lifespan Development Chapter 1 Chapter 3
Assignment Two: Birth and Infancy Chapter 4 Chapter 5 Chapter 6 |
Assignment Four Early Childhood Chapter 7 Chapter 8
Assignment Five Middle Childhood Chapter 9 Chapter 10
|
Assignment Seven Adolescence Chapter 11 Chapter 12
Assignment Eight Emerging and Early Adulthood Read and Outline: Chapter 13 Chapter 14
|
Assignment Ten Middle Adulthood Chapter 15 Chapter 16
Assignment Eleven Late Adulthood Chapter 17 Chapter 18 Chapter 19 |
|
Assignment Three Unit One Discussion / (PBL) Problem Based Learning Assignment |
Assignment Six Unit Two Discussion / (PBL) Problem Based Learning Assignment |
Assignment Nine Unit Three Discussion / (PBL) Problem Based Learning Assignment
|
Assignment Twelve Unit Four Discussion / (PBL) Problem Based Learning Assignment
Assignment Thirteen Service Learning Project
|
|
Exam 1
|
Exam 2
|
Exam 3
|
Exam 4 |
Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!
Detailed Description of Assignments for Unit One, Unit Two, and Unit Three:
Unit One
Unit One consists of Assignments 1 through 3 and Exam 1. These Assignments are to be completed between the dates of 6/5 – 6/17. You will need to budget your time so that you can complete these assignments during the time allowed.
Lockdown browser practice exam:
I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
Assignment One
Foundations of Human Development
Chapter 1: Understanding Human Development Approaches and Theories
Video Lectures Ch 1 Understanding Human Development Approaches and Theories
Video Lecture Ch 1 What is Lifespan Human Development?
Video Lecture Ch 1 Basic Issues In Lifespan Human Development
Video Lecture Ch 1 Theoretical Perspectives on Human Development
Video Lecture Ch 1 Research In Human Development
Chapter 2: Biological and Environmental Foundations (Note* You will not be tested over chapter 2. I suggest you look over this chapter so you have some familiarity of this content.)
Chapter 3: The Prenatal Period, Birth, and the Newborn
Video Lectures Ch 3 The Prenatal Period, Birth, And The Newborn
Video Lecture Ch 3 Prenatal Development
Video Lecture Ch 3 Environmental Influences on Prenatal Development
Video Lecture Ch 3 Childbirth
Video Lecture Ch 3 The Newborn
Step One:
Go to Lessons and click on “How to Study by Summarizing and Marking the Text.” This article will teach you how to read and mark your text. As you read and mark the text, I recommend you take notes by filling in more detailed information in the provided study guide.
Here are other videos on How to Outline a Textbook / Lecture:
How To Take Notes From a Textbook | Reese Regan
https://www.youtube.com/watch?v=YJ4F27K8nh8
How to create a chapter outline (This one shows how to outline on your laptop.)
https://www.youtube.com/watch?v=kpfquDfKg5A
Outline Method (This one focuses on taking lectures notes in class.)
https://www.youtube.com/watch?v=I6aSgwUw1qM
How to study efficiently: The Cornell Notes Method
https://www.youtube.com/watch?v=xSYnGhlnzyw
Step Two:
In essence, all of content you need for this course is found in the video lectures. In addition to the video lectures, I do recommend you read the assigned chapters in order to gain a deeper understanding of the concepts.
For each chapter you study in this course I recommend that you open the study guide by going to Lessons and then click on “Study and Lecture Guide.” Save the Study Guide on your computer (and thumb drive!). Then, you can have an electronic copy of your study guide open while you watch the lectures and
read / highlight / underline the chapters.
As you watch the lectures and read the text, take notes by filling in the missing information in your study guide. The study guide is an abbreviated outline of the lecture. Primary concepts in the study guide will not make sense to you unless you watch the lecture and/or read the text and add this material to the final version of your study guide.
The goal here is not to retype the entire lecture and / or textbook word for word. The goal is to make the study guide understandable to you by adding more information from the lecture and/or textbook. You want to make all of the primary concepts in the lecture and/or chapter understandable to you. Then, you can use this more complete study guide to study for exams. You can also use this more complete study guide during the exams.
The study guide for each lecture / chapter is found under Lessons (click on “Study and Lecture Guide”). You do not turn in this completed study guide to your instructor.
You will find all of the video lectures categorized by chapter under Lessons.
Note: Ch 1 and Ch 3 study guides are a detailed (“filled in”) version. These detailed study guides are to be used as a model. All of the other study guides are not as detailed. You job is to go in and add more content to the other study guides so that they make sense to you. This learning activity will get you more involved with the assigned reading material and help you prepare for the exams.
Step Three:
After you make your notes by filling out the study guide of the assigned chapters, you can open the “Discussion Questions for Review” for all of the chapters (except chapter 1) by going into Lessons and clicking on “Discussion Questions for Review.” Use your “filled out” study guide to answer the questions in these “Discussion Questions for Review.” This exercise gives you more practice by using your study guide to reflect on discussion questions. The discussion questions will help you summarize the material as well as make connections to the material. You do not turn in these Discussion Questions.
