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
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)
Syllabus
1/16/2024 - 3/8/2024
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.
The Syllabus and the Course Schedule / Assignments explain how everything works in the course. Both of these documents are found under Lessons. 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!
It is critical for us to be able to communicate with email. Here is the first way we can communicate with email. I will use the “Messages” function inside of Blackboard. I can use this function to send an email to the entire class or to a specific student. You also can use this function to email your professor. Go to “Messages” at the top of your screen. Then, click on “New Message” at the right of your screen. Next, click in the window under “Recipients” to find your professor’s name. My name is listed as Jeffery Kee in Blackboard.
A second way we can communicate is through your AC Connect Google Email account.
Here are the steps to access your Student Email Address:
To send email to your professor, do the following:
Introduce Yourself Assignment
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. Then click on “First Assignment: Your Introduction.” Next, under “Responses” click in the box that says “Type a response.” Then, copy and paste your brief introduction in that window that says “Type a Response.” Finally click “Respond” to submit your post.
You must make this post by January 22. 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.
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 is www.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
ADMINISTRATIVE DROP POLICY:
Students who do not attend class on or prior to the census date will be administratively dropped.
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. In this case, the instructor will create the task in the Student Engagement Portal (Watermark) to direct the students to the appropriate tutoring service.
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.
Under Lessons, click on “Study Skills (Handouts and Videos).” Here you will find handouts on how to study: ("How Do I Prepare For Exams" and “How to Study by Summarizing and Marking the Text, and Study Skills Videos Youtube Links”). This information will help you to develop effective study skills.
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 60 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. 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 mental health provider 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 “Gradebook” inside of Blackboard.
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 Discussion 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!
13. 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
14. What are the weight of the assignments?
The Exams, Discussion Assignments, and Service Learning Project 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.
DISCUSSIONS / PARTICIPATION:
1. How do we participate in this online class?
Students participate in this course by doing the Discussion 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.
2. 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.
3. Where do we find the homework assignments?
All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).
4. 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 Discussion Assignments, and completing a Service Learning Project. I recommend you outline (take notes) on the video lectures and reading assignments, but you do not turn in the outlines to your instructor.
5. 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.
6. 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.
7. How will the Discussion 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.
8. 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 3/26/24.
9. 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 2/27/24. 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. Grades of F on your transcript can hurt your chances of gaining admission to programs in the future.
Dr. Alan Kee
Professor of Psychology
Amarillo College
Lifespan Growth & Development Psychology (WEB)
Course Schedule / Assignments
1/16/2024 - 3/8/2024
Welcome to Lifespan Growth & Development Psychology (Online)!
You must carefully read this entire document in order to understand how to navigate this course.
If you have any problems or 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 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, it is not all that complicated. It is lengthy because I’m going to great lengths 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 are. Do not hesitate to ask me questions if you feel like you don’t understand some aspects of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well as 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 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 the assignments ahead of time and plan your time so that you can complete them on time.
This Course Schedule / Assignments document is detailed 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 to answer most of the questions you may have. The papers that you write are NOT as difficult as all 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!
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself 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. You will find “Discussions” at the top left of the screen. Then click on “First Assignment: Your Introduction.” Next, go to Responses and copy and paste your response into the window where it says, “Type a response.” After you copy and paste your response into this window click the “Respond” button below the window.
You must make this post by Monday January 22. 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 March 1, 2024. 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.”)
To locate the instructions on how to complete the Service-Learning Project, go into your Blackboard class and click on “Content” at the upper left-hand corner of the screen. Then, click on “Service-Learning Project.” After you click on “Service-Learning Project” you will see “Service-Learning Project Instructions.” Click on “Service-Learning Project Instructions” to open this document. Follow the steps in this document.
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 the Discussions, Peer Responses, and Exams for each unit into your personal calendar so you can plan accordingly!