Step Four:
Assignment Two
Infancy and Toddlerhood
Chapter 4: Physical Development in Infancy and Toddlerhood
Video Lectures Ch 4 Physical Development In Infancy And Toddlerhood
Video Lecture Ch 4 Body Growth and Nutrition in Infants and Toddlers
Video Lecture Ch 4 Brain Development During Infancy and Toddlerhood
Video Lecture Ch 4 Early Learning Capacities
Video Lecture Ch 4 Sensation and Perception During Infancy and Toddlerhood
Video Lecture Ch 4 Motor Development During Infancy and Toddlerhood
Chapter 5: Cognitive Development in Infancy and Toddlerhood
Video Lectures Ch 5 Cognitive Development In Infancy And Toddlerhood
Video Lecture Ch 5 Information Processing Theory
Video Lecture Ch 5 Individual Differences in Infant Intelligence
Video Lecture Ch 5 Language Development in Infancy and Toddlerhood
Chapter 6: Socioemotional Development in Infancy and Toddlerhood
Video Lectures Ch 6 Socioemotional Development In Infancy And Toddlerhood
Video Lecture Ch 6 Psychosocial Development in Infancy and Toddlerhood
Video Lecture Ch 6 Emotional Development in Infancy and Toddlerhood
Video Lecture Ch 6 Temperament in Infancy and Toddlerhood
Video Lecture Ch 6 Attachment in Infancy and Toddlerhood
Video Lecture Ch 6 The Self in Infancy and Toddlerhood
*For assignment two, proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 4, chapter 5, and chapter 6.
Assignment Three
Unit One Discussion / (PBL) Problem Based Learning Assignment
This Discussion Assignment has two parts.
Part 1:
In this assignment, as a way to stimulate interest in the topic of human develop your goal is to identify and write about five past events that have had an impact on your life. In your paper, provide your age at which each event occurred and provide a brief description of what happened. Then, you are to hypothesize and write about five future events that you believe will significantly affect your development. (You may look through the textbook to get ideas about future events.) Be sure to apply one or more concepts from any part of the textbook or lecture to your life experience in this paper.
It will be interesting for you to reflect on these events as you proceed through the course, learning more detail about human development across the lifespan. Be sure you give credit in the body of your paper to the author of the textbook. Also, provide the page number. For example, if you were referring to page 174, it would look like this in the body of your paper: (Kuther, p. 174). If you chose to site a lecture instead of the textbook, be sure you give credit in the body of your paper. For example, if you make a connection to adolescent alcohol abuse in your discussion, you may indicate “Video Lecture Ch. 12 Problems in Adolescence, 11:32.” Note that you are included the lecture and the time in the lecture.
Please write in complete sentences and run a spell checker and grammar checker on your paper. Do not provide a bulleted list.
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 from the textbook to your peer’s discussion response.
For example, let us say that your classmate provided a discussion response on the topic of alcohol abuse in adolescence. In your peer response, you need to describe (summarize in your own words) what the lecture has to say about alcohol abuse in adolescence and / or what the textbook has to say about alcohol abuse in adolescence.
In order to get credit, you must indicate the reference at the end of the paragraph. You need to provide the lecture title and time, for example “Video Lecture Ch. 12 Problems in Adolescence, 11:32” and / or the author of the textbook (Kuther) and the page number (for example, Kuther, p. 439). You are not required to site both the lecture and the textbook.
Here is an example of a of a Part 1 Peer Response student responding to Jane’s discussion on alcohol abuse in adolescence.
Part 1 Peer Response: Dr. Kee’s lecture indicated that while there are short-term dangers of alcohol and substance use, such as overdose, accidents, and motor impairment, another problem is that adolescents develop a tolerance. When a tolerance is developed, there is an increased risk for developing dependence for alcohol more quickly than adults. Other negative consequences may include unwanted sexual encounters, risky sexual behavior, academic and social problems, anxiety and depression, car crashes, and even suicide. Adolescents are at reduced risk if their parents are involved, warm, supportive, and aware of their children’s whereabouts and friends. Effective prevention and treatment need to include parents by helping them to develop warm and supportive parenting skills, setting rules, and monitor their children’s activities. It also needs to educate adolescents about the health risks and teach them how to resist pressure from peers, how to refuse offers, and build coping and self-regulatory skills.
Kee, Video Lecture Ch. 12 Problems in Adolescence, 11:32
Kuther, p. 439
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. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Here is an example of a Part 2 Peer Response of a student responding to Jane’s discussion on alcohol abuse in adolescence.
Part 2 Peer Response: Jane, I appreciate your story of your 16-year-old brother and his struggle with alcohol abuse. Your story reminds me of a similar problem my sister had with her middle child while he was in adolescence. He struggled with emotional regulation even as a child. In Jr. High he started experimenting with marijuana and later with alcohol. His habit continued and he developed greater tolerance to the alcohol. When he was a young adult, he was also diagnosed with Bipolar Disorder. He may have been using alcohol and marijuana as a way to self-medicate. His substance abuse became so severe that he required a family intervention and then hospitalization. After he received inpatient treatment, followed by intensive outpatient treatment, he is now stable. He continues with his outpatient therapy and medication. He has maintained a steady job and stable family relations now for two years.
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit One Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 6/13. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 6/16.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit One Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout the paper. |
7 Points Proper grammar and spelling used throughout the paper with major errors. |
5 Points Very poor grammar and spelling used through the paper. |
|
Peer Response |
30 Points Peer response meets the minimum 200 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
Exam One: Exam 1 opens 12:00 am (midnight) on 6/16 and closes at 11:59 pm on 6/17. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Chapters 1, 3, 4, 5, and 6. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Two
Unit Two consists of Assignments 4 through 7 and Exam 2. These assignments are to be completed between the dates of 6/18 – 6/30. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Four
Early Childhood
Chapter 7 - Physical and Cognitive Development In Early Childhood
Video Lectures Ch 7 Physical And Cognitive Development In Early Childhood
Video Lecture Ch 7 Physical Development in Early Childhood
Video Lecture Ch 7 Cognitive-Developmental and Sociocultural Reasoning in Early Childhood
Video Lecture Ch 7 Information Processing in Early Childhood
Video Lecture Ch 7 Language Development in Early Childhood
Video Lecture Ch 7 Moral Development in Early Childhood
Video Lecture Ch 7 Early Childhood Education
Chapter 8 – Socioemotional Development In Early Childhood
Video Lectures Ch 8 Socioemotional Development In Early Childhood
Video Lecture Ch 8 Emerging Sense of Self
Video Lecture Ch 8 Emotional Development in Early Childhood
Video Lecture Ch 8 Parenting
Video Lecture Ch 8 Gender Stereotypes, Gender Differences, and Gender Development
Video Lecture Ch 8 Play and Peer Relationships in Early Childhood
*For assignment four proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 7 and chapter 8.
Assignment Five
Chapter 9: Physical and Cognitive Development In Middle Childhood
Video Lectures Ch 9 Physical And Cognitive Development In Middle Childhood
Video Lecture Ch 9 Physical and Motor Development in Middle Childhood
Video Lecture Ch 9 Cognitive Development in Middle Childhood
Video Lecture Ch 9 Intelligence
Video Lecture Ch 9 Moral Development in Middle Childhood
Video Lecture Ch 9 Language Development in Middle Childhood
Chapter 10: Socioemotional Development In Middle Childhood
Video Lectures Ch 10 Socioemotional Development In Middle Childhood
Video Lecture Ch 10 Psychosocial Development in Middle Childhood
Video Lecture Ch 10 Peer Relationships in Middle Childhood
Video Lecture Ch 10 Families in Middle Childhood
Video Lecture Ch 10 Common Socioemotional and Developmental Problems in Middle Childhood
*For assignment five proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 9 and chapter 10.
Assignment Six
Unit Two Discussion / (PBL) Problem Based Learning Assignment:
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on the Video Lectures for chapters 7, 8, 9 and 10 or the chapters 7, 8, 9 and 10 of the Kuther textbook. Your task is to choose one to three major themes from these Video Lectures or textbook chapters.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the Video Lectures for chapters 7, 8, 9 and 10 or the chapters 7, 8, 9 and 10 of the Kuther textbook. 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, 9 and 10.
To post your Unit Two Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12-point type size. I will not grade a paper that does not meet these minimal requirements. Please divide your 600-word discussion paper into paragraphs!
You may want to ask yourself the following questions as a way to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your peer response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas from the textbook to your peer’s discussion response. For example, let us say that your classmates provided a discussion response on the topic of bullying in middle childhood. In your peer response, you could describe (summarize in your own words) what Dr. Kuther has to say about bullying in middle childhood based on either the video lecture or the textbook. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Kuther, p. 290) or the video lecture and the time such as (Video Lecture Ch 10 Peer Relationships in Middle Childhood, 12:45). In this part of the peer response you are providing a small summary of an aspect of the video lecture or textbook.
In the second part (second paragraph) 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. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit Two Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 6/26. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 6/29.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit Two Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
Peer response meets the minimum 200 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
Exam Two: Exam 2 opens 12:00 am (midnight) on 6/29 and closes at 11:59 pm on 6/30. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Chapters 7, 8, 9, and 10. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Three
Unit Three consists of Assignments 7 through 9 and Exam 3. These assignments are to be completed between the dates of 7/1 – 7/13. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Seven
Adolescence
Chapter 11: Physical and Cognitive Development In Adolescence
Video Lectures Ch 11 Physical and Cognitive Development In Adolescence
Video Lecture Ch 11 Conceptions of Adolescence
Video Lecture Ch 11 Physical Development in Adolescence
Video Lecture Ch 11 Brain Development in Adolescence
Video Lecture Ch 11 Adolescent Cognitive Development
Video Lecture Ch 11 Adolescent Moral Development
Video Lecture Ch 11 Schools and Academic Functioning in Adolescence
Chapter 12: Socioemotional Development In Adolescence
Video Lectures Ch 12 Socioemotional Development In Adolescence
Video Lecture Ch 12 Psychosocial Development: The Changing Self
Video Lecture Ch 12 Adolescents and Their Families
Video Lecture Ch 12 Adolescents and Their Peers
Video Lecture Ch 12 Adolescent Sexuality
Video Lecture Ch 12 Problems in Adolescence
*For assignment seven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 11 and chapter 12.