Unit One
Unit One consists of Assignments 1 through 3 and Exam 1. These Assignments are to be completed between the dates of 1/16 – 1/27. 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.
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 Lifespan Development
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 1: Understanding Human Development Approaches and Theories
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
Chapter 3: The Prenatal Period, Birth, and 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. You are not tested over these videos. They are not required. I include them for your learning.
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 the 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 to gain a deeper understanding of the concepts. Some students use the textbook selectively to help them better understand concepts from the lecture that are not fully clear or understandable.
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 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 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 the other study guides are not as detailed. Your 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 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 are not required to write out your answers to these Discussion Questions. And you do not turn this review of Discussion Questions into your instructor. They are provided as an aid to help you study. They are not required.
*Discussion Questions are provided for each chapter assigned throughout the course except for chapter 1.
Step Four:
After you make your notes by filling out the study guide of the assigned lectures / chapters, you can open the “Practice Exam Questions” by going into Lessons and clicking on “Practice Exam Questions.” These practice questions will be similar to the questions you will see on the exams. You do not turn these practice test questions into your instructor. They are provided as an aid to help you study. Practice questions are provided for each chapter assigned throughout the course.
Assignment Two
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 4: Physical 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 5: Cognitive 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
Chapter 6: Socioemotional Development 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 Assignment
This Discussion Assignment has only one part. In this assignment, to stimulate interest in the topic of human development, your goal is to identify and write about five past events that have had an impact on your life. In your paper, provide your age at which each event occurred and provide a brief description of what happened. Then, you are to hypothesize and write about five future events that you believe will significantly affect your development. Be sure to apply one or more concepts from any part of the textbook to your life experience in this paper.
It will be interesting for you to reflect on these events as you proceed through the course, learning more details 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 including the name of the lecture and the time in the lecture.
Please write complete sentences and run a spell checker and grammar checker on your paper. Break your paper into paragraphs! Do not provide a bulleted list.
The minimum length for your Discussion is 600 words. Be sure to check the word count you’re your discussion. If you do not meet the required word count you may redo your paper with a 20-point late penalty. Note: you do not reply to a peer for Unit One Discussion.
Here are the instructions on how to submit your Discussion:
Your Unit One Discussion Assignment is due 1/25.
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay. Note there is not a peer response (for this assignment, you are not required to respond to a student in your class.)
Rubric used to grade Unit One 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 response 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. |
Exam One: Exam 1 opens 12:00 am (midnight) on 1/26 and closes at 11:59 pm on 1/27. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of the Videos over Lectures/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 handwritten) on the exam but not your textbook or any other electronic device.
Unit Two
Unit Two consists of Assignments 4 through 6 and Exam 2. These assignments are to be completed between the dates of 1/28 – 2/8. 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
Chapter 8 – Socioemotional Development 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
Middle Childhood
Chapter 9: Physical and Cognitive Development In Middle Childhood
Chapter 10: Socioemotional Development 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.
Unit Two Discussion 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 that you want to write about.
I want you to reflect on 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 discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc). Then, under Responses, copy and paste your Discussion into the window that says “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
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 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 connecting at least one or more ideas from the textbook to your peer’s discussion response.
To get credit, you must indicate in the body of your peer response the textbook author and the page number or video lecture and the time. For example, let us say that your classmates provided a discussion response on the topic of childhood depression.
In your peer response, you could describe (summarize in your own words) what Dr. Kuther (the author of our textbook) has to say about peer rejection and how that concept is related to childhood depression. 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. 289) or the video lecture and the time such as (Video Lecture Ch 10 Peer Relationships in Middle Childhood, 12:45). (In this part you provide a small summary of an aspect of the textbook or video lecture.)
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.
In order to respond to a peer, first read through your peers discussions and determine which one you want to respond to. Then, click on the lower left-hand corner of the student’s discussion where it says “Reply.” Copy and paste your response into the window where it says, “Type a reply.” Then click on “Reply” and your response will be submitted.