Assignment Eight
Emerging and Early Adulthood
Chapter 13: Physical and Cognitive Development in Emerging and Early Adulthood
Video Lectures Ch 13 Physical And Cognitive Development In Emerging And Early Adulthood
Video Lecture Ch 13 Emerging Adulthood: Transition To Adulthood
Video Lecture Ch 13 Physical Development in Emerging and Early Adulthood
Video Lecture Ch 13 Health, Fitness, and Wellness in Emerging and Early Adulthood
Video Lecture Ch 13 Cognitive Development in Emerging and Early Adulthood
Video Lecture Ch 13 Education and Development in Emerging and Early Adulthood
Video Lecture Ch 13 Career Development in Emerging and Early Adulthood
Chapter 14: Socioemotional Development in Emerging and Early Adulthood
Video Lectures Ch 14 Socioemotional Development In Emerging and Early Adulthood
Video Lecture Ch 14 Psychosocial Development in Emerging Adulthood and Early Adulthood
Video Lecture Ch 14 Relationships in Psychosocial Development in Emerging and Early Adulthood
Video Lecture Ch 14 Lifestyles and Romantic Partnerships
Video Lecture Ch 14 Parenthood in Early Adulthood
*For assignment eight proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 13 and chapter 14.
Assignment Nine
Unit Three Discussion / (PBL) Problem Based Learning Assignment:
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on the Video Lectures for chapters 11, 12, 13, and 14 or from the chapters 11, 12, 13, and 14 of the Kuther text. Your task is to choose one to three major themes from these Video Lectures or textbook chapters.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from the Video Lectures for chapters
11, 12, 13, and 14 or the chapters 11, 12, 13, and 14 of the Kuther textbook. 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 11, 12, 13, and 14.
To post your Unit Two Discussion / (PBL) Problem Based Learning Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on the specific unit for the discussion question you are working on. Remember, your discussion response to the question needs to be a minimum of 600 words in 12-point type size. I will not grade a paper that does not meet these minimal requirements. Please divide your 600-word discussion paper into paragraphs!
You may want to ask yourself the following questions as a way to help you create a connection response. You are not required to answer all six of the questions. These questions are here to help you to reflect on the material.
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
5) How does the reading relate to your community, or your family?
6) Is there something in the news (or online) or something a friend / family member has experienced that directly relates to something in the reading?
Part 2:
Part 2 is your peer response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas from the textbook to your peer’s discussion response. For example, let us say that your classmates provided a discussion response on the topic of bullying in middle childhood. In your peer response, you could describe (summarize in your own words) what Dr. Kuther has to say about bullying in middle childhood based on either the video lecture or the textbook. You would want to indicate the author and page number you were referring to in the body of your peer response, for example, (Kuther, p. 290) or the video lecture and the time such as (Video Lecture Ch 10 Peer Relationships in Middle Childhood, 12:45). In this part of the peer response you are providing a small summary of an aspect of the video lecture or textbook.
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. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way? 3) Is there any advice you would recommend from your own life experience to possibly help your peer?
Be sure to separate these two parts of your peer response into two paragraphs.
The minimum length for your Discussion is 600 words and the minimum length for your peer response is 200 words. Be sure to check the length of your peer response. If you do not meet the required word count you may redo your paper with a 20-point late penalty.
Your Unit Three Discussion / (PBL) Problem Based Learning Assignment (Part 1) is due 7/9. Remember that part of the assignment is for you to respond to one of your classmate’s postings. Your peer response (Part 2) is due 7/12.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit Three Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 200 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from the text to his or her peer’s response. After the student relates ideas from the text to the peer response, he or she also adds their personal experience (observations) to their peer’s response. the peer response fails to provide the reference in the body of the paper and the source after the peer response. The peer response provides the reference in the body of the paper and the source after the peer response. |
16 Points Peer response meets the minimum 200 word requirement. The peer response does not relate ideas from the text to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response fails to provide the reference in the body of the paper and the source after the peer response. |
0 Points Does not meet the minimum 200 word requirement. |
Exam Three: Exam 3 opens 12:00 am (midnight) on 7/12 and closes at 11:59 pm on 7/13. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Chapters 11, 12, 13, and 14. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Four
Unit Three consists of Assignments 10 through 13 and Exam 4. These assignments are to be completed between the dates of 7/14 – 7/26. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Ten
Middle Adulthood
Chapter 15 - Middle Adulthood: Physical and Cognitive Development
Video Lectures Ch 15 Physical And Cognitive Development In Middle Adulthood
Video Lecture Ch 15 Physical Development In Middle Adulthood
Video Lecture Ch 15 Health in Middle Adulthood
Video Lecture Ch 15 Intellectual Abilities in Middle Adulthood
Video Lecture Ch 15 Cognitive Development in Middle Adulthood
Chapter 16 - Middle Adulthood: Emotional and Social Development
Video Lectures Ch 16 Socioemotional Development In Middle Adulthood
Video Lecture Ch 16 Psychosocial Development in Middle Adulthood
Video Lecture Ch 16 The Self in Middle Adulthood
Video Lecture Ch 16 Relationships in Middle Adulthood
Video Lecture Ch 16 Careers in Middle Adulthood
*For assignment ten proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 15 and chapter 16.
Assignment Eleven
Late Adulthood / Endings
Chapter 17 - Late Adulthood: Physical and Cognitive Development
Video Lectures Ch 17 Physical And Cognitive Development In Late Adulthood
Video Lecture Ch 17 Physical Development in Late Adulthood
Video Lecture Ch 17 Health in Late Adulthood
Video Lecture Ch 17 Dementia in Late Adulthood
Video Lecture Ch 17 Cognitive Development in Late Adulthood
Chapter 18 - Late Adulthood: Emotional and Social Development
Video Lectures Ch 18 Socioemotional Development In Late Adulthood
Video Lecture Ch 18 The Self in Late Adulthood
Video Lecture Ch 18 Late Adulthood and Social Contexts
Video Lecture Ch 18 Relationships in Late Adulthood
Video Lecture Ch 18 Retirement
Chapter 19 - Dying and Death
Video Lectures Ch 19 Death And Dying
Video Lecture Ch 19 Patterns of Mortality and Defining Death
Video Lecture Ch 19 Conceptions of Death Across the Lifespan
Video Lecture Ch 19 Dying and the Experience of Death
Video Lecture Ch 19 Bereavement and Grief
*For assignment eleven proceed through steps 1 – 4 as described in assignment one. In other words, complete the Study and Lecture Guide, Discussion Questions for Review, and Practice Exam Questions for chapter 17, chapter 18, and chapter 19.
Assignment Twelve
Unit Four Discussion / (PBL) Problem Based Learning Assignment:
REBT (Rational Emotive Behavior Therapy)
View Lecture: Help for Stressful Life Situations: An REBT Approach to Coping with COVID-19
* To view the lecture, go to “Lessons” and then to “REBT for Stressful Life Situations.”
* It will be helpful for you to also view the “REBT Self-Help Form” while watching the lecture; you may be able to view the form more clearly if you print it out. Go to “Lessons” and then to “REBT for Stressful Life Situations” to find this form.
Read: REBT Healthy Negative Emotion VS Unhealthy Negative Emotion
* To view this handout, go to “Lessons” and then to “REBT for Stressful Life Situations.” This handout summarizes in one handout all of the emotions covered in the lecture. If you read this handout you can skip through the emotions discussed in the lecture to save time.
I have also provided guided notes on this lecture (Help for Stressful Life Situations: An REBT Approach to Coping with COVID-19). * To view this handout, go to “Lessons” and then to “REBT for Stressful Life Situations.” Then click on “Guided Notes REBT and Coping with Covid.”
The objective of this lecture is to introduce you to a major form of psychotherapy called Rational Emotive Behavior Therapy (REBT). REBT is the original form of Cognitive Behavioral Therapy. In this lecture I discuss how REBT can be applied to help us to cope more effectively with serious issues that can occur across the lifespan such as the loss of a job, loss of functioning due to illness, and loss due to death.
Your task in this assignment is to choose one to three major themes from the lecture “Help for Stressful Life Situations: An REBT Approach to Coping with COVID-19” that you want to write about. I want you to reflect how your feelings, thoughts, and experiences relate SPECIFICALLY to major concepts or themes from the lecture. More specifically, I want you to address this question: In what specific ways can you apply REBT to your life now to help you better manage a stressful situation? Or, in what specific ways could you have applied REBT to your life in the past with regard to a stressful situation?
Your response is not a summary of the lecture. No credit is provided for a summary of the lecture. The minimum length for your Discussion is 600 words. If you do not meet the required word count you may redo your paper with a 20-point late penalty. Your Unit Four Discussion / (PBL) Problem Based Learning Assignment is due 7/24. You do not complete a peer response for Unit Four Discussion.
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 Four Discussion:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not contain a clear and thorough responses to the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
Assignment Thirteen
The Service Learning Project is due July 17. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Exam Four: Exam 3 opens 12:00 am (midnight) on 7/25 and closes at 11:59 pm on 7/26. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Four, consisting of Chapters 15, 16, 17, 18, and 19. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Dr. Alan Kee
Professor of Psychology
Amarillo College
General Psychology / PSYC 2301 (WEB)
Course Schedule and Assignments
6/5/2023 - 7/28/2023
Welcome to General Psychology Online!
If you have any concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
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. You can use these notes on the exams.
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. 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.