Your Unit Two Discussion Assignment (Part 1) is due 2/3. Remember that part of the assignment is for you to respond to one of your classmate’s postings (peer response). Your peer response (Part 2) is due 2/6.
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 lecture and/or reading. | 40 Points Does not contain a clear and thorough response 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 lecture and/or 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 lecture and/or 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 and provides the reference in the body of the paper and the source after the peer 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. | 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 personal reflections 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 2/7 and closes at 11:59 pm on 2/8. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Lectures/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 handwritten) 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 2/9 – 2/20. 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
Chapter 12: Socioemotional Development 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
Chapter 14: Socioemotional Development in Emerging and 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 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 the chapters 11, 12, 13, and 14 of the Kuther text. Your task is to choose one to three major themes from chapters 11, 12, 13, and 14 of the text that you want to write about.
I want you to reflect on 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 chapters 11, 12, 13, and 14 of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of chapters 11, 12, 13, and 14 of the text.
To post your discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc.). Then, under Responses, copy and paste your Discussion into the window that says “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
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 connecting at least one or more ideas from the textbook to your peer’s discussion response.
To get credit, you must indicate in the body of your peer response the textbook author and the page number. For example, let us say that your classmates provided a discussion response on the topic of childhood depression.
In your peer response, you could describe (summarize in your own words) what Dr. Kuther (the author of our textbook) has to say about peer rejection and how that concept is related to childhood depression. 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. 289) or the video lecture and the time such as (Video Lecture Ch 10 Peer Relationships in Middle Childhood, 12:45). (In this part you are providing a small summary of an aspect of the 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.
In order to respond to a peer, first read through your peers discussions and determine which one you want to respond to. Then, click on the lower left-hand corner of the student’s discussion where it days “Reply.” Copy and paste your response into the window where it says “Type a reply.” Then click on “Reply” and your response will be submitted.
Your Unit Three Discussion Assignment (Part 1) is due 2/15. 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 2/18.
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 lecture and/or reading. | 40 Points Does not contain a clear and thorough response 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 lecture and/or 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 lecture and/or 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 and provides the reference in the body of the paper and the source after the peer 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. | 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 personal reflections 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 2/19 and closes at 11:59 pm on 2/20. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Lectures/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 handwritten) 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 2/21 – 3/5. 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
Chapter 16 - Middle Adulthood: Emotional and Social Development
*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
Chapter 18 - Late Adulthood: Emotional and Social Development
Chapter 19 - Dying and Death
*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 Assignment:
REBT
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.”
In addition, I have provided an example of where I am talking about a very stressful time in my adolescence. I was experiencing severe anxiety when I was a sophomore in college. This handout will help you see how REBT can be applied in a real-life situation. To view this document, go to “Lessons” and then to “REBT for Stressful Life Situations.” Then click on “Dr. Kee’s application of REBT to Severe Anxiety.”
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 on 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 Assignment is due 3/3. You do not complete a peer response for Unit Four Discussion.
To post your discussion, go to “Discussions” and then click on the appropriate Discussion (for example, Unit One Discussion, Unit Two Discussion, etc). Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your 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 clearly connected to concepts from the assigned lecture and/or reading. | 40 Points It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student connected to specific concepts from the assigned lecture and/or 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 connected to concepts from the assigned lecture and/or reading. The discussion does not meet the required 600 word minimum. |
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. |
*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 Dr. 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. Dr. Matweychuk is an expert in 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! (I have volunteered twice!) I go to this free discussion every Saturday morning at 8 am. See his website for details. http://rebtdoctor.com/index.html
Assignment Thirteen
The Service-Learning Project is due 3/1. 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.
* Last day to turn in late work is 3/1.
Exam Four: Exam 3 opens 12:00 am (midnight) on 3/4 and closes at 11:59 pm on 3/5. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Four, consisting of Lectures/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 handwritten) on the exam but not your textbook or any other electronic device.
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