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 / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”
You must make this post by Sunday June 11. 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. **
*Service-Learning Project
*I also want to alert you early in the semester that the Service Learning Project is due July 17. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph per week. This approach will prevent you from the stress of doing all at the last minute! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
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!
You need to put all the due dates for all of the Discussions, Peer Responses, Reading Quizzes, and Exams for each unit into your personal calendar so you can plan accordingly!
Unit One
Unit One consists of assignments 1 through 5, the Unit One Discussion, and Exam 1. These Assignments are to be completed between the dates of June 5 and June 25. You will need to budget your time so that you can complete these assignments during the time allowed.
Lockdown browser practice exam:
I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
How to Prepare for Exams:
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.
Assignment One (6/5 – 6/8)
Here are the steps to take in order to complete Assignment One. Please follow these same steps for all of the Assignments in this course.
Step 1: Go to the “Lessons,” scroll down to “Guided Notes.” Click on “Guided Notes,” and then click on “Guided Notes Ch 1 Thinking Critically with Psychological Science.”
Step 2: Save this document onto your computer. Have this document open as you view the video lectures. As you view the video lectures, add your additional notes to the “Guided Notes Ch 1 Thinking Critically with Psychological Science” document.
Step 3: As you work your way through the lecture, I encourage you to read chapter 1 as well. You can add additional notes based on the reading as well. After you complete these notes, print them. You may use these notes on the exams.
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.
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.
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.”
Read: Chapter 1 - Thinking Critically with Psychological Science – (This is your textbook: Exploring Psychology by Myers and DeWall)
Step 4: Reading Quiz One. This reading quiz is over the assigned reading and lectures in Assignment One. All Reading Quizzes in the course are due by 11:59 pm on 7/24. (* Note: LockDown Browser is not required for Reading Quizzes.)
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 (6/9 - 6/12)
Please follow these same steps that you completed for Assignment One for this assignment.
View: Lecture 1: Neural Communication
View: Lecture 2: The Nervous System
View: Lecture 3: The Endocrine System
View: Lecture 4: The Brain
Read: Chapter 2 - The Biology of Behavior (11ed or 12ed: read only pages 37-68) – Myers and DeWall
Read: Chapter 9 - Thinking, Language, and Intelligence (11ed: read only pages 316-317, The Brain and Language) or (12ed: read only pages 302 – 303, The Brain and Language) – Myers and DeWall
Reading Quiz Two. This reading quiz is over the assigned reading and lectures in Assignment Two.
Assignment Three (6/13 - 6/16)
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
Read: Chapter 3 - Consciousness and the Two-Track Mind - Myers and DeWall
Read: Chapter 6 – Sensation and Perception (11ed: read only page 224, hypnosis) or (12ed: read only pages 215 – 216, hypnosis) – Myers and DeWall
Reading Quiz Three. This reading quiz is over the assigned reading and lectures in Assignment Three.
Assignment Four (6/17 - 6/20)
View Lecture 1: Thinking
View Lecture 2: Intelligence
Read: Chapter 9 – Thinking, Language and Intelligence (11ed: read only pages 297 – 310 and 323 - 346) or (12ed: read only pages 287 – 298 and 308 – 318) – Myers and DeWall (note: we are covering Thinking and Intelligence only; we are not covering Language)
Reading Quiz Four. This reading quiz is over the assigned reading and lectures in Assignment Four.
Assignment Five (6/21 - 6/24)
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.
Read: Chapter 7 - Learning – Myers and DeWall
Reading Quiz Five. This reading quiz is over the assigned reading and lectures in Assignment Five.
Unit One Discussion / (PBL) Problem Based Learning Assignment:
Your Unit One Discussion / (PBL) Assignment is due June 24. 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.” Next, click on “Create Thread.” Name your paper “Unit 1 Discussion” in the “Subject” line and then copy and paste your paper into the “Message” window and click “Submit.” 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. You may turn in your paper late with a 20-point penalty.
This Unit One 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, and the inability to relax. Examples of behavioral excesses include: being overweight, smoking cigarettes, substance abuse (for example alcohol abuse), use of bad language, overuse of caffeine, procrastination, and 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 6 steps below into your paper. Be sure you answer each of the 6 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! (I will ask you to redo your paper if you do not break it into separate paragraphs.)
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 6 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 6 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. |
*Reminder: If you do not complete a Unit Discussion on time please note that you can still turn it in late with a 20-point late penalty. If you have any questions about the Unit Discussions please let me know. These papers do take some time but they are not that difficult to complete. I hope you get something meaningful out of the assignments. They are designed to help you reflect and find meaning in the reading and not to be “busy work.”
Exam One: Exam 1 opens 12:00 am (midnight) on June 24 and closes at 11:59 pm on June 25. 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. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Two
Unit Two consists of assignments 6 through 9, the Unit Two Discussion, and Exam 2. These Assignments are to be completed between the dates of June 26 and July 12. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Six (6/26 - 6/29)
View: Lecture 1: Perspectives on Psychological Disorders
View: Lecture 2: Anxiety Disorders
View: Lecture 3: Other Psychological Disorders
Read: Chapter 14 - Psychological Disorders – Myers and DeWall
Reading Quiz Six. This reading quiz is over the assigned reading and lectures in Assignment Six.
Assignment Seven (7/30 - 7/3)
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.
Read: Chapter 15 - Therapy – Myers
Reading Quiz Seven. This reading quiz is over the assigned reading and lectures in Assignment Seven.
Assignment Eight (7/4 - 7/7)
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 Negative Emotions VS Unhealthy Negative Emotions.” This handout summarizes in one handout all of the emotions covered in the REBT lectures.
View Video: “REBT Overcoming Depression.”
After you read the REBT Articles and view the REBT Lectures, you will then be able to understand the basics of this video “REBT Overcoming Depression.” This film will demonstrate an actual psychotherapy session using Rational Emotive Behavior Therapy to treat a patient with depression.
In order to view the video, go to “Lessons” and then go to “Video REBT Overcoming Depression.” and then click on “REBT Overcoming Depression.”
Additional REBT Resources for your learning. You are not required to buy or use these additional REBT Resources. I provide them for your practice to better learn this model of coping with stress. It is through continual learning and practice of REBT that you gain the rewards and benefits to help you reduce your stress.
*In order to learn more about REBT (which will help you cope more effectively with your stress!), I recommend you study the book entitled How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything By Albert Ellis. To be clear, you are not required to buy this book. It is just a recommendation.
*I also recommend Dr. Matweychuk’s website that offers many outstanding free audio and video recordings to help you continue your study of REBT. He also offers a free REBT conversation hour to help you learn REBT every Saturday morning at 8:00 am. You can volunteer for a free session! See his website for details. http://rebtdoctor.com/index.html
Reading Quiz Eight. This reading quiz is over the assigned reading and lectures in Assignment Eight.
Unit Two Discussion / (PBL) Problem Based Learning Assignment:
This assignment has two parts. In Part 1, you will follow the instructions in the Template (Steps 1 – 6) to complete the REBT Analysis of a Stressful Situation. Part 2 is your Peer Response; here you will respond to one of your peer’s discussions (his or her REBT Analysis of a Stressful Situation). Below are the detailed instructions:
Part 1: REBT Analysis of a Stressful Situation
In this Discussion Response, the objective is to apply what you have learned in the REBT lectures. Be sure that you answer the questions in the Template below in paragraph form and with complete sentences and proper grammar. Please use a spellchecker and grammar checker on your answers. I recommend you look at the REBT Self-Help Form to help you complete this exercise. You will find this REBT Self-Help Form by going to lessons, and then click on supplemental Reading-REBT.
Also, study the example that I completed on a problem I had in the past for a model of how to compete this assignment before you attempt this assignment! You will not understand how to complete this project unless you study this model! To find this model, go to Lessons, and then click on Dr. Kee’s Model of the REBT Discussion. When you turn in your assignment, please follow the model and make sure your font color is similar to the colors used in the model.
For Part 1, you will use the Template (Steps 1 – 6) to complete this assignment. Copy and paste this Template (Steps 1 – 6) into your own file. After reviewing Step 1 and Step 2, you are to answer the questions in Step 3, Step 4, Step 5, and Step 6. Be sure you include the template and your answers to each question when you turn in your final project. The minimum word count (not including the template) should be 800 words with a 12-point type size. Your word processor should indicate how many words you document contains. Be sure to check and make sure your word count is at least 800 words (not including the template). I will not take an assignment that has fewer than 800 words. This assignment (Part 1) is due on July 11.
To post Part 1, 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.”
Here is the Template (Steps 1 – 6) to use to complete this assignment. Follow these steps to complete this assignment:
Briefly review the factors based on the REBT Lectures that define an unhealthy negative emotion and a healthy negative emotion:
|
An unhealthy negative emotion |
A healthy negative emotion |
|
1. Stems from an irrational belief |
1. Stems from a rational belief |
|
2. Leads to unconstructive behavior |
2. Leads to constructive behavior |
|
3. Interferes with constructive attempts to change the negative situation if it can be changed |
3. Promotes constructive attempts to change the negative situation if it can be changed |
|
4. Leads to distorted thinking |
4. Leads to realistic thinking |
|
5. Interferes with problem solving |
5. Promotes problem solving |
|
6. Interferes with goal achievement |
6. Aids goal achievement |
Step 2:
Look over your notes regarding the Unhealthy Negative Emotions and the Healthy Negative Emotions.
|
Unhealthy Negative Emotions |
Healthy Negative Emotion |
|
Anxiety |
Concern |
|
Depression |
Sadness |
|
Guilt |
Remorse |
|
Shame |
Disappointment |
|
Hurt |
Sorrow |
|
Unhealthy anger |
Healthy anger |
|
Unhealthy jealousy |
Healthy jealousy |
|
Unhealthy envy |
Healthy envy |
Step 3:
Describe a stressful situation (Activating Event) in your life (in the present or in the past) that you feel comfortable sharing with the class. Describe a stressful event where you experienced an unhealthy negative emotion(s).
Label the unhealthy negative emotions (e.g., anxiety, depression, unhealthy anger, etc.) that you were experiencing related to your stressful activating event.
Step 4:
Explain the cost to you for holding on to the unhealthy negative emotions. In other words, in what ways was your behavior unhealthy or self-defeating? In what way was your unhealthy negative emotions interfering with constructive attempts to change the negative situation if it could be changed? In what way was your unhealthy negative emotion interfering with problem solving and goal achievement?
Step 5:
Go back to the stressful situation (Activating Event) that you were describing. Recall the unhealthy negative emotion and the unhealthy behaviors that you experienced related to that stressful situation. Now that you have had an introduction to the Irrational (Unhealthy) Beliefs vs. Rational (Healthy) Beliefs, describe one irrational (unhealthy) belief for each category of Irrational Beliefs (Demandingness beliefs, Awfulizing beliefs, Low Frustration Tolerance beliefs, and Depreciation beliefs) that are true for your situation. The irrational (unhealthy beliefs) that you write out are the thoughts you were thinking that were creating your unhealthy negative emotions and your unhealthy behaviors. (Hint: look for the “musts” and that “shoulds” in your thinking; these thoughts will help you identify your unhealthy/irrational beliefs that are hurting you.)
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Irrational Beliefs |
Rational Beliefs (Healthy Alternatives) |
|
|
Step 6
Now, copy and paste each of your irrational (unhealthy) belief for each category of Irrational Beliefs that you completed in Step 5 into Step 6. Write out an alternative rational (healthy) belief to counter each of your unhealthy irrational beliefs. If you practice these rational (healthy) beliefs you’ll notice that your stress will go down. For example, if I practice and integrate the rational (healthy) beliefs, I will more likely feel sad instead of depressed, frustrated instead of angry, concerned instead of depressed, angry, and anxious about failing the chemistry exam; also, my behaviors will also be more self-helping. For example, I will find a way to get better sleep, exercise, and eat more nutritiously if I’m operating out of the healthy ways of thinking and behaving. I will also be better able to problem solve the situation if I am not disturbing myself.
Part 2: Peer Response
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 articles and lectures (references) 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 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. Here you are just reflecting on the REBT Analysis of a Stressful Situation that your peer completed. 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’s Discussion relate to your life, experiences, feelings and ideas? 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) 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 Peer Response, go to “Discussions / PBL Assignments,” then click on “Unit Two Discussion / PBL Assignment.” Now you will see a list of the Discussions submitted by your peers in the class. You need to read through your peers Discussions in order to find one that resonates with you; in other words, you need to choose one that you would like to respond to. When you find the student you want to respond to, you will click on the “Reply” button. Then, you will copy and paste your peer response into the “Message” window and click “Submit.”
Your peer response (Part 2) is due July 16.
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 relates 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 (7/8 - 7/11)
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.
Read: Chapter 10 – Motivation and Emotion (11 ed: read only pages 367 - 382) or (12 ed: 347 – 362) – Myers and DeWall
Read: Chapter 11 – Stress, Health, and Human Flourishing – Myers and DeWall
Reading Quiz Nine. This reading quiz is over the assigned reading and lectures in Assignment Nine.
Exam Two: Exam 2 opens 12:00 am (midnight) on July 11 and closes at 11:59 pm on
July 12. 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. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Three
Unit Three consists of assignments 10 through 12, the Unit Three Discussion, Service Learning Project, Exam 3 and the Final Exam. These Assignments are to be completed between the dates of July 13 and July 26. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Ten (7/13 - 7/16)
View: Lecture 1: Childhood Cognitive Development
View: Lecture 2: Childhood Social Development
View: Lecture 3: Adolescence
View: Lecture 4: Adulthood
Read: Chapter 4 - Developing Through the Lifespan – Myers and DeWall
Reading Quiz Ten. This reading quiz is over the assigned reading and lectures in Assignment Ten.
Assignment Eleven (7/17 - 7/20)
View: Lecture 1: Motivation
View: Lecture 2: Sexual Motivation
Read: Chapter 10 – Motivation and Emotion (read only pages 347 - 359, Basic Motivational Concepts, Affiliation, and Achievement) – Myers and DeWall
Read: Chapter 5 – Gender and Sexuality (read only pages 172 – 188 Human Sexuality) – Myers and DeWall
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.
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. Part 1 is due July 20.
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 choose from these question to help you create your 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 or your family?
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?
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:
With regard to the Self-Interest and Assertion article:
With regard to the Love Lecture:
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. Part 2 is due July 24.
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’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) 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 Three 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!
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 (7/21 - 7/24)
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)
Read: Chapter 12 - Social Psychology - Myers and DeWall
Reading Quiz Twelve. This reading quiz is over the assigned reading and lectures in Assignment Twelve.
Service Learning Project
The Service Learning Project is due July 17. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Exam Three: Exam 3 opens 12:00 am (midnight) on July 24 and closes at 11:59 pm on July 26. 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. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
* The last day to turn in late work with a penalty is July 17.
05/12/23 2:00 PM
05/12/23 2:01 PM